• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Education and Practice >Literary Materials in Teaching Reading Skill: Teachers Perspective in Shanto Secondary and Preparatory School
【24h】

Literary Materials in Teaching Reading Skill: Teachers Perspective in Shanto Secondary and Preparatory School

机译：阅读技能教学中的文学材料：汕头中小学的教师视角

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The paper entitled “Literary Materials in Teaching Reading Skill: Teachers Perspective in Shanto Secondary and Preparatory School”. It is believed that learners need to know how to succeed in improving their reading skill and using literary texts in teaching reading skill provides opportunities for them to develop literal understanding, and promote problem-solving ability. For this reason, Ministry of Education in Ethiopia launched to incorporate literary texts in EFL students’ textbook. However, it was not yet implemented effectively and teachers were observed unresponsive in teaching reading skills through literary materials found in the textbook. In response of this, the study mainly focuses on investigating teachers’ practices and perceptions and hindrances they encountered in teaching literary texts. To conduct the study qualitative research design was employed. In-depth interview and classroom observation were used as data gathering tools. In-depth interview was administered for four English language teachers. On the other hand, among the total of ten sections, seven sections were selected randomly and observed four times each. While observing, semi-structured observation checklist was used. The data depicted that English language teachers in the study school are found de-motivated and have negative perception towards teaching reading skill through literary texts found in the students’ textbook, and many of them are not found in creating opportunities for the students to read different literary texts and practice pre, while and post-reading activities in the form of group work, role-play, storytelling, discussion, pair work, and debates. Furthermore, teachers’ practices of teaching reading skill through literary texts have challenged by a number of factors. Of which teachers’ perception, lack of experience and preparation, text authenticity, difficulty, length, and large class size, students’ motivation, and perception, shortage of time, and lack of in-service training are found the major ones. Finally, to meet the needs and interest of the teachers’ and students’, English language curriculum, syllabus designers, should consider their cultural background, linguistic level, and communicative competences.
机译：题为“阅读技能教学中的文学材料：汕头中小学的教师视角”的论文。人们认为，学习者需要知道如何成功地提高他们的阅读技巧，并在教学阅读技巧中使用文学文本来为他们​​提供机会，以发展字面理解，并提高解决问题的能力。因此，埃塞俄比亚教育部着手将文学作品纳入EFL学生的教科书中。但是，该方法尚未得到有效实施，并且通过教科书中的文学材料观察到教师在教授阅读技能方面反应迟钝。因此，本研究主要集中于调查教师在文学课教学中的实践，观念和障碍。为了进行研究，采用了定性研究设计。深度访谈和课堂观察被用作数据收集工具。对四名英语教师进行了深度访谈。另一方面，在总共十个部分中，随机选择七个部分，每次观察四次。在观察时，使用了半结构观察清单。数据表明，研究学校的英语教师被发现动力不足，并通过学生课本中的文学文本对阅读技能的教学产生负面看法，而其中许多人并没有为学生创造阅读不同语言的机会文学课文和练习阅读前，阅读中和阅读后的活动，包括小组合作，角色扮演，讲故事，讨论，配对工作和辩论。此外，教师通过文学作品教授阅读技能的实践受到许多因素的挑战。其中最主要的是教师的知觉，缺乏经验和准备，文本的真实性，难度，时长和班级规模大，学生的动机和知觉，时间紧缺以及缺乏在职培训。最后，为了满足教师和学生的需要和兴趣，英语课程的教学大纲设计者应考虑他们的文化背景，语言水平和交际能力。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号