FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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Appendix D Observation checklist Appendix E Materials Analysis Checklist Appendix F Students’ achievement scores in the listening course Appendix G Students’ achievement scores in the ‘Communicative English Skills’ iv
LIST OF TABLES Table-1: Factors related to listening texts.................................................................................38 Table-1a: Learners’ responses that refer to listening problems related to unfamiliar v Page words, difficult grammatical structures, and complexity of sentences……...39 Table-1b: Learners’ responses that refer to listening problems related to listening message that cannot generate sufficient interest in the learners........................40 Table-1c: Learners’ responses that refer to listening problems related to long spoken text......................................................................................................................40 Table-1d: Learners’ responses that refer to listening problems related to unfamiliar topic....................................................................................................................41 Table 2: Factors related to listeners...........................................................................................42 Table-2a: Learners’ responses that refer to listening problems related to the skills of predicting and getting general idea of a text...................................................43 Table-2b: Learners’ responses that refer to listening problems related to native speakers pronunciations...................................................................................43 Table-2c: Learners’ responses that refer to listening problems related to facial expressions and gesture of a speaker..............................................................44 Table-2d: Learners’ responses that refer to listening problems due to the discrepancy between written and spoken language............................................................45 Table-2e: Learners’ responses that refer to listening problems related to the ability of managing tasks................................................................................................46 Table-3: Learners’ responses that refer to listening problems related to the natural speech of the native speakers......................................................................................................47 Table-4: Learners’ responses that refer to listening problems related to the listening environment................................................................................................................48 Table-4a: Learners’ responses that refer to listening problems related to the listening recording material...........................................................................................48 Table-4b: Learners’ responses that refer to listening problems related to insufficient time to accomplish tasks..................................................................................49
Page 1 and 2: ADDIS ABABA UNIVERSITY INSTITUTE OF
Page 3 and 4: ADDIS ABABA UNIVERSITY INSTITUTE OF
Page 5 and 6: ACKNOWLEDGEMENT I would like to exp
Page 7: 3. Methods of the Study------------
Page 11 and 12: ABSTRACT This study explores the fa
Page 13 and 14: laboratories of the university. The
Page 15 and 16: same course to different groups. Fu
Page 17 and 18: speakers speak, not being able to g
Page 19 and 20: Chapter Two: Review of Related Lite
Page 21 and 22: descriptions concerning the influen
Page 23 and 24: years (Penny Ur, Mary Underwood, Fa
Page 25 and 26: From the above points it seems reas
Page 27 and 28: 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 and 80:
necessary skills and knowledge of E
Page 81 and 82:
headphones for each student, and th
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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