An Analysis of the Needs of Evangelical Theological Colleges in Teaching English: With Reference to Meserete Kristos College
| dc.contributor.advisor | Regassa, Taye (PhD) | |
| dc.contributor.author | Bekele, Tilahun | |
| dc.date.accessioned | 2018-07-16T10:33:09Z | |
| dc.date.accessioned | 2023-11-09T04:04:20Z | |
| dc.date.available | 2018-07-16T10:33:09Z | |
| dc.date.available | 2023-11-09T04:04:20Z | |
| dc.date.issued | 2003-06 | |
| dc.description.abstract | The purpose of this study was to investigate into the needs of Evangelical theological colleges in teaching English considering the case of Meserete Kristos College. It is hoped to help future syllabus designers and material writers produce more appropriate syllabuses and materials and the English language teachers have a better understanding of their students. The instruments used to this end were questionnaires (to students and subject teachers), interview (to the English language teacher), and text analysis. The subjects involved in the study were 50 students and 16 subject teachers. Findings from the data analyses indicated that the students are expected to read the Bible and evaluate, prepare and deliver sermons in English in addition to some other activities that appear more common to other academic contexts. They also seem to have ‘wants’ other than those demanded by the target studies. All the four English language skills seem to be necessary with greater emphasis on the receptive ones. Besides, all the four genre types are needed – exposition being first and following it argumentation, description and narration. Some language functions, structures, set of vocabularies, skills, discourse structures and genre moves too have been identified as more frequently needed than others. The students in general had average performance in English and lesser exposure to the language and the culture it represents. Nevertheless, they had a positive attitude towards English and its learning. Some specific areas of problems are also identified. Concerning their learning preferences, the students seem to favor communicative methodology, grammar and texts of any topic. Based on the findings, it was recommended that syllabus designers and ultimately material writers may need to consider the English language needs, ‘wants’ and lacks of their students identified in the study in their attempt to produce appropriate syllabuses and materials. The English language teachers should be aware of the students’ learning preferences and see if there is a need for them to help their students make some adjustments or for themselves to make some adjustments. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/8757 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Evangelical Theological Colleges | en_US |
| dc.title | An Analysis of the Needs of Evangelical Theological Colleges in Teaching English: With Reference to Meserete Kristos College | en_US |
| dc.type | Thesis | en_US |