Microsoft Word - Seyoum Haile

ADDIS ABABA UNIVERSITY
INSTITUTE OF LANGUAGE STUDIES

DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE
(GRADUATE PROGRAMME)

COMPARATIVE STUDY OF GRAMMAR TEACHING METHODS
EMPLOYED BY TELEVISED TEACHER AND NON-PLASMA
SCHOOL TEACHERS WITH SPECIAL REFERENCE
TO GRADE NINE STUDENTS OF JIMMA
TOWN HIGH SCHOOLS

SEYOUM HAILE

FEBRUARY 2008

TOWN HIGH SCHOOLS

SEYOUM HAILE

A THESIS SUBMITTED TO THE DEPARTMENT OF FOREIGN
LANGUAGES AND LITERATURE (GRADUATE PROGRAM) IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF ARTS (MA) IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE (TEFL)

FEBRUARY 2008

ADDIS ABABA UNIVERSITY
INSTITUTE OF LANGUAGE STUDIES
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE

TOWN HIGH SCHOOLS

SEYOUM HAILE

APPROVED BY EXAMINING BOARD:

Advisor Signature
________________________________ _______________

Examiner
________________________________ ________________

Examiner
________________________________ ________________
i

ACKNOWLEDGEMENTS
I am grateful to my advisor Dr. Hailom Banteyirga for his constructive advices
and critical comments from the beginning to the end of the research work. His
valuable advice and logical comments helped me a great deal to shape the
paper in its present form. His fatherly approach also played a key role for the
successful accomplishment of the paper. Without his help, this paper could
have not taken its present form.

Equally, my heartfelt gratitude goes to Addis Ababa University for covering the
expense of the research work.

I would also like to extend my sincere thanks to Ato Miftah Abdu vice director
of Jireen high school and Ato Fuad Abafita director of Setto Semero high school
for their permission to conduct the research in their schools. Moreover, my
thanks go to English language teachers Ato Jemal, Ato Takele, Ato Belay, Ato
Kemal and W/ro Nigist of Jireen high school and Ato Wondimu Sedeka, Ato
Alemu and W/ro Belyu from Setto Semero high school for their willingness to
be observed, for willing to be interviewed and for encouraging their students to
fill the questionnaire.

I am also thankful to my colleagues Ato Negash Getachew and Ato Teshome
Bekele for their proof reading the paper.

My indebted thank also goes to Hayemanot Tekalegn and Rahel Tekalegn for
typing and editing the paper time and again.

ii
TABLE OF CONTENTS
Page
Acknowledgements --------------------------------------------------------------------- i
Table of Contents ----------------------------------------------------------------------- ii
List of Tables----------------------------------------------------------------------------- vi
Acronyms -------------------------------------------------------------------------------- vii
Abstract ---------------------------------------------------------------------------------- viii
CHAPTER ONE
Introduction------------------------------------------------------------------------------ 1
1.1. Statement of the Problem ---------------------------------------------------- 1
1.2. Purpose of the Study ---------------------------------------------------------- 3
1.3. Significance of the Study ----------------------------------------------------- 4
1.4. Scope of the Study------------------------------------------------------------- 4
1.5. Limitation of the Study ------------------------------------------------------- 5
1.6. Operational Definition -------------------------------------------------------- 5

CHAPTER TWO
Review of Related Literature----------------------------------------------------------- 7
2.1. Basic Concepts of Grammar ------------------------------------------------- 7
2.2. Historical Overview of Grammar -------------------------------------------- 9
2.3. The Communicative Approach to Grammar Teaching ------------------- 10
2.3.1. Integration of Language Skills ------------------------------------- 10
2.3.2. Authenticity and Variety of Contexts ----------------------------- 11
2.3.3. Creative use of Language ------------------------------------------- 12
2.4. Deductive and Inductive Grammar Teaching Approaches -------------- 13
2.5. Stages of Communicative Grammar Teaching ---------------------------- 16
2.5.1. Introduction ---------------------------------------------------------- 16
2.5.2. Presentation ---------------------------------------------------------- 17
2.5.3. Practice --------------------------------------------------------------- 17
2.5.4. Production ------------------------------------------------------------ 17
iii
2.6 Tasks for Teaching Grammar Communicatively--------------------------- 19
2.7. The Role of Teachers and Learners in Foreign Language Class -------- 20
2.8. Techniques of Communicative Grammar Teaching ---------------------- 22
2.8.1. Role Play ----------------------------------------------------------------- 22
2.8.2. Pictures ------------------------------------------------------------------- 23
2.8.3. Graphs -------------------------------------------------------------------- 23
2.8.4. Songs --------------------------------------------------------------------- 23
2.8.5. Poetry --------------------------------------------------------------------- 24
2.8.6. Telling Stories ----------------------------------------------------------- 24
2.9. Classroom Organization for Teaching Grammar Communicatively
and Feedback ------------------------------------------------------------------- 25
2.9.1. Pair Work ----------------------------------------------------------------- 25
2.9.2. Group Work -------------------------------------------------------------- 25
2.9.3. Giving Feedback --------------------------------------------------------- 26
2.10. Instructional Television: What is Instructional Television?------------ 26
2.10.1. Types of Instructional Television Programs ----------------------- 27
2.10.2. Role of Instructional Television -------------------------------------- 27
2.10.3. Stages in Teaching Language through Instructional
Television ---------------------------------------------------------------- 29
2.10.3.1. Before the Program (Pre-teaching) ----------------------- 29
2.10.3.2. During the Program (while-teaching)-------------------- 30
2.10.3.3. After the Program (post-teaching)------------------------ 31
2.10.4. Instructional Television in Ethiopia--------------------------------- 32
2.11. Comparative Research Evidences from Researchers on
Instructional Television and the Classroom Teacher in the
Teaching-Learning Process-------------------------------------------------- 34
2.12. Research Findings on Grammar Teaching ------------------------------- 35

iv
CHAPTER THREE
Research Methodology ----------------------------------------------------------------- 36
3.1. Context -------------------------------------------------------------------------- 36
3.2. Determining Target Population and Sample Size ------------------------- 36
3.3. Method of Data Collection and Sampling Technique -------------------- 37
3.4. Instruments for Data Collection--------------------------------------------- 38
3.4.1. Classroom Observation------------------------------------------------- 38
3.4.2. Interview ------------------------------------------------------------------ 40
3.4.3. Questionnaire ------------------------------------------------------------ 41
3.5. Data Collection Procedure---------------------------------------------------- 42
3.6. Techniques of Data Analysis ------------------------------------------------ 43

CHAPTER FOUR
Presentation and Data Analysis ----------------------------------------------------- 44
4.1. Analysis of Observed Data --------------------------------------------------- 44
4.1.1. Introducing the Grammar Lessons --------------------------------- 44
4.1.2. Grammar Presentation in the two Schools ------------------------ 46
4.1.3. Techniques and Activities of Grammar Teaching ----------------- 49
4.1.4. Classroom Organization ---------------------------------------------- 52
4.1.5. Medium of Instruction ------------------------------------------------ 53
4.1.6. Time Allocation to Grammar Tasks --------------------------------- 55
4.1.7. Integration of Grammar with Other Skills ------------------------- 56
4.1.8. Access to Class and Home Take Tasks----------------------------- 58
4.1.9. Feedback and Correction--------------------------------------------- 59
4.2. Analysis of the Interview------------------------------------------------------ 60
4.2.1. Teachers Response about their Attitude towards the
Grammar Lessons ----------------------------------------------------- 61
4.2.2. Teachers Response about Participation and Classroom
Organization------------------------------------------------------------- 63
4.2.3. Language of Instruction ---------------------------------------------- 65
4.2.4. Teachers Response about Home Take Tasks and Feedback---- 66
v
4.2.5. Teachers Response about Weak and Strong Sides of the
Televised teacher ------------------------------------------------------ 66
4.3. Analysis of Questionnaire Results ------------------------------------------ 68

CHAPTER FIVE
Conclusions and Recommendations ------------------------------------------------- 78
5.1. Conclusions -------------------------------------------------------------------- 78
5.2. Recommendations ------------------------------------------------------------- 79
Bibliography ------------------------------------------------------------------- 82
Appendix A --------------------------------------------------------------------- 87
Appendix B --------------------------------------------------------------------- 107
Appendix C --------------------------------------------------------------------- 132
Appendix D --------------------------------------------------------------------- 138
Appendix E --------------------------------------------------------------------- 142
Appendix F---------------------------------------------------------------------- 144
Appendix G --------------------------------------------------------------------- 146
Appendix H --------------------------------------------------------------------- 148
Appendix I ---------------------------------------------------------------------- 150
Appendix J---------------------------------------------------------------------- 152
Appendix K --------------------------------------------------------------------- 154

vi

LIST OF TABLES

Page

Table 4.1: Students Response about their Attitude towards Grammar-------- 68
Table 4.2: Students Response about their Attitude towards the Nature of
Grammar Lessons and Exercises they Learn---------------------------- 69
Table 4.3A: Students Response about Homework and Class work------------- 71
Table 4.3B: Students Response about how often their Teachers give them
Class and take Home Tasks ---------------------------------------------- 71
Table 4.4: Students Response about Group and pair Activities----------------- 72
Table 4.5: Students Response about the Adequacy of the Time given by
their Teachers when doing Grammar Tasks ------------------------------ 73
Table 4.6: Students Response about their Problem in Grammar --------------- 74
Table 4.7: Students Response about their Attitude towards the Continuity
of Grammar Instruction through Plasma Television -------------------- 75

vii

ACRONYMS

CGT: Communicative Grammar Teaching
CLT: Communicative Language Teaching
ETV: Educational Television
ITV: Instructional Television

viii
ABSTRACT

The main objective of the study is to compare the grammar teaching methods
used by the televised teacher (plasma television) and the non-plasma school
teachers in relation to the theory of communicative language teaching.

