Research On Teachers Attitudes

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  • Research On Teachers Attitudes

    1. 1. EFL Teachers’ Attitudes towards the Listening Skill & its Teaching at the Tertiary Level Ms. Basma BOUZIRI MA Student
    2. 2. PRESENTATION OUTLINE <ul><li>Rationale. </li></ul><ul><li>Objectives of the Study. </li></ul><ul><li>Research Questions. </li></ul><ul><li>Research Methodology. </li></ul><ul><li>Findings. </li></ul><ul><li>Conclusions & Recommendations. </li></ul>
    3. 3. RATIONALE <ul><li>1 . The Value of Listening </li></ul><ul><li>2. The Complexity of Listening </li></ul><ul><li>3. The Neglect of Listening </li></ul><ul><li>4. The Importance of Teacher Attitude </li></ul><ul><li>5. Issues Related to Teacher Attitude Research </li></ul>
    4. 4. RATIONALE <ul><li>Attitude Components </li></ul><ul><li>Affective Component (Feelings) </li></ul><ul><li>Cognitive Component (Beliefs) </li></ul><ul><li>Psychometric Component (Behavior) </li></ul>
    5. 5. OBJECTIVES OF THE STUDY <ul><li>1. To Address the Three Attitude Components. </li></ul><ul><li>2. To Provide Empirical Evidence of a Non Systematic one-to-one Relationship Between Feelings, Beliefs, and Behavior. </li></ul><ul><li>3. To Spur Initiatives for Course Design. </li></ul>
    6. 6. RESEARCH QUESTIONS <ul><li>1. What Are the Attitudes of EFL Teachers towards the Listening Skill and its Teaching at the Tertiary Level? </li></ul><ul><li>2. What are the Teachers’ Perceptions of the Context where they are Teaching Listening? </li></ul><ul><li>3. What is the Nature of the Relationship between the Teachers’ Feelings, Beliefs, and their Classroom Behavior? </li></ul>
    7. 7. RESEARCH METHODOLOGY <ul><li>Participants </li></ul><ul><li>Research Instruments </li></ul><ul><ul><li>Questionnaire. </li></ul></ul><ul><ul><li>Interview. </li></ul></ul><ul><ul><li>Class Observation. </li></ul></ul><ul><ul><li>Document Survey. </li></ul></ul><ul><li>Data Analysis </li></ul><ul><ul><li>Quantitative Analysis. </li></ul></ul><ul><ul><li>Qualitative Analysis. </li></ul></ul>
    8. 8. FINDINGS <ul><li>Teachers’ Attitudes to Listening & its Teaching. </li></ul><ul><li>Teachers’ Perception of the Teaching Context. </li></ul><ul><li>The Nature of Interaction between the three Attitude Components. </li></ul>
    9. 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. 10. Types of Activities Used in the Lesson
    11. 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. 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. 13. Types of Questions
    14. 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. 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. 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. 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. 18. CONCLUSIONS & RECOMMENDATIONS
    19. 19. Implications for Teaching <ul><li>A Process Approach to the Teaching of Listening. </li></ul><ul><li>The Development of a Listening Syllabus. </li></ul>
    20. 20. SUGGESTED GUIDELINES FOR A LISTENING LESSON <ul><li>Listening Skills </li></ul><ul><ul><li>To concentrate & take notes simultaneously </li></ul></ul><ul><ul><li>To take notes in a selective way </li></ul></ul><ul><ul><li>To evaluate content via sound argumentation </li></ul></ul><ul><li>Listening Strategies </li></ul><ul><ul><li>To set a listening purpose </li></ul></ul><ul><ul><li>To activate background knowledge </li></ul></ul><ul><ul><li>Use of shorthand writing </li></ul></ul><ul><ul><li>Use of discourse connectors to enhance comprehension </li></ul></ul>
    21. 21. THE LESSON IN ACTION <ul><li>Pre-Listening Stage </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Brainstorming around pictures </li></ul></ul><ul><li>While-Listening Stage </li></ul><ul><ul><li>Literal understanding of the message </li></ul></ul><ul><ul><li>Drawing inferences </li></ul></ul><ul><li>Post-Listening Stage </li></ul><ul><ul><li>Applying meaning to other contexts </li></ul></ul>
    22. 22. CONTRIBUTIONS <ul><li>Comprehensive & Critical Literature Review. </li></ul><ul><li>Clear and Interrelated Definitions of Concepts. </li></ul><ul><li>Empirical Evidence for the Research Questions. </li></ul><ul><li>High Degree of Reliability. </li></ul>
    23. 23. LIMITATIONS <ul><li>Sample Size. </li></ul><ul><li>The Potential Impact of other Attitudes than Teaching Attitudes. </li></ul>
    24. 24. Research Recommendations <ul><li>Repercussions of Listening Development on Communication Skills. </li></ul><ul><li>An Analysis of Listening Needs. </li></ul><ul><li>Experimental Research on the Effects of Teachers’ Attitude. </li></ul>
    25. 25. BURNING ISSUES <ul><li>Is the Native Speaker Intrinsically Better than the Non-Native Speaker? </li></ul><ul><li>To What Extent Can we Teach Listening Using Authentic Passages? </li></ul>
    26. 26. <ul><li>THANK YOU FOR YOUR ATTENTION </li></ul>

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