Using L1 in the Efl Classroom: The Case Of The Oromo Language With Particular Reference to Adama Teachers College by

dc.contributor.advisorKitila, Tamene (PhD)
dc.contributor.authorBeressa, Kenenisa
dc.date.accessioned2018-07-11T10:23:06Z
dc.date.accessioned2023-11-09T04:04:06Z
dc.date.available2018-07-11T10:23:06Z
dc.date.available2023-11-09T04:04:06Z
dc.date.issued2003-07
dc.description.abstractThe principal intent of this research was to investigate classroom use of L1, in this case the Oromo language, in the English classroom at Adama Teachers College. To this end, a descriptive research method was employed. Fifty first year regular diploma students majoring in English and five instructors participated in the study. Pertinent data were elicited through questionnaires and interview. Moreover, classroom teachers' and pupils' talk were audio taped. While most of the data gathered through the questionnaires and tape recording lessons were analyzed with the aid of frequency and percentage, those collected through interview and the openended items of the questionnaires were sorted out and summarized. The study indicated that both teachers and students have positive attitude towards the use of Oromo language at a college level. It also showed that certain amount of Oromo language has been used in the EFL classroom: 1.28% of Oromo language, which accounts for about 1.25% of the class time. However, the time devoted to the Oromo language was found to be less than what was deemed acceptable by the teachers and the students (i.e. 6-10 % of the class time) suggesting that there was a gap between teachers' perception and their classroom practice.en_US
dc.identifier.urihttp://etd.aau.edu.et/handle/123456789/7990
dc.language.isoenen_US
dc.publisherAddis Ababa Universityen_US
dc.subjectOromo Languageen_US
dc.titleUsing L1 in the Efl Classroom: The Case Of The Oromo Language With Particular Reference to Adama Teachers College byen_US
dc.typeThesisen_US

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