To achieve the objective, Jireen and Setto Semero high schools were selected as a
study area both from Jimma town. The former uses plasma television and the
latter does not. For this study, 410 students (i.e. 210 from the plasma school and
200 from the non-plasma school) and 6 interested teachers (3 from each school)
were taken as sample subjects. To select the subjects from students, systematic
random sampling technique was used. As to the teachers, the interested ones
were included in the study. To gather valuable information from the subjects,
three instruments (observation, student questionnaire and teachers interview)
were used. The main instrument for the data collection was observation.

The result of the study indicated that the televised teacher was teaching
grammar inductively at first and then deductively to explain the rules in the form
of summary. The data obtained from the three instruments also showed that the
televised teacher was frequently incorporating techniques such as pictures, real
images of people doing variety of activities (hunting, fishing, playing football),
insects, geographical sights (like desert areas) to contextualize grammar lessons.
It was also found that she was providing students with activities such as
problem solving and information gap. However, speed of the televised teacher,
her failure to understand students' background and the learning environment,
large class size and limited role of the classroom teachers were found the major
hindering factors in implementing communicative grammar teaching effectively.

On the other hand, the information obtained from the non-plasma school showed
that the teachers were teaching grammar deductively (by explaining the rules
explicitly) using the isolated sentences found in the textbook. In this school, the
decontextualized and isolated nature of the tasks, absence of supportive
materials such as reference books indicating how to teach grammar, lack of skill
in some teachers, absence of workshop and training programs, and large class
size were found the major hindering factors in implementing communicative
grammar teaching.

Finally, based on the result of the three instruments, it is concluded that the televised
teacher teaches grammar relatively better than the non-plasma school teachers. However,
the study also approved that there are areas which are difficult for the televised teacher
but easy for the local classroom teachers and vice versa when teaching grammar. Hence,
it is recommended that grammar should be taught by plasma television with active
involvement of classroom teachers.
1
CHAPTER ONE
INTRODUCTION
1.1. Statement of the Problem
It is important to have the knowledge and skill of grammar for meaningful
communication. People may not pass the intended message meaningfully
unless they arrange words in at least their minimum acceptable order. For this
reason, grammar is viewed as the central area of a language around which
skills like reading, writing, speaking, vocabulary and other components of a
language such as meaning and function revolve (Ur, 1988). Of course, grammar
by itself as an end product of a language may not be as such important, but it
plays a key role in communication. For example, when we request, invite, or
order people to do something, we use grammar as a means of passing the
intended message. In relation to this, Cook (2001: 20) says "Grammar is
sometimes called the computational system that relates sound and meaning
trivial in itself but impossible to manage without". Again, Batstone (1994: 3) on
his part argues that "Language without grammar would certainly leave us
seriously handicapped". The reason for this is that language is broad and we
manage it because there are a set of rules that govern how units of meaning are
constructed. Hence, teaching foreign language grammar has a paramount
importance for good command of the foreign language where there is no natural
way of acquiring the language (Ibid).

In spite of the fact that teaching English grammar is essential, the teaching
methods and techniques employed in a classroom can have either negative or
positive effect on the development of communicative competence of the learner.
More specifically, if the method becomes effective and enjoyable, the form and
meaning can be understood easily. On the other hand, if the methods are not
effective and enjoyable, students may fail to understand and use the structure.
In short, the types of grammar teaching methods and techniques used by
language teachers can affect not only grammar skill but also the development of
2
other language skills (speaking, reading, listening etc) and the overall language
performance of learners (Cunningsworth, 1984). It is because of this reason
that the researcher wanted to conduct research on grammar teaching methods.

In the past, experience showed that Ethiopian students were being taught
grammar using the traditional approach. Teachers were teaching the rules of
the language through explicit explanation using examples. After the
explanation, students most of the time were told to construct their own
sentences similar to the example. The researcher himself is the product of that
method. But, scholars such as Cunningsworth (1984) and McDonough and
Shaw (1993) criticize this kind of instruction for it brings fragmented and
unrealistic language items besides discouraging classroom interaction.

Believing that the main purpose of language is communication, the present
Ministry of Education has changed the old method to a new method by
introducing instructional television (ITV) as a main means of achieving the
objective. The program designers believed that teaching English language by
ITV would enhance learner participation. It is with this assumption that the
English programs through ITV have been designed based on the revised English
syllabus (Ethiopia today, 2004). This is also in line with what Dale (1969)
claims when he writes that instructional television is one of the instructional
media that plays a significant role in facilitating the teaching of a foreign
language. In other words, Dale says ITV can create contextualized situation in
which language items are presented.

However, Dale says that introducing a program using new technology may face
problems of implementation. Supporting this idea, local research finding by
Tatek (1994) indicates that schools who have been teaching English using the
ITV are not effective. The reason for this according to Tatek is that the ITV is
very fast and as a result students could not follow it attentively.
3
In Ethiopia, since the coming of ITV, experience shows that there is controversy
about the language teaching methods of the ITV and the conventional classroom
teacher. Some people say that the conventional way of teaching (non-plasma) is
better while others believe that the ITV teaches better. Apart from such
controversy, there is no local research that tried to solve the problem as far as the
knowledge of the researcher is concerned. Thus, the inspiration for this study
mainly arose from the researchers interest to address this problem and to put a
ground base for further work on this area.

This study, therefore, attempts to compare the grammar teaching methods and
techniques applied by ITV and the classroom teachers (non-plasma instruction) in
relation to the theory of communicative grammar teaching.

1.2. Purpose of the Study
The main objective of this study is to compare the grammar teaching methods
and techniques employed by televised teacher and non-plasma school teachers
in relation to CLT. Specifically, the study has tried to answer the following
questions:
1. What methods and techniques do the televised teacher and the non-
plasma school teachers use to teach grammar lessons?
2. What procedures do they follow to teach grammar lesson?
3. Are there differences in methods? If there are differences, what are they?
4. Whose teaching method is established based on the theory of
communicative grammar teaching?
5. Are there factors that hinder the creation of interactive grammar class?
6. What are the nature of tasks they prepare and what class organization
they use to teach grammar?
7. Does the textbook contain interactive tasks? And how do the teachers
and students see the grammar lessons?
8. What role do the teachers play?

4
1.3. Significance of the Study
The results of the study could serve as source for the Ministry of Education and
for any concerned body who wants to modify the English language teaching
through instructional television and the classroom teachers. Furthermore,
classroom teachers could benefit from it by way of evaluating their method of
grammar teaching in relation to the theory of Communicative Grammar
Teaching (CGT) methods and techniques. Again, for the textbook designers, it
could help them to revise the grammar lessons and tasks they prepared. The
results of the study could also initiate others who are interested in carrying out
further research in the area in wider scope.

1.4. Scope of the Study
This study focuses on grammar teaching. It was conducted on two
governmental high schools at Jimma town. The schools are Jireen and Setto
Semero high schools. The former teaches using plasma television and the latter
without it. Both schools teach grade 9 and 10 students. But this study is
limited to only grade 9 grammar teaching-learning. To collect data, therefore,
12 sections (6 from plasma and 6 from non-plasma school) were taken. That
means, the observation, video recording and distribution of questionnaire was
made in 6 sections of the plasma school; and the interview was also conducted
with the teachers who were teaching these sections.Likewise, 6 sections were
taken from the non-plasma school. And the observation, video recording and
questionnaire distribution was made in these sections. The interview in this
school was also conducted only with teachers who were teaching these
sections.

5
1.5. Limitation of the Study
Basically, this study is new and untouched area, i.e. no local study has been
conducted on this particular area. Therefore, there was shortage of source
materials.

The researcher also faced problem during the data collection. He wanted to
observe more teachers. But, some of them were not interested to be observed.
As a result, the researcher was forced to observe only those who were
interested. There was also electrical problem in the plasma school. The
researcher first wanted to record three grammar lessons from this school, but
because of the electrical problem, he recorded only two lessons.

Furthermore, the research finding could have been more reliable if the
researcher had included other schools from other areas. But there was time
constraint to do so.

1.6. Operational Definition
Method: In this study, method refers to what Richards and Rodgers (2001)
describe. It contains detailed specifications of the content (i.e. lessons
and tasks), roles of teachers and students and the teaching
techniques and procedures. It refers to the over all plan used for the
orderly presentation of the grammar lessons.
Technique: Refers to the classroom implementation used to achieve the
objective of the instruction. Here, it refers to the pictures, the real
images, poem etc and the classroom organizations used to accomplish
or carry out the lessons and tasks.
Televised teacher (Plasma teacher): The teacher who teaches the English
lessons on the screen from the main station. Televised teacher has
also equal meaning with the word 'she' because the teacher is female.

