An Analysis of The Speaking Tasks of English for Ethiopia Textbook: Grade Nine in Focus
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Date
2013-04
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Addis Ababa University
Abstract
The main objective of the study was to analyze the speaking tasks of grade nine English
for Ethiopia students’ textbook that is currently in use with a major objective to looking
into whether the tasks in the textbook are designed in light of current theories of
communicative tasks. In order to achieve this objective, the textbook and the syllabus
have been used as sources of data Using Nunan’s (1989) frame, out of the 55 speaking
activities 24 of them were analyzed in terms of goals, inputs, activities , roles and
setting. Besides, the tasks were analyzed to see whether they are motivating, authentic,
and purposeful, and to see whether they reflect real world use of language, promote pair
and group work and lastly whether they include pre, while and post stages of tasks.
Classroom observation was the other tool used to see how the tasks are being
implemented. In addition to these, in order to see the attitude of students and teachers
about the speaking tasks, Interview, questionnaire and classroom observation were also
used as instruments in HidaseLideta Secondary and Preparatory school. The findings
show that the goals of the tasks meet students’ need and interest. Contents which are
used as Inputs seem to be familiar to the students even though they lack authenticity.
The tasks are also purposeful; they promote pair and group work activities. Students
play more roles in the tasks compared to teachers. However the tasks do not fulfill
stages of tasks. Based on the findings recommendations are forwarded.
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Ethiopia Textbook: Grade Nine in Focus