Teacher Intention and Learner Interpretation of English Language Learning Tasks
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Date
2007-07
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Addis Ababa University
Abstract
This study is about language learning tasks. It attempted to find out whether English language teachers’ intentions match learners’ interpretations of English language learning tasks in grade 11. It also set out to assess the possible problems that create a gap between the two parties. Questionnaires, classroom observations and interviews were used to collect data in three general and preparatory government high schools in Addis Ababa. Based on the data, analysis was made and the teachers’ intentions and the learners’ interpretations compared accordingly. The findings indicated that in certain areas both the teachers’ intentions and the students’ interpretations of the tasks seemed to match positively. However, in several issues of the classroom practices, both parties have mismatched. And when the seemingly positive matches were deeply looked into by crosschecking the various data obtained, they showed essential disparity. The teachers indicated that they explain the purpose of tasks and their significance to other subjects. Moreover, they indicated that they simplify difficult language, contextualize tasks. However, the students indicated that they face difficulty in reading and understanding other subjects. They also indicated that the writing skills activities are not intended to help them for their academic writing. Besides, they indicated that the various English language skills activities are not up to enabling them to develop their communicative ability. It is therefore suggested that the English language teachers be committed enough to use the different activities for teaching the language in ways that solve the students’ problems of speaking, reading, writing, etc.
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Teacher Intention and Learner