6
Assistants: In some parts of the discussion the word assistants is used
alternative to the phrase classroom teachers of plasma school
because their role is limited to assisting the televised teacher when
she needs them.
Classroom teachers: Refers to the English teachers of the non-plasma school.
Here, classroom teachers has equal meaning with the phrase non-
plasma school teachers.
Home-take Tasks: Tasks to be done at home by students.
Modern Grammar Teaching: Refers to Communicative Grammar Teaching.

7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. Basic Concepts of Grammar
Linguists have been studying grammar for centuries and it remains an object of
learning for many school children all over the world (Batstone, 1994). If this is
the case, what is grammar? What does it involve? Why do we concern ourselves
with it? This topic attempts to answer these questions.

Different scholars define grammar in different ways. But, the general content of
the definitions is similar. For example, Ur (1988: 4) relates grammar with the
arrangement of words in a language and defines it as "The way a language
manipulates and combines words or bits of words in order to form longer
meaning". Harmer (1987: 1) on his part defines it as "The study and practice of
the rules by which words change their forms and are combined in to
sentences". Stevic (1982: 187) also defines it as "A way of telling as accurately
and clearly as possible just how a particular language arranges its smaller
forms, its word stress, prefixes, suffixes, intonations and the like with in its
larger constructions such as words, clauses and sentences". The scholars'
definition about grammar can be made clear using the following cluster of
words taken from Batstone (1994: 3-4).

Up and he that the in Bills Jane stand announce spring marry. Now, can
we say that these clusters of words convey meaning? In their present situation,
neither a reader nor a listener can understand the meaning they convey as
such combination of words is not acceptable by the native speakers of the
language. However, if we combine these clusters of words using the rule of
subject + verb + object/complement as Bill stood up and announced that
he and Jane would be marrying in the spring, our perception of things
becomes clear. This sentence indicates that the announcement of Bill about the
marriage is in the past and at the same time his marriage to Jane is an
8
intention than a fact. He did not, for example, announce that he had surely
married Jane. The point is that the clusters of words are rearranged in some
order and at the same time a number of modifications have been made to make
the meaning clear and to be easily understood by audience. For example, stand
has been changed into stood and marry has been expanded into would be
marrying. Furthermore, it is possible to have other kinds of modifications
based on the type of message one has intended to pass and based on the
occurrence of the event (present, past, future).For example, stand can be
changed to stands or standing and if we add the auxiliary verbs we can have
might be standing, has stood and a number of other options.

Any language is governed by a certain rule developed by the agreement of native
speakers. This rule helps us to use the language for different purposes by
modifying and arranging words in different positions. Grammar, as a rule of a
language, is a system of creating meaning and function to any kind of
communication and a means of creating smooth relationship of the form,
meaning and function of a language. Grammar, therefore, helps us to be
creative in our spoken and written communication and for our message to be
understood by the interlocutor (Batstone, 1994). Saying it differently, grammar
is a systematizing force that allows human being to be endlessly creative with
finite set of resources. It is for this reason that we concern ourselves with
grammar. Describing it further, Batstone has to say the following about
grammar:
The question how words can or can not be combined in
sentences is one important part of grammar where it is the
concern of syntax. Through grammar we can specify the ways
in which words can be systematically modified through
alterations and additions. These modifications are part of
morphology and they help us to convey functional concepts like
time, number and gender. At its heart, then, grammar consists
of two fundamental ingredients-syntax and morphology, which
together serve to enhance and sharpen the expression of
meaning (Bastone, 1994: 3-4).

9
2.2. Historical Overview of Grammar
Language teaching, particularly grammar teaching, has a long history.
According to Stern (1983: 131), grammar was taught beginning from the
classical era. It was also taught during the middle ages in the 12
th
- 15
th

centuries. During that time the traditional language school, which was
dominated by Latin and Greek language learning philosophy, was considered
primarily as the study of its grammar.

In the grammar translation method, grammar was given due attention and was
considered both as an end by itself and also as a means to enable the learner to
read and write. In the first half of the 20
th
century, structural linguists gave
attention to grammar teaching. The structural view to language teaching placed
grammar in the center of language learning and teaching. It viewed language
mainly as a system of structurally related elements for the coding of meaning.
In other words, structural linguists emphasize the idea that language learning
should be seen in terms of the mastery of the elements in the grammar system
(that is, phonological units, grammar units, and lexical items). According to the
structural view, the mastery of the elements of grammar provides the learner an
opportunity to effective preparation for the realization of communication
(Widdowson, 1978; Richards and Rodgers, 2001).

In the late 1950s, grammar was considered as unscientific and unworthy while
linguistics was given a higher consideration. In other words, the coming of
communicative approach to language teaching brought a negative reaction
against explicit grammar teaching in schools. As a result, in the first half of the
20
th
century teaching grammar knowledge as a focus and translation as a
means was overlooked by those scholars who began to see grammar teaching
as the transmission of the grammatical system in context (Martin, 1994).
Harmer's expression about the changing status of grammar in the history of
language teaching is evidence to this:
10
If grammar were a person it might be actor whose popularity
fluctuated widely over the decades as he or she got good roles,
then made some bad movies, then was rediscovered, then
disappeared for a bit only to be suddenly cast in leading roles
again. If grammar were a style of clothing, it would probably be
flared trousers, popular in the 19 20s and 30s, then abandoned
then popular again in the 60s and 70s, then abandoned
conclusively and completely but now a modest comeback.
Grammar, in other words, is a fashion victim (Harmer, 1998 in
English teaching professional, V6, p. 38).

2.3. The Communicative Approach to Grammar Teaching
In this approach, grammar is viewed as a means by which we organize
messages in any communicative activity. Language structures are seen as a
means to an end, not an end by themselves. The focus of this approach is not
mainly on form but on meaning in context (Atkins, Hailom and Nuru, 1995). In
other words, this approach says that the main function of a language is
communication and hence grammar should be seen as a subservient to the
communication system (Krashen, 1985).

Scholars such as Cunningsworth (1995), Fortune (1992), Freeman (1986) and
Nuttal (1989) claim that effective grammar teaching in a communicative
approach to second language teaching/learning need to have natural features
such as integration of language skills, authenticity and variety of contexts and
creative use of language.

2.3.1. Integration of Language Skills
In a real-life communication situation, one who listens to the information
usually gives feedback through speaking or writing. For example, a student who
listens to a lecture takes notes and also asks questions if there is something
which is not clear. Then, the student reads his/her notes. In all these
processes, the student is expected to note the linguistic forms, meaning and
functions of the language (Freeman, 1986: 131). Similar to Freemans idea, Ur
11
(1988: 6) has summarized integration of grammar with other skills in the
following table:

Skills Form Meaning
Listening Perception and recognition of
the spoken form of the
structure
Comprehension of what the
spoken structure mean in
context
Speaking Production of well formed
examples in speech
Use of the structure to convey
meanings in speech
Reading Perception and recognition of
the written form
Comprehension of what the
written structure means in
context
Writing Production of well formed
examples in writing
Use of the structure to convey
meanings in writing

According to Ur, since a real-life communication is the integration of language
skills, grammar activities designed for students should lead towards developing
various language skills. Integration of grammar with other skills, however, does
not mean that one should not have area of grammar focus on a particular task
to the exclusion of other skills (Nunan, 1989).

2.3.2. Authenticity and Variety of Contexts
In the real world communication, the aim of the encoder is to impart his/her
intended meaning. That is, he/she does not strictly follow the so-called
grammar rule as the language is authentic. Similarly, communicative approach
to second language teaching/learning calls for authentic materials that create
favorable environment for students to exercise the target language items in a
real situation. Lee (1995: 323) explains authentic material as "A text which is
not written for teaching purpose, but for real-life communicative purpose where
the writer has a certain message to pass on to the reader."
12
Once again, Lee says authentic texts are useful for students to develop their
communicative competence and make them aware of the conventions of
communication. It enables students to transfer what they learn in the
classroom to the real-life situation. This scholar further says that if teachers
want to teach real English just as it functions in contextually appropriate ways
other than a collection of linguistic forms, they have to refer to how the native
speakers of the target language actually put it into communicative use.

In spite of the importance of authentic materials for the improvement of second
language teaching/learning, there seems to have a problem with the authentic
materials themselves. For one thing, the way they are written and the
structures that are used to produce such materials may remain beyond the
level of students' understanding. For another thing, the context they use to
clarify the message may not be appropriate to the students current level of
understanding. For these reasons, authentic materials may not be always
suitable for teaching foreign language. In short, there can be a gap between
what is theoretically said about the use of authentic materials and when they
are practically applied in foreign language classroom. So, teachers should be
careful enough when they use such materials in foreign language class
(Peackok, 1987).

