The Methodology Practiced By Senior High School English Language Teachers. A Description of 'L'be Status Quo
No Thumbnail Available
Date
1991-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
This study was carried out in an attempt to describe the
methods employed by senior secondary school English ianguage
teachers. making use of classroom observation sheets (time-based),
and teachers' and students' questionnaires, prepared for this
purpose.
The focus of the observation was on how the teachers taught
the grammar and the reading comprehension lessons (almost all of
i
the teachers exclusively focused on these aspects alone).
,
The findings of the study have clearly shown that the
approach is basically traditional . The overall picture obtained
from the analyses of the observation sheets and the teachers'
and students ' response, is that the lessons are dominated by
teacher talk, grammar explanation and reading aloud. Studentto-
student interaction and appropriate silent reading are missing.
The results show that of the total time used for teaching structure,
15.9% to30% was used by the teachers for meta language explanation
while only 7.5\ to18.4% was used for the practice . Regarding the
reading comprehension lessons, 7% to!1.9% was used by the teachers for
reading aloud and 11.6% to18.4\ of the period by students reading
aloud. There was no attempt to give a purpose for reading the
passages, and teachers Jnvariably focused on the .text for ' the
purpose of l earning vocabulary and structure.
If the recent introduction of new TEFL methodology courses
proves effective teachers that graduate in the future from AAQ
.~~U show changes in the me thod they use.Thus, the main purpose of the description is to provide
a base-line study against which future improvements, resulting
from the new and improved teacher training courses being
introduced, can be measured.
Description
Keywords
Tefl