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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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Table of Contents

Declaration ii

Dedication iii

Acknowledgements iv

Abstract v

Table of Contents vii

Chapter 1: General Introduction 1

1.1. Background to the study 1

1.2. Rationale for the study 5

1.3. Research question 6

1.4. Chapter Outline 6

1.5. Conclusion 7

Chapter 2: Literature Review 8

2.1. Definitions 8

2.1.1. Television versus other audiovisuals 8

2.1.2. Types of television materials 9

2.2 Educational television 10

2.3. Survey of approaches and methods in Foreign Language Teaching. 12

2.3.1. Grammar Translation Method 12

2.3.2. Direct Method. 13

2.3.3. Audio-lingual Method 14

2.3.4. Communicative approach to language teaching (CLT) 15

2.4. Development of audiovisual materials for the language classroom 17

2.4.1. Background 17

2.4.2. Audiovisuals in the language classroom 18

2.4.3. Television in the language class 19

2.5. Television and language skills 20

2.5.1. Speaking skills. 22

2.5.2. Listening skills. 24

2.6. Content- Based Instruction (CBI) 26

2.7. Principles of materials design 28

2.8. Conclusion. 29

Chapter 3: Research Methodology 30

3.1. Qualitative research methodology 30

3.2. Selection of the research site 31

3.3. Selection of the population 31

3. 4. Data collection procedures 32

3.4.1. The Questionnaire 32

3.4.2. The interview. 35

3.4.3. Document analysis 36

3.5. Ethical considerations 37

3.6. Limitations 38

3.7. Conclusion 38

Chapter 4: Presentation and analysis of data 39

4.1. Students' views from questionnaires 39

4.1.1 Background and experience in watching TV 39

4.1.2. Students' listening abilities in relation to TV English programmes. 41

4.1.3. Attitudes towards the role of TV in English teaching and learning. 42

4.2. Lecturers' views from questionnaires 44

4.2.1. Background and experience in watching TV. 44

4.2.2. Attitudes towards the role of TV in English teaching and learning 45

4.3. Lecturers' views from interviews 47

4.3.1. Background and experience in watching TV 47

4.3.2. Attitudes towards the role of TV in English teaching and learning. 48

4.4. Presentation of content of academic English programmes at NUR 50

4.4.1. Background 50

4.4.2. Structure of the English programme 51

4.5. Analysis of the data 51

4.5.1. Students' views. 51

4.5.2. Students' listening abilities in watching TV programmes in English. 52

4.5.3. Students and lecturers' perceptions of the use of TV in English teaching and

learning. 58

4.5.4. Constraints 67

4.5.5. Analysis of the content of academic English programmes at the NUR. 68

4.6. Conclusion 70

Chapter 5: Summary, Conclusions and Recommendations 71

5.1. Summary of the findings 71

5.1.1. Students' listening abilities in watching TV programmes in English 72

5.1.2 Students and lecturers' perceptions of the use of TV in English teaching and

learning. 73

5.1.3. Analysis of the English programme at the NUR. 75

5.2. Limitations 75

5.3. Conclusions and recommendations 76

5.3.1. Judicious course planning and selecting appropriate television materials for 76

use in English class. 76

5.3.2. Reinforcing practical activities for activation of listening skills and other 78

5.3.3. Promoting a communicative approach to language teaching (CLT). 80

BIBLIOGRAPHY 82

Appendix A: Questionnaire for Students 86

Appendix B: Questionnaire for lecturers 88

Appendix C: Semi- structured interview for lecturers 89

Appendix D: Extracts from transcripts of interviews with lecturers 90

Appendix E: Content of English Programmes at the NUR/Faculty of Arts

and Humanities, Department of English. 94

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