2.3.3. Creative use of Language
In a natural communication situation, different forms may be employed to
mean the same thing and also a particular thing may be said in different forms.
According to Freeman (1986), a natural system of communication should be
reflected in a second language classroom activity. What and how a student says
something should not be predetermined by his/her interlocutor. Freeman also
says "If the exercise is tightly controlled so that students can only say
something in one way, the speaker has no choice and the exchange, therefore,
is not communicative" (Freeman, 1986: 733).

13
Once again, Cunningsworth (1995) and Ur (1996) say that classroom activities
should be productive and must lead towards free use of the target language in
expressing one's feelings, beliefs, views, attitude etc. Cunningsworth further
claims that classroom activities should allow language use creatively and
should be personalized if possible. In order to realize this, Cunnigsworth says
that learning should be carried out "... in a non-judgmental atmosphere, where
there is a positive attitude towards error" (pp: 99). Generally, the author
suggests that grammar tasks have to be designed in a way that helps learners
use the target language spontaneously.

2.4. Deductive and Inductive Grammar Teaching
Approaches
Deductive grammar teaching refers to the presentation of grammar rules
explicitly. In other words, the teacher explains how a particular sentence or
phrase is formed by stating the rules. For example, to teach present perfect
tense a teacher may explain the rule subject + has/have + V3 +
object/complement by writing exemplary sentences. Based on the rules,
students are expected to construct sentences of their own (Thornbury, 1997).

Inductive grammar teaching, on the other hand, refers to the teaching of
grammar instruction without stating the grammar rules explicitly. In other
words, if we make the students to arrive at the rule of the language by
themselves from the presented tasks or texts, it is an inductive teaching. The
inductive approach is also called the discovery approach to grammar teaching.
Proponents of inductive grammar teaching believe that making students to
work out grammar items by themselves gives greater benefit in terms of
accuracy and fluency than explaining the rules explicitly (Thornbury, 1997).

14
In spite of the agreement on the distinction of deductive and inductive
approaches, there seems no agreement among scholars about how to teach
grammar.

Some scholars such as Widdowson (1978) and Shahidullah (1995) indicate that
deductive way of grammar teaching is not appropriate as it enhances the
development of usage rather than the use. They say that the deductive
presentation is very much similar to the grammar translation method in which
the teacher explains the rules. According to these scholars, this kind of
teaching does not foster the development of learners communicative
competence. For example, Widdowson (1978: 19) says:

The evidence seems to be that learners who have
acquired a good deal of knowledge of the usage of a
particular language find themselves at a loss when they
are confronted with actual instances of use. The teaching of
usage does not appear to guarantee knowledge of use. The
teaching of use, however, does seem to guarantee the
learning of usage. This being so, it would seem to be
sensible to design language teaching courses with
reference to use.

As there are supporters of the inductive approach to grammar teaching, there
are also supporters of the deductive approach. For example, Ellis (1994) claims
that explicit attention to grammar forms helps learners notice those forms
when they occur in natural contexts. She says if students are taught the
grammar rules explicitly, it helps them to monitor or edit their mistakes during
communication. Harmer (1987) on his part says that many modern courses
often teach structure explicitly and then make learners to use that structure as
part of functional conversation. He further says that explicit grammar
instruction does not distort the natural order of acquisition, but speeds up the
progress along it.

Again, in his topic about shortcomings of CLT, Tsai-Yu Chen (1995) indicates
that the assumption that grammatical accuracy can be developed in the
15
classroom after communication using the language is proved ineffective by
immersion research findings. For example, Harmerly (1987) cited in Tsai- Yu
Chen (1995) reviewed six studies to evaluate the effect of the immersion
approach based on acquisition/ natural approaches. Then, he concluded that
the grammatical competence of immersed students is characterized by
fossilization or classroom pidgin while communicating freely. He criticized for
any method failing to emphasize structure before communication as putting the
cart before the horse. The result, according to him, is that successful but
grammatically inaccurate communicators. Likewise, Nunan (1989) indicates the
close interrelation of form and meaning. The author points out that knowledge
of grammar plays a decisive role for effective communication. So, which one
should we teach first? Should we teach the usage (knowledge of the grammar
rules) deductively at first and then the use (communication) or the reverse?

It is undeniable fact that the main function of a language is communication
and the main purpose of teaching grammar is to help students develop their
communicative competence. However, becoming totally dependent on inductive
or deductive approaches is not an appropriate way of grammar teaching. The
reason for this is that neither we have homogeneous classroom setting nor the
same learning styles and strategies among our students. More specifically,
some students can learn better if they are taught grammar rules deductively
followed by contextualized communicative exercises to enhance the actual use
of the structure they have learned. Others may learn grammar better
subconsciously if they are motivated to discuss using the language to arrive at
the rule (through the inductive approach), which is similar to what Widdowson
and Shahidullah are saying. In relation to this, Celce-Murcia (1991) says that
teachers should not ignore one at the expense of the other as both of them are
mutually interdependent. She has put the idea as follows:

16
Communicative competence should be seen to subsume
linguistic competence, not to replace it. We claim that
linguistic accuracy is as much a part of communicative
competence as being able to get ones meaning across or to
communicate in a socio-linguistically appropriate manner.
Thus, teaching grammar means enabling language
students to use linguistic forms accurately, meaningfully
and appropriately (pp. 288).

Good grammar instruction, therefore, should employ both approaches wherever
possible; sometimes explicit attention of form and other times letting students
work out the meanings and forms by themselves from communicative tasks.
Corder (1973) in Celce Murcia (1991; 292) summarized the idea in the following
way:
What little we know about the psychological process
of second language learning, either from theory or
from practical experience suggests that the
combination of induction and deduction produces the
best result

2.5. Stages of Grammar Teaching in CLT
The modern grammar teaching approach says that students learn better when
they are provided with tasks that resemble real-life. Hence, Communicative
lessons for teaching grammar according to Sysoyev (1999) and Harmer (1991)
should integrate the form and the meaning consisting of four equally important
stages namely introduction, presentation, practice and production.

2.5.1. Introduction
It usually begins with warm-up activities and with active motivation. A teacher
can ask what students know about the topic and encourage them to write
sentences of their own.Here, the teacher can organize the students into pair or
group or he/she can make it independent work.

17
2.5.2. Presentation
Following the introduction, students can be given discussion tasks illustrating
a certain grammar rule and the teacher could tell them to discover the hidden
rules of the language. Here again, the teacher can organize the class into pair
or group.

After the students tried their best, the teacher tells his/her students the
grammar rules explicitly. This means, depending on the level of difficulty of the
particular grammatical construction, a good teacher is expected to explain or
summarize what was previously discovered, focusing on form.

Explanation is important because students feel safer when they know the rules
and when they have some sources to go back to in case of confusion. Besides, it
serves as a bridge between what students consider theory or what is usually
given in textbooks and the practical use, what students have discovered
(Sysoyeve, 1999).

2.5.3. Practice
The third one is practice stage. During this time, the teacher can provide some
practice exercises from the material introduced or input provided in the
presentation stage. Sometimes, activities similar to the presentation stage can be
given to make students practice the structure. This is the stage where accuracy is
given emphasis (Shahidullah, 1995).

2.5.4. Production
This is the final stage in grammar teaching. If we stop at the practice stage and do
not encourage production, students may not be able to use language. It is
important to understand that learning or mastering a language does not only
mean internalizing or in taking the grammar rules but also developing the skills or
abilities to use the rules. In other words, grammar is taught mainly not to store
18
in students mind as knowledge but to be applied in real-life. Shahidulah
(1995) stresses that the main purpose of teaching grammar is not to
accumulate knowledge of rules, but to enable students apply the learned rules
in actual communication. In this stage, the teacher can prepare pair or group
discussion to share ideas and experiences. After this, he/she can give them
paragraph writing task about what they discussed, just to see whether they
could use the structure in writing (Ibid). But, it does not mean that the
language teacher must follow these steps all the time. It depends on the nature
of the lesson and tasks and on the objective of the instruction. All the stages
may not be conducted in one class period (Celce Murcia, 1991).

The following sample lesson is taken from Shahidulah (1995: 1) to illustrate
how a particular grammar lesson (article) is taught.

Step 1 Warm up activities (Exploration)
Motivate students to learn, check what the students already know about article.
Ask them to discuss the following in pairs.
a. What is article?
b. How many articles are there?
c. What are the articles in English?
d. When are they used?
e. Ask students to write few sentences using articles. When they finish
writing, ask them to underline the articles.

Step 2 Presentation
Ask students to read the following passage, underline the articles in the
passage and tell them to explain why each of the articles has been used.

A human chain was formed in front of a Budhist temple in the city yesterday
demanding an immediate arrest and trial of the killers of Buddhist monk
Ganojyoti Mohastobir. Ganojyoti Assassination Trial Movement Committee
19
organized the human chain as part of its series of agitation programs. A rally
was also held on the temple premises where the speakers demanded
immediate arrest and trial of the killers of Ganojyoti.

Step 3 Explanation
Explain the different rules of articles and their use. Then, ask some questions
about the rules to check if they have learned about the rules and to explain
again if they have not learned the rules well.

