Factors That Hinder the Implementation of Communicative Language Teaching: Yabelo Secondary Andpre pararory School in foces
| dc.contributor.advisor | Assefa, Tilahun (PhD) | |
| dc.contributor.author | Birega, Molalign | |
| dc.date.accessioned | 2021-03-16T11:07:20Z | |
| dc.date.accessioned | 2023-11-09T04:04:58Z | |
| dc.date.available | 2021-03-16T11:07:20Z | |
| dc.date.available | 2023-11-09T04:04:58Z | |
| dc.date.issued | 2011-05 | |
| dc.description.abstract | TIle purpose oj this study was to find out tile major Jactors that Ilinder the implementation of communicative language teaclling. Yabelo senior secondmy and preparatol)' school in Jocus. In due course oj tIl is study, 55 students and 4 teachers, totally 59 participmlts were participated. The 55 students selected through systematic sampling J¥/y11 five classes that random(l' selected ,,,hile tile existing Jour teachers' enrolled tlll'ough I/l~ailabfe sampling. Instrulllents elllployed in tilis stl/{(l' included: Questionuaire, Observation checklist, and semi- structured intervie,v. When questionnaire used as the main tool, observation and an interview lVere used to reflect the main points in questionnaire Jar the sake oj validation and triangulation. In Ihe analysis part, percentage and rating scale were used while data being analyzed. Accordingly the JollOlving findillgs were obtained, among the Jactors which hinder the implementation oj communicative language teaching the Jolla wing were s..'!!l!!: Teachers' laCk oj the target language culture and CL T traiuing; Students' low English proficiency and passive style oj leamil/g,' Lack oj enougll adlllinistrative support and authentic nwteriafs-as ,veil as lack oj effective and eJficient instrulI/ellts to l.L~ess cOlI/mullicative cOlI/petence. Besides, it Iws proved tilal the teachers IlIId ti,e right concept about CLT but they Jail to implement it practically. Consequenlfy, they are practicing traditional language teaching metilods and using OIl (V textbook as a teaclling aids. On the other hand, sludents indicated that tile), are illterested ami that they perceived English as not diffiCUlt subject. With regard to Ihe activilies practiced at 1/olIIe, 1II0st studellts (62%) oj studellts attested tlwt they spell! 1I1uelt lillIe 011 reading textbook and revisillg eX([II1 papers. illfight/o IhejiJldillgs, Ilre/o/lowing cO lielusiollS were drrlll'll: There lVas gap be/Il'eell IheOI)1 amI practice; Materials other tll(lII textbook like tape recorder alld video filllls need to be illtegrated ill leachillg program. The practice oj prillciples oj current cOlllm1lllicative language alld communicative competence which is central goal of CLT was given less emphasis. At last, the Jollowing were recommended: providing adequate administrative supporl, preparing multitude oj authentic materials, developing an eJficient alld eJJective illstl"lllUellts to assess C0l1111111llicalive conlpe/ellee, preparing sllpplenlell/(II), IIwterials and inviting the experts to share experience and to give explanatioll abollt CL 7: | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/25545 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Factors That Hinder | en_US |
| dc.title | Factors That Hinder the Implementation of Communicative Language Teaching: Yabelo Secondary Andpre pararory School in foces | en_US |
| dc.type | Thesis | en_US |