FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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Q7: The instructor was told that some students complained they were demotivated during taking the course, and he was asked to add if he wants to add anything (comment, compliment, or suggestion). The students are very poor in the over all language skills, so it was difficult for the students to bring the needed behavioral change within a semester listening course. It was really a very difficult job for him to handle students who didn’t have the necessary prerequisite to the target course. As a solution, thus, the instructor advised that the students who are going to join the English Department should be only those students who are able to pass the English Language Aptitude Test. This advice seems quite acceptable. 4.5 Analysis of the observation of the listening environment Here the listening environment refers to the place and the setting where the teaching learning process of the <strong>EFL</strong> listening was taking place. The language laboratory is also a part of the listening environment where the learning of listening took place. We will see the strengths and the weaknesses in this regard. Let us begin with the strengths. As mentioned in the background, the language laboratory of BDU was built in 1995 and it has been giving service for 13 years. It has been used for teaching of Listening Skills, Spoken English-I and Spoken English-II for various groups of students. To learn the aforementioned courses, the regular, the extension, and the summer students use the lab. While the regular students work in it from Monday to Friday, the extension students work on Saturday and Sunday including the evening classes. There are also summer students who work in it in the summer time. In the language laboratory, there are three televisions, one computer, video and tape recorders. All these electrical equipment use in the teaching of the listening course. There are also blank and recorded cassettes including video cassettes in the lab. All these helped in introducing students to various <strong>EFL</strong> listening activities and in exposing the students to native speaker English. There is also a satellite-television broadcast received via satellite-dish. The students are sometimes exposed to authentic news comes live by satellite from the British Broadcasting Corporation. Furthermore, there are individual tape recorders and 69
headphones for each student, and the language laboratory is equipped in such a way that each student uses his/her own head phone with its own respective volume, and when the students get to listen to a spoken text, they will always be instructed to use their head phone. These were some of the strengths of the laboratory. When we come to the weaknesses of the lab, giving service (for all days of the week, for all the weeks of the month, and for all the months of the year, including summer) for 13 years made the lab very old and the quality deteriorated. Some of the equipment torn apart, which in turn led to the malfunctioning of the equipments. For example, some of the headphones and the playing machines are not working properly, so frequent interruptions of messages during listening become a common phenomena. It is difficult to be successful in comprehension particularly for those students who are compelled to use such damaged equipments. In the lab, there are 48 head phones, 48 playing machines and 48 seats even though the number of students in one section reaches to sixty. Consequently, the number of headphones and playing machines is not sufficient when compared to the number of students in a section. This was really an extra challenge particularly for the students of section B and C whose class-size is sixty each. This is to mean that 12 students in each section were missing the practice of listening in every listening class. Depriving such students from doing practice can be one factor which influenced their listening performance. To see the effect of the shortage of head phones, playing machines and seats in the lab, the researcher observed when students entered the lab to attend Speaking Course (FLEE 202). The students were pushing each other while entering the class to the fact that the number of head phones, playing machines and seats was not sufficient for all of them. For example, many students were running and competing to get a seat, and those who lagged behind were compelled to bring a chair from other neighboring rooms. Even though these students get a chair, they were to be left to listen without wearing headphones and getting their own playing machines. Instead, they were made to listen from the speaker of the master tape recorder which is far away from them. Furthermore, 70
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ADDIS ABABA UNIVERSITY INSTITUTE OF
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ADDIS ABABA UNIVERSITY INSTITUTE OF
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ACKNOWLEDGEMENT I would like to exp
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3. Methods of the Study------------
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LIST OF TABLES Table-1: Factors rel
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ABSTRACT This study explores the fa
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laboratories of the university. The
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same course to different groups. Fu
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speakers speak, not being able to g
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Chapter Two: Review of Related Lite
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descriptions concerning the influen
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years (Penny Ur, Mary Underwood, Fa
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From the above points it seems reas
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of main clause and subordinate clau
Page 29 and 30: problem. She says that perception o
Page 31 and 32: given, rate, and pacing of informat
Page 33 and 34: It is obvious that students will fi
Page 35 and 36: sounds that are unusual to the L2 l
Page 37 and 38: epetitions and other elaborations a
Page 39 and 40: part of the speech.” This tells t
Page 41 and 42: These factors are important not onl
Page 43 and 44: Samuels, 1994; Ur, 1984; Underwood,
Page 45 and 46: statements arranged, on the basis o
Page 47 and 48: is the cognitive complexity of the
Page 49 and 50: However, to make the analysis easil
Page 51 and 52: Item No. partly due to the structur
Page 53 and 54: particular, unfamiliar words, compl
Page 55 and 56: Item No. Table-2b shows that the ma
Page 57 and 58: Item No. Students’ No. Never Stud
Page 59 and 60: Item No. students. In the Ethiopian
Page 61 and 62: grammar, its vocabulary, all the pi
Page 63 and 64: organized into four categories acco
Page 65 and 66: The target students were asked to i
Page 67 and 68: Q2: After you joined a university,
Page 69 and 70: also reported, “What I have learn
Page 71 and 72: input, activating related schemata,
Page 73 and 74: from his poor listening ability: "I
Page 75 and 76: of delivery of the native speakers.
Page 77 and 78: egarding his approach in the teachi
Page 79: necessary skills and knowledge of E
Page 83 and 84: 4.6.1 The Listening Materials As sh
Page 85 and 86: for the teaching of listening and t
Page 87 and 88: 5. The listening material introduce
Page 89 and 90: Strength of the module 1. The modul
Page 91 and 92: the skills and the strategies again
Page 93 and 94: 4.6.2.2 Achievement scores in ‘Co
Page 95 and 96: Chapter Five Summary, Conclusion an
Page 97 and 98: Speaker 21. the pronunciation of na
Page 99 and 100: which pose the most difficulty for
Page 101 and 102: context of the discourse before ask
Page 103 and 104: Bibliography Asher, J. (1969) 'The
Page 105 and 106: Oxford, Rebecca (1993) Research Upd
Page 107 and 108: APPENDIX-A Questionnaire Dear stude
Page 109 and 110: APPENDIX-B Students Interview Guide
Page 111 and 112: Item No. APPENDIX-D Observation che
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