MA THESIS ON AN EVALUATION OF LISTENING TASKS IN THE NEW ENGLISH FOR ETIN FOCUSHIOPIA STUDENTS‟ TEXTBOOK: GRADE 8

Abstract

The purpose of this study was to evaluate listening tasks in the new grade eight English students’ textbook based on evaluation criteria in terms of the current communicative language teaching theory. The study was particularly aimed at evaluating the communicative components, nature and appropriateness of listening tasks. The descriptive design was employed in the study. Document (text) analysis, semi-structured interview and questionnaire were used as instruments of data collection in the study. Grade eight English students’ textbook, three English language teachers and 60 students of Abune Basilios Primary School were used as sources of data for the study. The teachers were selected using comprehensive sampling whereas the students were selected using systematic sampling technique. The researcher used qualitative and quantitative approaches to analyze data. The findings of the study revealed that all of the objectives of the listening tasks are not stated in the students’ textbook at all. However, they are stated in the teacher guide for the teacher to understand where he/she is going and what they are going to achieve easily. Although it is tried to include objectives in the teacher guide, some of the objectives are not mentioned. And the objectives included in the teacher guide are repeated in different units and lack variety. There are also some objectives in the textbook that are stated too general. The inputs of listening tasks are presented in adapted listening text form although there are some inputs presented in photo and picture form. The listening tasks are well designed regarding the relationship between activities and objectives. In addition, there is an appropriate relationship between activities and input data in the textbook. The roles of students are clearly explained in the textbook as well as teacher guide and they have more roles of active participant and high responsibility of their own learning. The roles of the teacher are stated clearly in all of the listening tasks of the teacher guide though they are not stated clearly in the students’ textbook. In the tasks, the teacher has the roles such as facilitating and encouraging and this satisfies the principle of communicative language teaching theory. Most of the listening tasks in the textbook emphasize on pair or group work which is advised in the current teaching method. Apart from this, all of the listening tasks in the textbook initiate students to listen purposefully and meaningfully rather than practicing language patterns. Almost all the listening tasks are well interwoven with other language skills. Moreover, the listening tasks are designed well with regard to consideration of students’ background knowledge. There are also balanced amounts of listening tasks when compared