The study aims to examine the extent to which considerations of syllabus design
and materials development are employed in a grade 9 English textbook of
Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students
Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is
an evaluation research which makes use of a mixed method approach. Data
were collected using interviews, coding form and a teachers’ questionnaire. The
study involved English language syllabus writers in the Ministry of Education in
Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of
12) were used for content analysis. In addition, 218 Grade 9 English teachers
from fifty high schools that were drawn from 6 Regional States of the country
responded to the questionnaire. In line with this, I collected quantitative data
using a coding form and a questionnaire, as well as other forms of qualitative
data using interview. Data were analysed both qualitatively and quantitatively.
The study revealed that the syllabus writers used the competency-based
approach in developing the Grade 9 English language syllabus. However, this
approach has some drawbacks. On the one hand, competency-based education
is a manifestation of the behaviouristic approach that is excessively reductionist,
narrow, rigid and atomized; many areas in which people need certain
competencies are impossible to operationalise; the approach does not clearly
show how the list of competencies could be realised, how they should be
formatted and presented so as to address learner differences. Above all,
describing an activity in terms of a set of different competencies is not enough in
order to deal with the complexity of the learning process as a whole. Regardless
of these drawbacks, CBL was used to identify and list down the contents as well
as the learning outcomes to be incorporated in the textbook. Thus, the how
aspect remain obscured in that a theory driven approach to developing
teaching/learning materials that meet learners' differences was not markedly
taken note of as a guiding framework in developing the Grade 9 English
language syllabus. The study showed that the great majority of the language
tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal
and intrapersonal intelligences respectively. As a language textbook, it is good
that it gives more coverage to these two intelligence profiles.
When it comes to intentional application of principles of task design and materials
development, many of the listening, reading and speaking lessons are
appropriate in terms of providing comprehensible input, engaging students
cognitively and affectively, promoting emotional/affective involvement and
facilitating better language use. Similarly, visual imaging is also well taken care of
with exception of few of the vocabulary and the grammar lessons. The study
also revealed that the syllabus writers were well aware of the need of integrating
various language skills, and it was found that the issue of using the integrated
approach to ELT materials development was also well addressed and most of
the language tasks are designed in an integrated manner with the exception of
few of the vocabulary and the grammar lessons. Some drawbacks were also
identified with few of the vocabulary and the grammar lessons in terms of
providing comprehensible input and enhancing language use.
On the other hand, as implementers of the textbook, the target schools’ Grade 9
English language teachers have a good understanding of language learning
theories and task design principles. This understanding could help them design
supplementary language tasks for their English classes. At last, conclusions are
drawn and recommendations are given. / English Studies / D. Litt. et Phil. (English)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/20104 |
| Date | 09 1900 |
| Creators | Yohannes Tefera Mengesha |
| Contributors | Mahlalela, B.V. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xii, 287 leaves) : illustrations (some color), application/pdf |
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