Step 4 Practice Stage
Ask students to work individually and fill in the gaps in the following passage
with appropriate articles
My uncle is _____________ shopkeeper. He has __________ shop in ______ small
village by ______ river Thames near Oxford. _________ shop sells almost every
thing from bread to newspapers. My uncle does not often leave _________ village.
He does not have a car. Once a month we eat lunch at _______ extensive hotel.
He is one of _______ happiest men I know.

Step 5 Production Stage
Ask students to write a short passage on a given topic
e.g. 1. Your feeling in summer
2. Known footballer
3. An interesting/sad experience.

Finally, ask students to underline the articles in their writing and see whether
they have used them correctly or not. Again, ask them to check each others
work in pairs; Check some of the students work and give feedback.

2.6 Tasks for Teaching Grammar Communicatively
Task based language teaching has become an important addition to the
conceptual and empirical repertoire of the second and foreign language teacher.
It also influenced syllabus design and language teaching methodology (Nunan,
20
1991). In addition to this, Rivers (1983) asserts that an interactive task-based
grammar exercise stresses the teaching of grammar through mutual
anticipation usually small group. She further says it is active rather than
passive, student-centered rather than teacher-centered, cognitive rather than
behaviorist and in direct rather than direct. In line with this, Hornbury (2001:
203 - 204) says that everybody still agrees that mechanical structure drilling
what the behaviorists used to do is a very bad thing in deed.

Task based grammar teaching provides the learners with wide range of
classroom activities, involve the learners in comprehending, producing or
interacting in the target language while their attention is on meaning rather
than form (Nunan, 1989, Candlin and Murphy 1987). Some of the major tasks
suggested by scholars for teaching grammar communicatively are:
1. Information gap activities- Doff (1988), Cook (2001) and Prabhu (1987)
point out that information gap activities are important to communicative
grammar classroom. According to Prabhu, as information gap activities
involve a transfer of certain information from one person to another or
from one form to another, it is important for communicative classroom.
2. Problem-solving activities- students can be given a problem in which
the language items are included. The purpose of problem-solving
activities is to enable students interact and there by to exploit the hidden
grammar points indirectly (Richards and Rodgers, 2001). In addition to
this, opinion exchange and decision making tasks can be used for
teaching grammar communicatively (Ibid).

2.7. The Role of Teachers and Learners in Foreign Language Class
The types of classroom language in different methods are characterized by
different patterns of interaction. This is so because of the variation in teacher
and student roles in line with the expectations in the teaching- learning
process. In CLT context, for example, the learner is seen as processor,
performer, initiator and problem solver. In the traditional teaching practice,
21
however, the role of the learner is to receive and accumulate in his/her mind
what has been told by the teacher (Richards and Rodgers, 1986).

The role that should be played by the English language teacher in the context of
classroom teaching-learning process might be affected by the kind of approach
the teacher employs. For example, Richards and Lockhart (1994: 97) indicate
that the main role of the teacher in CLT is facilitating learning. They say:
The teacher has two roles; the first is to facilitate
communication process between all participants in the
class and between those participants and the various
activities and texts. The second role is to act as in
dependent participant with in the teaching learning
group. Those roles imply a set of secondary roles for
the teacher; first as an organizer of resources and as a
source himself, second as a guide with in the classroom
procedures.

In the traditional language classroom, the teacher is considered as an authority
who emphasizes the memorization of grammar rules through mechanical
procedure such as repetition and rote learning, organizes the classroom
activities, overtly control the students activities and evaluate their
performance. Teachers were considered as experts who teach their students
what they know (Rudder, 1999: 115). Rudder further points out that language
teachers were considered as the sole responsible individuals that they had to
think of the methods that could best help in teaching. A teacher was supposed
to follow one best methodology and one best textbook.

Today, however, this assumption is changed. It is believed that learners have
varying needs, interest, cognitive and learning styles. The teacher accordingly is
expected to eclectically use as many methods and techniques as possible.
Furthermore, teacher dominated activities have been replaced by learner-
centered classes, where learners become active participants in their own
learning (Ibid).

22
In general, the teacher nowadays should be a manager/planner, counselor/
social worker, supporter, motivator/ stimulator, and promoter of students
thinking skills. Furthermore, he/she is supervisor on how students should do
specific tasks, monitor, co-communicator by working with students as a
partner, feedback provider and evaluator of the students performance and the
teaching materials he/she used (Rudder, 1999).

2.8. Techniques of Communicative Grammar Teaching
According to Celce-Murcia (1988), modern (communicative) grammar teaching
uses different techniques to make grammar lessons clear. She says the modern
grammar teaching advises teachers to use techniques such as role play,
pictures, tables, graphs, songs, poetry, story telling etc in context.

2.8.1. Role Play
Role play is one of the important techniques for teaching grammar in context.
Celce-Murcia (1988) says that role play brings real-life situations to the
classroom. The author points out that role plays are one of the effective
techniques for communicative practice of structures sensitive to social factors.
She advises second language teachers to use role play as a technique for
teaching grammar by using certain procedures. The general procedures she
suggests are:
1. Handout the problem to students and then introduce and explain the
vocabulary and structures necessary for the task.
2. Divide students into groups if necessary in which they discuss and play
the role. During this step, the teacher should allow students to
communicate and should not interrupt at the middle of the discussion for
any correction. However, the teacher has to take notes on grammatical
errors for later correction. After each group has performed the role play,
the entire class discusses the questions raised in connection with the
situation.
23
3. The last step can be assigning a writing exercise based on the role play or
related question. Furthermore, subsequent grammar lessons based on
the errors observed during the exercise could be presented for further
internalization of the structure.

2.8.2. Pictures
Scholars such as Celce-Murcia (1988), Harmer (1987) and Batstone (1994)
Claim that pictures are one of the techniques which are useful for grammar
presentation. Specially, Celce-Murcia argues that pictures are interesting
techniques for teaching grammar lesson in all phases (i.e. in presentation,
focused practice, communicative practice and for feedback and correction).
According to Celce-Murcia, entertaining and carefully designed pictures have
the potential to motivate students and to respond more than a textbook. The
reason for this is that pictures are more contextualized than textbooks as they
involve different cultural entities of the students outside world (Ibid).

2.8.3. Graphs
It is possible to teach grammar points communicatively by using different kinds
of graphs. This is because graphs by their very nature are free to different
interpretations and are able to invite learners to variety of language use.
Graphs are especially important techniques for visualizing change overtime
(Celce-Murcia, 1988).

2.8.4. Songs
Songs are means of cultural expression for society. They reflect the status, belief,
attitude and moral value of a given society. In favor of this idea, Celci-Murcia
(1988) says that songs have the capacity of expressing cultural practices and
historical events of a community. At the same time, most songs are authentic
materials and are rich in context. Hence, they enable students to see how a
particular structure is applied in real-life situations. For those reasons, the author
24
says that they are invaluable techniques for teaching grammar. She has
summarized her idea in the following way:
Contextualization is essential to any grammar
presentation and meaningful practice of structure, and
certainly one of the most delightful and culturally rich
resources for contextualization is song. Songs can be
utilized as presentation contexts, as reinforcement
material, vichles through which to teach all language
skills, and as a medium through which to present some
of the most important cultural themes which pervade
modern life (Celce-Murcia, 1988: 116).

2.8.5. Poetry
Poetry is also one of the effective techniques used for contextualizing any
grammar lesson and even for other skills. Poems like songs create image about
cultural practice and reflect moral feelings of society (Celce-Murcia 1988).
Again, the author (Ibid) says that poems have the nature of repeating
particular grammar item and this repetition fosters the structure to be easily
internalized. She says:
Poetry is particularly effective tool for practicing a
particular grammatical structure because its very nature
demands that it be spoken, repeated, wrestled with, and
considered with each repetition and consideration, the
structure becomes more deeply internalized. Therefore,
poetry is an excellent resource for structured practice of
grammar and an appropriate basis for review. If a poem
that exemplifies a particular structure is also good poem,
it engages the eyes, ears and tongue simultaneously
while also stimulating and moving us. This polymorphic
effect makes poetry easier to memorize than other things
for many students (Celce-Murcia 1988: 122).

2.8.6. Telling Stories
It is a fact that most people love story. Human being by nature is attracted by
story for historical, cultural, economical and entertainment reasons. If students
are taught grammar points using the cultural practices and life experiences of
25
their own community and others experiences as well, they can invest their
mind deeply in learning the language (Celce-Murcia, 1988).

2.9. Classroom Organization for Teaching Grammar
Communicatively and Feedback
The use of different kinds of tasks in grammar teaching can be more
communicative if we apply the appropriate types of classroom organization
through which the learners practice the language meaningfully. This enables
learners to use the language in order to accomplish some functions like
arguing, persuading, or promising (Freeman, 1986). The main kinds of
classroom organization in CLT teaching are pair work and group work.

2.9.1. Pair Work
McDonough and Shaw (1993) and Harmer (1991) explain that pair work helps
learners to exchange and share information about the given task. Doff (1988)
also added that the language teacher can divide the whole class into pairs, and
every student can work with his/her partner and all pairs work at the same
time. Apart from this, in grammar exercises the students can carry out the task
orally or through writing in pairs which is more interesting and productive than
students doing exercises alone. Atkins, Hailom, and Nuru (1995) and Brumfit
(1984) indicate that pair work provides students opportunity to use English
meaningfully and naturally.

