An Evaluation of the Listening Tasks Presented In Grade 9 English Textbook and Their Actual Classroom Implementation with Special Reference To Ethio-Parents' Secondary and Preparatory Private School, Addis Ababa
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2019-05
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Addis Ababa University
Abstract
The largest part of time spent in the communication process is devoted to listening. For many years, listening skill was denied priority in language teaching. In fact this skill is very important for developing any language learning proficiency. However, it sometimes constitutes a source of trouble and frustration for learners of English as a foreign language (EFL) who find themselves unable to comprehend the spoken message transmitted to them in the target language. Therefore, this research investigates to evaluate Grade 9 English Textbook listening tasks and their implementation in the classroom. The study was a descriptive study with a mixed research methods approach. In order to answer the basic research questions designed, three data collecting instruments were employed. These were document analysis, classroom observations and students’ questionnaire. The results obtained from these instruments were analyzed qualitatively through descriptions, and quantitatively using simple descriptive statistics and frequencies. The data obtained through these tools were triangulated and crosschecked to offset the weaknesses of the others. The result indicated that the tasks found in the students’ text-book of grade nine were not consistent in number throughout the text-book. The result also proved that EFL teachers failed to properly implement the listening tasks found in the students’ text-book of grade nine based on the criteria set. Moreover, it was found that the tasks were not rich-enough to address and include the learners’ background knowledge and to inculcate real-world types of tasks. Besides, EFL teachers failed to relate the given tasks with the learners’ experience, and all the three stages of the listening phases were not effectively implemented. Finally, based on the findings obtained, it was recommended that EFL teachers should be given relevant training on how to implement teaching listening tasks on the students’ text-book for grade 9. The text-book writers should also give attention to activities prepared for teaching of listening.
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