A Comprative Study of the structural and Comprative Approaches in Teaching the Collectional using of prepostions to secondary school students.
| dc.contributor.advisor | Asfaw, Dr.Melaku | |
| dc.contributor.author | Demilew, Zeleke | |
| dc.date.accessioned | 2020-12-16T09:20:18Z | |
| dc.date.accessioned | 2023-12-05T13:48:07Z | |
| dc.date.available | 2020-12-16T09:20:18Z | |
| dc.date.available | 2023-12-05T13:48:07Z | |
| dc.date.issued | 1987-06 | |
| dc.description.abstract | Studies of error analysis on subjeots from different languB.ge baokgrounds hp.ve shown that the appropriate use of prepositions mRrks one of the ma jor areas of diffioulty of students learning English as a foreign language . In this study, an attempt was made to determine the relative effeotiveness of the struotural I'I.nd the communioative aT1~roR()hes in teaohing the different oollooatio~l'I.l uses of the nine most frequently used one-word prepositions in English. A total of 120 grade nine students randomly sampled f r om Yekatit 12 Comprehensive Seoondary Sohool oomprised the population of the experiment. These were di vide c1. into four groups . Groups I and II made up tbe Control and Groups III and IV the Experimental Grou!ls. A pretest was auministered to al l the fOllr groups to find out wh ether or not the subjeots had marked di fferences in thej.r leve: of rnastery of the uses of the prepositions. A two-tRile1 t test At a significance level of 0.05, nnd 120 degrees of fr Eedom was performed onche level of contrasting pairs and aggreg~te gr oups. ?indings showed no signifioant differenoes indic3.ting that the s2111pled studcnts h"d more or less equal knowledge of the uses of pr ep~sit ions. Two sets of teaching lllPterials were prepared along the lines of the principles of the structurl'!l and the communicative I'I.pPl'oaches for the Control I<nd the ::;;xperimental p;ronps iii respectively. The subjects of the exp<;riment were taught with the respecti.ve r:l"teri:>13 fc:~ ten consecutive weeks. At tile end, R Dosttest was administeren. Using the Ea.~e fo;.f;l1:'f:i.c:>nce level and degrees of freedom, tb8 p~'e-Flnd posttest t-values of each uf -tl1e A.gr;r"{!;'1tes Vlerc computed to see whether or no'; the subjee;;s have made a significant gain (or progress) over their pretest results. The 7.-'ral1Je c; cf the posttest results were also calou.c3.ted on both paired and aggregate leve LS . Findings pro',p.d that the members of the Experj.mentn::_ Gro:!) have progresser1. considerably in ths:.r kYJ()\'::'.edge of the uses of prepositions. Tti:.; '-,:",S </~t":j.\J.lted to the relative effe0tiveness of ~he c ommunic 8ti ve Rprroacb. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/24122 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universiy | en_US |
| dc.title | A Comprative Study of the structural and Comprative Approaches in Teaching the Collectional using of prepostions to secondary school students. | en_US |
| dc.type | Thesis | en_US |