2.9.2. Group Work
A number of studies have compared the interaction in teacher-centered lessons
with group work. For instance, Long, Adams, McLean, and Castanos (1976)
cited in Ellis (1994) report that students working in small groups produced a
greater quantity of language and also better quality language than students in a
teacher-fronted, lockstep classroom setting (p. 598). In other words, small
group work provides more opportunity for language production and variety of
26
language use in initiating discussion, asking for clarification, interrupting, and
joking (Ibid). Celce-Murcia (1991) also supplements this point by saying that
group activities encourage total participation by making each student
responsible for facts and ideas to be contributed and discussed. Moreover,
since the students attention is on what they wish to say rather than on how to
say it, they can learn how to use grammar effectively for communication.

2.9.3. Giving Feedback
Teaching grammar communicatively encourages the development of the
reflective learner and accommodates a wide range of learning styles. According
to Ur (1981: 23),in feedback session, What the groups have done must then be
displayed and related to some way by teacher and class: assessed, criticized,
admired, argued with, or even simply listened to with interest. Celce-Murcia
(1988) also underlines the importance of giving feedback on global mistakes
that violate the over all structure of a sentence instead of local mistakes which
cause only little problem in understanding the idea. Ur (1996), Prabhu (1987)
and Seedhouse (1999) also advise giving feedback (oral or written) on a friendly
atmosphere so as to assist learners use language for meaningful
communication. Having diagnosed that a certain structure is particularly
problematic for the students, the teacher may give a review and extra practice
about the structure. A crucial function of giving feedback is to preserve and
promote a positive self-image of the learner as a person and language learner.

2.10. Instructional Television: What is Instructional
Television?
Instructional television (ITV) generally refers to television designed for specific
instructional task. In other words, ITV is a term used to describe formal school,
college, or university instruction via television. Here, it is important to
differentiate the term ITV and Educational Television (ETV). ETV is generally
used to denote any television which is used for improving education. It includes
27
ITV and non-commercialized television programs for educational enhancement
that favors large number of audience. ITV, which is categorized under the
educational television, is used for teaching formal courses (Behera, 1995).

2.10.1. Types of Instructional Television Programs
Reeves (1998) suggests that there are three major forms of utilization of
instructional television. These are:
Instances where the total instructional program is delivered via televised
teacher.
Instances where television is to supplement teacher-centered instruction
either for enrichment or remedial purpose. That is almost the entire
instruction is done by the classroom teacher and ITV is used to supply
some special and helpful techniques such as demonstration and
dramatization.
Instances where there is an integration of teacher directed instruction
with television program.

The total instructional television programs in countries like El Salvador have
met with initial enthusiasm. But, it declined in popularity after the novelty were
off. That is, both students and teachers demanded non- televised instruction
and returned to regular classroom activities because of problems in utilizing
programs effectively (Cuban, 1986). However, some studies indicate that
students in rural schools, where quality teachers were less likely available,
benefited a lot from televised instruction, Reeves (1998).

2.10.2. Role of Instructional Television
The primary role of ITV is to facilitate and enhance students learning by
providing teaching aids to the classroom (Johnes, 1999). Johnes further
remarks that the basic function of ITV is enabling learners see and hear look
and listen more attentively and discriminatingly with greater comprehension.
28
Brinton (1991) also points out that ITV is helpful since it gives opportunities to
learners to apply their sense. In short, ITV helps learners develop the ability of
recalling information learned as it teaches using contextualized elements such
as pictures, songs, role play (Ibid). Furthermore, John (1999) says that ITV
helps to increase retention capacity. The following table is taken from Jones
(1999: 6) to show the ability of ITV in enabling students to recall information in
comparison with the lecture method.

Method Retention in 3
hours
Retention in 3
days
Lecture only 70% 10%
Using instructional aids 72% 20%

From the table above one can deduce that learning and retention capacity of
learners increase when they are taught by ITV. It is also recommended that ITV
is useful to create communicative L2 learning environment (Ibid).

Besides, Skinner and Austin (1999) state that recent ITV have noticeable effects
on students' motivation for language learning. In their research, they found
that ITV is effective for teaching any language skill. It is motivating because it
gives sounds and colorful pictures which are very much helpful to catch the
attention of learners. The usual and routine teacher and textbook-based
learning may result in misunderstanding of abstract concepts and
inappropriate language use. However, it is possible to avoid misunderstanding
and to visualize abstract concepts by animation through ITV. In addition to
this, ITV helps learners to avoid some hazardous situations as it uses different
contexts to make the lessons clear. In other words, its capability to apply wide
range of audio-visual materials like graphs, pictures, and tables during the
transmission makes it suitable medium for instruction that meets learners'
needs and their learning strategies (Tomalin, 1988).

29
Passy et al. (2004) also indicates the effects of ITV on pupils' motivation. The study
took 17 sample schools from across England. Finally, this study found that ITV
has positive impact on motivation. The research says ITV enhanced the country's
teaching-learning process, improved classroom communication and widened the
access of getting more information.

Instructional television also helps to introduce the culture of the target language
speakers to classroom. Saying it differently, learners can sense the life situation of
the native speakers as they see different contextualized language presentations.
The way native speakers speak, act, dress, the gesture and the clue they use for
negotiation of meaning can be reflected through ITV. In short, ITV provides
learners with natural situations such as intonation, pronunciation, dialect and the
day to day life experience of the target language society (Sherrington, 1975).

2.10.3. Stages in Teaching Language through Instructional
Television
Like the classroom teacher, televised instruction has stages in teaching
language. This means, whether language instruction is televised or non-
televised the methods and procedures of modern language teaching supposed
to be applied are the same. So, communicative grammar and other skills
instruction through television involves three stages namely, pre-teaching,
while- teaching and post -teaching.

2.10.3.1. Before the Program (Pre-teaching)
Here, the televised teacher has to start by introducing the lesson and by stating
specific objectives. In this stage, he/she can specify the type of information to
be emphasized and the activities to be done.

The televised teacher could tell students the main topic of the program and
could ask them what they know about the topic. Sometimes, the teacher may
supply funny things so as to catch the attention of students. The main purpose
30
of carrying out before-viewing activities is to stimulate the students' interest
and to provide background information so that they can learn with interest
(Tomalin, 1986). In short, Tomalin indicates that the pre-teaching should aim
at three things.
Preparing students for the program as a whole
Encouraging students to understand specific language items supposed to
be learned
Generating tasks for the students that would be done as a result of
watching the program.

2.10.3.2. During the Program (while- teaching)
Here, the televised teacher should set some tasks to be performed while viewing
the program. For example, the ITV can give a chance for the classroom teacher
to write some expressions that are used in the language lesson. Furthermore,
the ITV can provide other contextualized tasks to be done by the students. But
to have better understanding, negotiation of meaning and to accomplish the
given tasks successfully, ITV should be controlled by the classroom teacher
rather than the classroom teacher is to be ordered by the ITV (Tomalin, 1986).
The author has put the idea in the following way:
If the broadcast of TV program is made available on a video
cassette and if the video recorder is under the direct control
of the teacher, then the TV program immediately becomes
highly effective teaching medium (Tomalin, 1986: 4).

If the ITV is controlled by the classroom teacher, Tomalin (Ibid) says the
program can be repeated as many times as the learner wishes. Furthermore, a
short sequence from the program can be selected for intensive study and
worked on by the teacher in the classroom; the learner can interpret what has
been said, practice and repeat it and predict and so on. The learner can also
concentrate in detail on visual clues to meaning such as facial expression,
dress and gesture to understand the meaning. Tomalin (1986) again claims
that segmenting the lesson can be taken as a valuable technique to widen
31
classroom participation and interaction. The scholar further says segmenting
could give access to the classroom teacher for adapting the program according
to his/her students' interest and learning style. Segmenting a given lesson can
be done through showing only portion of the program at a time and the
remaining portion at another time or through pausing the program (Ibid).

2.10.3.3. After the Program (post- teaching)
This stage is important to students as it gives them the chance to react about
the program. Here, the televised teacher should give chance to the classroom
teacher and to the students for discussion. In this stage, the classroom teacher
is expected to encourage students to speak what attracted their attention most
in the program or he/she may prepare questions from the program relating to
their life experience (Tamalin, 1986).In doing this, a good teacher usually seeks
feedback from his/her students so as to know the level of their understanding
about the matter.

Once again, Tomalin says that teachers should prepare follow through activities
to reinforce or integrate the lesson presented with other skills. These follow-
through activities may include, group work, pair work, role play, activities and
so on. For example, in groups or in pairs students can talk what they have seen
in the program by taking their turn. Creating such condition is to mean making
students to communicate in the classroom in favor of communicative language
teaching (Ibid).Here, all the group and pair works, the classroom interaction
and students feedback are expected to be handled by the classroom teacher.
This is because the classroom teacher is in a good position to know the
students difficulty, level of understanding, their need and the learning
environment better than the televised teacher who teaches from afar.

