Classroom Interactional Implication in Teaching Oral Communication Through The Use of Tasks
| dc.contributor.advisor | Bogale, Berhanu (PhD) | |
| dc.contributor.author | Gizachew, Meseret | |
| dc.date.accessioned | 2021-03-16T10:29:17Z | |
| dc.date.accessioned | 2023-11-09T04:04:58Z | |
| dc.date.available | 2021-03-16T10:29:17Z | |
| dc.date.available | 2023-11-09T04:04:58Z | |
| dc.date.issued | 2007-07 | |
| dc.description.abstract | The purpose of this study was to find out whether the teaching of speaking through the use of tasks facilitates interaction in the classroom. To do this, goals, contents as input, activities, roles (roles of teachers and students) and setting (condition of classroom set up and satellite television led instruction) were the variables selected. To achieve the aim, three different instruments were used: classroom observation, questionnaires and interview. In addition, the classrooms, students and teachers were used as sources of data. Concerning the sampling techniques, all teachers who taught in grade 9 were selected using comprehensive sampling. In addition, after listing down the name of sections handled by these teachers, 1 from the five lists written under each teacher was selected using a lottery system. Furthermore, 35 students were randomly selected from every section. These randomly selected students and a ll the 5 teachers were asked to fill in the questionnaires. Out of 5 teachers, 2 were randomly selected for observation. Those observed were also interviewed. After analyzing and discussing the data collected through the above instruments, the results of the investigation were obtained. According to the results, the explicitness of goals, the familiarity of contents to the students, the potential of goals and contents in reflecting learners' needs and interests, the authenticity, flexibility, purposefulness and communicative (interactive) nature of activities could facilitate oral interactions. On the other hand, insufficient information provision of the input data, inappropriate difficulty level of activities, ineffective teachers in acting according to the principles of communicative language teaching, lack of students' initiative and willingness to interact with each other, heavy and combined desks found in neat rows, shortage of time given for interaction and the speed of television teacher's speech could make oral interactions difficult in the classroom. Based on the above findings, conclusions were drawn and recommendations were given. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/25540 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Teaching Oral Communication | en_US |
| dc.title | Classroom Interactional Implication in Teaching Oral Communication Through The Use of Tasks | en_US |
| dc.type | Thesis | en_US |