ASSESS THE PRACTICE OF INTEGRATING LANGUAGE SKILLS IN TEACHING ENGLISH IN EFL CLASSROOMS AT GENETE GENERAL SECONDARY SCHOOL

ANTENEH, ALLENE

dc.contributor.author	ANTENEH, ALLENE
dc.date.accessioned	2018-11-04T04:01:26Z
dc.date.available	2018-11-04T04:01:26Z
dc.date.issued	2018-11-04
dc.identifier.uri	http://hdl.handle.net/123456789/9077
dc.description.abstract	This study was conducted with the objective of assessing the practice of integrated-skills in teaching/learningat grade ten levels. The study was carried out at Genete Secondary School.found in Woldia town in the academic year 2010 G.C. Eight English language teachers and 144 students were samples of the study. Data were collected using questionnaires, observation and document analysis. Two sets of questionnaires (one for the teachers and another for the students) were employed as the main data collecting tools. Besides, classroom observations and document analysis (analysis of the Teacher’s Guide) were employed as supporting instruments so as to triangulate the findings of the questionnaires. Then, the data collected were analyzed using percentage . The study revealed that the teachers had high theoretical orientations and understanding of integrated-skills teaching principles. On the other hand, it was found that the teachers lacked practical skills of implementing integrated-skills. The study further showed that the teachers sometimes taught language skills in integration in reading, listening, speaking and writing lessons. Moreover, the teachers rarely used communicative activities and project work when they taught language skills in integration. The study also portrayed that most of the teachers could not effectively play their ‘managerial roles’ when they taught language skills in integration and they hardly used various English teaching aids when they taught language skills in integration. In addition, the teachers did not use the Teacher’s Guide in the classroom properly. Furthermore, the study showed that students had poor English language proficeincy, interest, motivation to learn.and attention to their work . Finally, based on the findings, it was recommended that teachers should be given adequate training on how they practically teach language skills in integration, manage large class size, design materials for integrated-skills teaching, should test the students’ performance in two or more language skills and shoule use the Teacher’s Guide properly to implement integrated-skills teaching. Moreover, teachers should adapt tasks based on their students’ interest and motivations and students should be given tutor classes in order to improve their English proficiency.	en_US
dc.language.iso	en_US	en_US
dc.subject	ENGLISH LANGUAGE AND LITRRATURE	en_US
dc.title	ASSESS THE PRACTICE OF INTEGRATING LANGUAGE SKILLS IN TEACHING ENGLISH IN EFL CLASSROOMS AT GENETE GENERAL SECONDARY SCHOOL	en_US
dc.type	Thesis	en_US