Finally, evaluation about the success of the lesson presented is an important
part of the ITV program utilization as it helps to see the degree of achievement.
In other words, considering such questions as was the program utilized as
32
effectively as possible? What additional activities might be integrated next
time? and "What techniques worked well and what could be incorporated in to
future lessons? is an important means for the effective implementation of ITV
in language classroom (Schramm, 1977).

2.10.4. Instructional Television in Ethiopia
Ethiopia is one of the developing countries which have shown promising change
in the expansion of Information and Communication Technology (ICT)
utilization for multi-purposes. Specially, in educational sector, the country is
using ITV to sustain qualified human power. In addition to expanding the range
of instructional techniques, ITV presents new options for teaching-learning
process (Amina, 2004). One of the various new options offered by ITV is a one
way presentation which is now being employed in Ethiopian high schools (Ibid).

Currently, the government of Ethiopia has employed ITV for teaching some
subjects. However, there is a long-term plan to use the entire potentials of ITV
for all subjects. It was stated that the future task of the government focuses on
the sustainability and integration of ITV. This could be made phase by phase.
First, by expanding the ITV from priority subjects to all subjects; and then to
computer based teaching and internet including many programs to primary
level education (Ethiopia today, 2004). The governments report on the
Development of Education in Ethiopia to the UNESCO (2004) is evidence for
this:
Information and communications technology (ICT) is
introduced in the education system to strengthen the
expansion of quality education. The introduction of ICT is
done phase by phase starting at the secondary level (9-
12). Multi-faceted programs and major preparations have
been underway to reach the goal of implementing ICT in
the Education sector and improve the quality of
education.

Currently, the country's instructional television is one way presentation system.
But this system is being criticized by critics and teachers for its uncomfortable
33
nature. Therefore, in many conferences, it was advised to substitute by two-way
satellite teleconferencing and video-conferencing courses. In spite of the
dissatisfaction of critics and teachers on the one way transmission, the system
has got greater acceptance by government officials. According to the
government officials, ITV is an effective means to overcome the problem of
overcrowded schools, poor infrastructure and facilities, and lack of trained
teachers. The officials further indicate that visualizing and listening to content
on plasma display panels makes teachers free to be creative and needs analysts
(Ethiopian Government Report to UNESCO, 2004). The report says:
... the new pedagogical paradigm offers teachers time
to be creative, identifies students' needs and fosters
them with the necessary attention and guidance, saves
time spent in drawing diagrams and simple practice
teaching learning process; enables them to carry out
experiments.

The report, says that "for what the technology can not offer, the teacher is
there, and for what the teacher can not offer, the technology is there".

Generally, they believe that the ITV has great motivational value since the
lessons are enhanced by graphs, animations and real-life footage. The plasma
display in Ethiopia according to them:
Present abstract concepts in a simplified manner
Transmit uniform education to many students at the same time.
Enable students to have access to model competent teachers
Motivate learners to attend classes and learn more by creating attractive
situation such as presentation of graphs, diagrams, visual and sound aid
to the lesson (Ethiopian Government report to UNESCO, 2004).

34
2.11. Comparative Research Evidences from Researchers on
Instructional Television and the Classroom Teacher in the
Teaching-Learning Process
Reeves (1998) states there are reasons why attention is given to ITV and media
technology. Some among many, according to the scholar, are:
People are curious to know if new technologies are more effective for
teaching and learning than traditional classroom approaches.
People want to know whether new technologies increase education
accessibility or reduce educational costs.
The existence of sharp disagreement among scholars about the value of
media and technology in education. There are contradictory findings
often reported in educational research about the value of ITV.

Reeves further asserts that there is no significant difference whether some one
learns by ITV or by classroom teacher. The reason for this according to the
author is that learning results from factors such as task differences,
instructional methods and learner traits, not from the choices of media for
instruction. Furthermore, Chu and Schramm (1963) as cited in Schramm
(1977) tabulated 421 television versus classroom comparisons. They found that
308 of the studies showed no significance difference, 63 of the studies stood in
favor of television and the remaining 53 studies came out in favor of classroom
/conventional teaching. Similarly, Dubin and Hedloy (1966) in Schramm (1977)
examined 381 studies and found that 191 of them showing no difference, 102
of the studies came out in favor of television and 89 of them in favor of the
conventional (non-plasma) instruction. Based on this study, therefore, they
concluded that there is no precise reason to say that students learn more from
television than from non-televised teaching or vise-versa. According to these
researchers, better learning depends on the method of the teacher, the effort of
the learner and the content of the material. However, Schramm (1977) contends
that the more carefully such comparisons are designed, the more likely they are
to show significant difference in learning from the two sources.
35
On the other hand, Brumfit (1983) says that television programs can not be
seen as the main stay of the language learning process. In other words, the
classroom teacher still remains to play a central role either as a guide or
facilitator. The teachers role remains central because television by itself can
not relate the broadcast materials to learners needs. At the same time, it could
fail to understand the students background and the learning environment. Not
only this but ITV as independent teacher is also non-stop-straight through, no
pauses and repeats. As a result, students could be confused throughout the
instruction (Ibid).

2.12. Research Findings on Grammar Teaching
In their research finding, Choat, Harry and Dorothy (1987) found that ITV is
effective in teaching language rules and grammar items as effective as good
grammar teacher. They say that ITV is effective in teaching tenses and language
rules in a subconscious way. The reason according to their research finding is
that ITV uses different techniques such as stories, songs and pictures to
contextualize grammar lessons. They further indicated that ITV is effective not
only for developing linguistic competence of the learner but also to develop
his/her communicative competence because it uses rich contexts and brings
different natural settings for teaching grammar.

In spite of the foreign research work mentioned above, there is no local research
finding that compares the teaching methods and techniques employed by ITV
with the methods used by the conventional (classroom) teacher in teaching
grammar points, as far as the knowledge of the researcher is concerned. Of
course, Tatek (1994) and Luel (2006) studied problems of ITV in teaching
English and attitude and perception of students towards ITV in language
classroom respectively. But, their studies have not dealt with televised and non-
televised grammar teaching methods in comparison with each other. So, this
study is an initial attempt on the area.
36
CHAPTER THREE
RESEARCH METHODOLOGY
3.1. Context
This study has been designed to identify the similarities and differences of the
grammar teaching methods used by plasma and non-plasma school teachers.
The main research question is what are the similarities and differences between
the two types of schools in teaching grammar and what are the factors that play
a role in creating similarities and differences? In this study, the effectiveness or
ineffectiveness of a method that the teachers apply in classroom is seen in
terms of modern (communicative) grammar teaching theories and practices.

Method for the study was conceived by considering four stages. These stages
are the introduction, presentation, practice and production stages. These stages
formed the basis for the observation and interview. For the questionnaire,
attitude and problem of students in grammar classes formed the basis.
Through the questionnaire, attempts were made to gather information about
the students attitude towards the grammar lessons and their problems in
learning grammar.

3.2. Determining Target Population and Sample Size
The subjects of this study were both teachers and students. Accordingly, two
high schools were selected from the town of Jimma in Oromiya region so as to
collect the required data.

The schools are Jireen and Setto Senior Secondary Schools. The former, which
uses instructional television, registered 2,300 students at the beginning of the
school year 2007, but a drop out of 200 students. The latter, which is non-
plasma school, registered 2124 students out of which 120 dropped out their
education, as the statistics of the two schools indicate. In other words, the
37
remaining population of the plasma school is 2100 and the non-plasma school
2004. Therefore, the entire population of the study was 4104 and out of this
410 (i.e. 210 sample students from the plasma school and 200 from the non-
plasma) students were taken as a sample to fill out the questionnaire. Besides,
six interested teachers (3 from each school) have been taken for interview.

3.3. Method of Data Collection and Sampling Technique
The researcher used qualitative method for observation and interview. This is
because the purpose of the study was to get in-depth information about the
methods of grammar teaching employed in the two schools as teaching occurs
naturally in all of its details. Qualitative method of data collection is helpful to
look at many dimensions of behavior (which in this case is the teaching-
learning process) in real-world situation. However, the researcher also used
quantitative method only for analyzing and interpreting the data collected from
questionnaire.

The samples 210 and 200 were selected by taking 10% of the total population.
In other words 10% of the plasma school students and another 10% of the non-
plasma school students were taken for the study.Statistically, the number of
the subjects was calculated as follows.

For the Plasma School
Total population = 2100
Required sample subjects = 10% of the population
Number of sample subjects = 2100 x 10/100 = 210
For the Non-Plasma School
Total population = 2004
Required sample subjects = 10% of the population
Number of sample subjects = 2004 x 10/100 = 200.4 200
Total sample for the study = 210 + 200 = 410
38
After the number of subjects to be included in the study was identified, the
researcher used systematic random sampling technique to select the sample
subjects.

3.4. Instruments for Data Collection
Data for the research was obtained from direct observation, students questionnaire
and teachers interview. Details of these instruments are given below.

3.4.1. Classroom Observation
Before the observation took place, the researcher told the teachers and
students that the purpose of the observation was to conduct research. He also
told them that the study has no any negative effect on their career. But the
researcher has not told the teachers and students the title and specific area of
focus. Here, one may raise the issue of research ethics because participants
have the right to get detailed information about the study and about why they
are observed.

