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Research On Teachers Attitudes

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    • 1. EFL Teachers’ Attitudes towards the Listening Skill & its Teaching at the Tertiary Level Ms. Basma BOUZIRI MA Student
    • 2. PRESENTATION OUTLINE
      • Rationale.
      • Objectives of the Study.
      • Research Questions.
      • Research Methodology.
      • Findings.
      • Conclusions & Recommendations.
    • 3. RATIONALE
      • 1 . The Value of Listening
      • 2. The Complexity of Listening
      • 3. The Neglect of Listening
      • 4. The Importance of Teacher Attitude
      • 5. Issues Related to Teacher Attitude Research
    • 4. RATIONALE
      • Attitude Components
      • Affective Component (Feelings)
      • Cognitive Component (Beliefs)
      • Psychometric Component (Behavior)
    • 5. OBJECTIVES OF THE STUDY
      • 1. To Address the Three Attitude Components.
      • 2. To Provide Empirical Evidence of a Non Systematic one-to-one Relationship Between Feelings, Beliefs, and Behavior.
      • 3. To Spur Initiatives for Course Design.
    • 6. RESEARCH QUESTIONS
      • 1. What Are the Attitudes of EFL Teachers towards the Listening Skill and its Teaching at the Tertiary Level?
      • 2. What are the Teachers’ Perceptions of the Context where they are Teaching Listening?
      • 3. What is the Nature of the Relationship between the Teachers’ Feelings, Beliefs, and their Classroom Behavior?
    • 7. RESEARCH METHODOLOGY
      • Participants
      • Research Instruments
        • Questionnaire.
        • Interview.
        • Class Observation.
        • Document Survey.
      • Data Analysis
        • Quantitative Analysis.
        • Qualitative Analysis.
    • 8. FINDINGS
      • Teachers’ Attitudes to Listening & its Teaching.
      • Teachers’ Perception of the Teaching Context.
      • The Nature of Interaction between the three Attitude Components.
    • 9. Teachers’ Most Important Objectives Response Categories N° % To speak 13 (19.75) To understand 10 (15.25) To get intensive practice 10 (15.25) To get gist 7 (10.75) To get information 5 (7.75) To make inferences 4 (6.10) To listen to different accents 4 (6.10) To enrich vocabulary 3 (4.75) To build confidence 3 (4.75) To react about topics 2 (3.10) To expand their culture 2 (3.10) To develop listening skills 2 (3.10) To concentrate 1 (1.50)
    • 10. Types of Activities Used in the Lesson
    • 11. Teachers’ Behavior to Improve Students’ Listening Skills Response Categories N ° % Tell them to listen to native speakers 24 (56.10) Teach listening strategies 4 (9.75) Make listening purposeful 3 (7.50) Use of pre-listening activities 2 (5) Stop the tape whenever the answer is given 2 (5) Use interesting topics 2 (5) Miscellaneous 5 (12.5)
    • 12. TYPES OF LISTENING ACTIVITIES Frequency Listening Activities Always/Usually Often Rarely/Never Comprehension Questions 93% 7.25% 0% Fill in the blanks 57.25% 35.75% 7.25% True/False 53.75% 35.75% 7.25% Brainstorming 46.50% 28.75% 25% Repetition 43% 14.50% 39.50% Note Taking 32.25% 43% 25% Multiple choice 28.75% 39.50% 32.25% Problem Solving 28.5% 25% 43% Information Transfer 18% 50% 32.25% Give the right order 3.75% 39.50% 57.25%
    • 13. Types of Questions
    • 14. Teachers’ Suggestions to Improve the Course Response Categories N ° % Using Language Laboratories 8 (16.75) Coordination 6 (12.50) More Listening 5 (10.50) Using Audiovisuals 5 (10.50) Introducing New Activities 5 (10.50) Introducing New Topics 5 (10.50) Using Authentic Materials 4 (8.50) Miscellaneous 10 (21.75)
    • 15. Teachers’ Perceptions of People’s Attitudes Response Categories N ° % Marginalize teachers of listening 18 (50) Teaching listening is effortless 4 (11.25) Are disrespectful to teachers of listening 3 (8.50) Teaching listening is less prestigious 3 (8.50) Listening is left over to low ranked teachers 3 (8.50) Teaching listening is a waste of time 1 (3) Non-Native speakers are incompetent at teaching listening 1 (3) Teaching listening is important 1 (3)
    • 16. Cross-tabulating a Testing Approach to Listening with Enjoying Teaching It Item 1.g Item1.c Negative Undecided Positive Positive 75% 100% 69.75% Undecided 0% 0% 21.75% Negative 25% 0% 8.75%
    • 17. Cross-tabulating the Natural Development of Listening with Enjoying Teaching It Item 1.l Item 1.c Negative Undecided Positive Positive 80% 80% 61.75% Undecided 10% 20% 23.25% Negative 10% 0% 15.50%
    • 18. CONCLUSIONS & RECOMMENDATIONS
    • 19. Implications for Teaching
      • A Process Approach to the Teaching of Listening.
      • The Development of a Listening Syllabus.
    • 20. SUGGESTED GUIDELINES FOR A LISTENING LESSON
      • Listening Skills
        • To concentrate & take notes simultaneously
        • To take notes in a selective way
        • To evaluate content via sound argumentation
      • Listening Strategies
        • To set a listening purpose
        • To activate background knowledge
        • Use of shorthand writing
        • Use of discourse connectors to enhance comprehension
    • 21. THE LESSON IN ACTION
      • Pre-Listening Stage
        • Reading
        • Brainstorming around pictures
      • While-Listening Stage
        • Literal understanding of the message
        • Drawing inferences
      • Post-Listening Stage
        • Applying meaning to other contexts
    • 22. CONTRIBUTIONS
      • Comprehensive & Critical Literature Review.
      • Clear and Interrelated Definitions of Concepts.
      • Empirical Evidence for the Research Questions.
      • High Degree of Reliability.
    • 23. LIMITATIONS
      • Sample Size.
      • The Potential Impact of other Attitudes than Teaching Attitudes.
    • 24. Research Recommendations
      • Repercussions of Listening Development on Communication Skills.
      • An Analysis of Listening Needs.
      • Experimental Research on the Effects of Teachers’ Attitude.
    • 25. BURNING ISSUES
      • Is the Native Speaker Intrinsically Better than the Non-Native Speaker?
      • To What Extent Can we Teach Listening Using Authentic Passages?
    • 26.
      • THANK YOU FOR YOUR ATTENTION

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