A Content Analysis Of Listening Lessons In Grade 10 English Textbook Of Ethiopia

Abstract

Listening is a significant skill in daily communication and educational process. In spite of its importance, listening has long been the Cinderella or neglected skill in second language acquisition, research, teaching, learning and assessment. However, in recent years there has been an increased focus on L2 listening ability because of its immense and perceived importance in language learning and teaching. Because most of the time in second language learning is devoted on listening. This study dealt with content analysis of the listening lesson in Grade ten, English for Ethiopia, Students textbook, which is being used nationally. Data were collected through Checklist, observation, semi-structured interview and content analysis to identify to what extent the listening lessons content designed is effective. The study also attempted to answer six research questions and employed qualitative content method of data analysis. The major findings of the study indicated that, “English for Ethiopia, student text book, Grade 10” was not designed as appropriately and adequately as relevant to the EFL textbook analysis criteria which could be seen from the level of suitability of English for Ethiopia. To identify these six specific research problems were identified. Therefore, the result of the finding and discussion shows that there is a high regression about the listening lesson content of the textbook that it does not meet the requirements of a good EFL listening in terms of goals/objectives, design and organization, skills, language content, topics and practical consideration. In another term, teachers cannot use the textbook as a reference to teach listening lesson the tenth graders of secondary school, because, yet it needed a lot of improvements particularly in terms of authenticity, relevance, layout and adequacy, a proportional skill, extended media, and glossaries included. That is, it does not present micro-skills in balance. This is the main issue necessitated me to analyze the content of the listening lessons in ‘‘English for Ethiopia, student text book, Grade 10’’ and find out how implicit the goals of the listening tasks are both to the students and teachers, spot the authenticity and familiarity of the listening content as input to the students based on principles of task design and materials development, describe how effective Grade 10 English listening contents are in terms of integrating different macro skills, identify whether the listening activities meet the needs interests of the students or not and find out the types of listening materials used most as listening input. The thesis focuses on four main issues. First, it discusses the significance of listening, definition of listening. Second, it reviews the historical background, the process of content analysis of listening content, characteristics of good listening, and approaches of listening comprehension. Third, document of listening materials was analyzed. Fourth, analysis of listening content is reviewed. Fifth, researcher compiled summary, conclusion and forwarded recommendation to review teaching listening content/activities. Findings based on the review of the literature along with analysis of the content are incorporated to show significance and advantages to improve EFL learning materials and syllabus design for learners’ English listening comprehension skill.