However, the researcher believes that the purpose behind conducting research
is to solve problem. In other words, research is needed to improve conditions,
i.e. to help society directly or indirectly. And this is possible only if the data
gathered is not artificial. Therefore, because the researcher suspected that the
subjects would show artificial behavior and because he gave more value to the
research outcome than the ethics, he did not tell them the title of the study and
the specific lessons which he wanted to focus. Saying it differently, the
researcher did not inform the specific skill to be focused because the objective
of the observation was to see the grammar teaching/learning process under
normal condition. That means, the objectives of the observation were to see how
the teachers were introducing and presenting grammar lessons, to observe
what was the role of the teachers and students in grammar class and to identify
the nature of tasks, techniques and materials used by teachers for grammar
39
instruction. The researcher thought that those things could be affected
negatively if the participants were pre informed. Therefore, to avoid the possible
negative outcomes of the observation, the researcher together with his assistant
was forced to observe other English lessons such as reading, vocabulary,
speaking, listening and writing in addition to the grammar lessons.

To achieve the objectives, therefore, the researcher used direct observation. In
all the observed lessons, the researcher first went to the classes which were
selected for observation based on permission of the unit leaders and the
teachers of those classes. Then, he sat down behind the students; when the
teachers began teaching, the researcher was observing what was happening
from the beginning to the end of each period in each class. In line with the
observation, the researcher was taking note while the teaching-learning was on
progress to ask the teachers later in the interview. Since the researcher was
taking note to get in-depth information about vague things or ideas, he did not
use check list.

The observation was made for four consecutive weeks. During the observation,
some lessons were recorded by video camera systematically. This means, to
record some lessons, the camera man went to the schools many times and
acted as if he was recording each lesson. Practically, however, he recorded only
5 lessons from the two schools (i.e. 2 lessons from the plasma and 3 from the
non-plasma school). The assistant did this because of the researchers
assumption that students and teachers could slowly adapt the new condition so
that artificial behavior of teachers and students during the teaching/learning
process is avoided.

In the plasma school, there were six English classroom teachers and only 3 of
them were included in the study. Each of the teachers was observed 3 times for
the grammar lessons while helping the televised teacher. In the non-plasma
school, on the other hand, there were 5 teachers and three of them were
40
included in the observation. Here, each teacher was observed 3 times like the
plasma school.

3.4.2. Interview
The researcher would like to inform that more information could have been
obtained from the plasma school if he had interviewed both the televised
teacher and the classroom teachers.But,the problem is that she can not
obtained physically in school.Therefore,since the researcher can not meet her
physically in person, he interviewed her assistants (classroom teachers).

Here, the researcher used unstructured interview. The rational behind using
unstructured interview was to gather in-depth information about the teaching-
learning process and about the teachers experiences, feelings and expectations.

For this study, two types of questions were prepared. The first type of questions
focus on how the teachers see the grammar lessons and their problems in
teaching grammar, their attitude towards the grammar lessons, and what they
think of the students skill and problems when they learn grammar. The
researcher prepared these questions before the observation took place.

The second types of questions were about the actual classroom implementation
of the methods. As teaching was on progress, the researcher prepared note
about the methods, techniques and procedures of the observed teachers and
about how the students were acting. The questions, then, were prepared from
the note. They mainly focus on specific observation that needed more
clarification. For example, to get more information about the reason why a
particular teacher did not use group and pair works as a technique of grammar
teaching and so on, the researcher is meant to prepare the question for the
teacher who failed to apply the technique, not to other teachers who used that.
So, each question is not necessarily common to all teachers. They were different
41
based on how each of the teachers taught the lesson. But, this does not mean
that each and every question asked to each teacher was totally different. There
were few common questions asked to some teachers for clarification because
they followed similar teaching procedures and techniques. In short, most
questions focused on why the teacher/s failed to use some methods and
techniques which are supported by scholars to teach grammar
communicatively. After the observation was completed, the researcher
interviewed the observed teachers in the rooms where they take rest using face
to face sitting arrangement. The researcher interviewed the teachers in
Amharic. It was first recorded and then transcribed like the observation.

3.4.3. Questionnaire
The third data collection instrument was learner questionnaire. It aimed at
gathering information about the attitude of students towards the grammar
lessons and their feelings to their teachers teaching methods. Furthermore, it
was prepared to identify the problems they face in learning grammar lessons).
In other words, the questionnaire was prepared mainly to obtain information
that might be difficult through direct observation and interview. It also contains
some issues treated in the analysis of observation and interview for cross-
checking. The questionnaire was first produced in English using the review of
related literature. Then, it was translated to Amharic and Afaan Oromo hoping
that students could understand the questions and fill them easily. The
questionnaire contains both close-ended and open-ended questions. The close-
ended questions were prepared in such a way that the answer is selected from
the given alternatives. After each alternative, there are blank spaces in order
that the students could specify the reason why they selected that particular
choice from the available alternatives. The questionnaire for each school
contains 14 questions. The Amharic and Afaan Oromo copies of questionnaires
were distributed to the students which were selected using systematic random
sampling technique. In the non-plasma school, 200 copies of the questionnaire
42
were distributed and all of them were returned. For the plasma school, 210
copies were distributed, but out of which 204 were returned and 6 were left out.

3.5. Data Collection Procedure
In order to collect the required information for the study, the researcher first
went to the schools with two permission letters from the department of Foreign
Languages and Literature .Then, he gave the letters to the schools directors
(one letter for each school) .After they have read the letters, the directors of both
schools told the teachers to help the researcher. Based on the information from
the directors, six available and interested teachers (three from each school)
allowed the researcher to collect the data from the sections they were teaching.

Before collecting the actual data, the researcher piloted the questionnaire. The
pilot study was carried out on 52 grade 10 students of Jireen and Setto Semero
Senior Secondary Schools. The questionnaire was given to the students out of
their shift when they were studying in the schools library. The main objective of
the pilot study was to see the reliability of the content, assess the clarity and
the logical flow of items. Accordingly, the pilot study helped to shape some
questions. Unexpectedly, it also helped the researcher to know the existence of
students who do not know Amharic language. As a result, the Amharic
questionnaire was translated to Afaan Oromo for those who do not have good
command of Amharic language. After piloting was completed, the researcher
observed the teaching learning process for one month in the sections which the
teachers allowed him to observe. Following the completion of the observation,
the researcher interviewed the observed teachers. Lastly, copies of the
questionnaires were distributed to the students with the help of the observed
teachers.

43
3.6. Techniques of Data Analysis
The data procured through observation and interview was first transcribed and
then analyzed using teaching categories. The data collected through the
questionnaire was tabulated and described using percentage method. Moreover,
the data obtained through the three tools was analyzed separately so as not to
miss the information obtained using one tool at the expense of the other and to
treat each tool broadly.

44
CHAPTER FOUR
PRESENTATION AND DATA ANALYSIS
4.1. Analysis of Observed Data
The data collected from the observation is analyzed by categorizing under four
grammar teaching stages. These stages are introduction, presentation, practice
and production. Together with this, the analysis includes time allocation to
grammar lessons, access of students to class and homework, and nature of the
grammar tasks in the two schools. To analyze the data, first the video recorded
grammar lessons were transcribed. Then, those transcribed lessons were
analyzed together with other observed but unrecorded grammar lessons
qualitatively under the above specified categories.

4.1.1. Introducing the Grammar Lessons
Grammar teaching follows certain procedures and the first among the
procedures is introducing the lesson. The televised teacher and the non plasma
school teachers system of introducing grammar lessons is described using
subject-by-subject comparison as follows:

Televised Teachers Initial
Statement
Non-plasma School Teachers Initial
Statements
Hello teacher and students; in our
last period, you learned some words
that continued the vocabulary part
and today we will pass to grammar.
We are going to look at relative
clauses in this and in the next lesson.
I will tell you what those clauses are
and what they do you need
textbooks, exercise books and pen. I
want you to work with your partner.
Teacher1: Good morning class
Students: Good morning teacher
Teacher1: Todays topic is using present
tense but before that revision
Who can remember me yesterdays lesson?
Students: Compound words
Teacher 1: Today we are practically looking
at present tense to express facts.
So, let me give you examples
regarding this.
45
Shall we begin? Do you all know what
the verb to define means? Think
about this and think you and your
partner to write two definitions of the
verb to define. What does it mean to
define something or some one? Go a
head (1 minute).
1. Gases expand when heated
Water boils at 100
0
c.
Teacher 2: Yesterday we have learned about
state verbs. Who can tell me the
kinds of state verbs to day we are
going to see about relative clauses
relative clauses are divided in two
Teacher 3: Our todays topic is relative
clause. What types of pronouns are
used in relative clause?
Students: No answer
Teacher3: Relative pronouns are used. If the
subject is a pronoun, we use who or
that

As indicated in the table above, the televised teacher introduces grammar
lessons by telling students how they should do, what should they do and what
materials they need to have and by encouraging them to write and discuss what
they know about the topic. In most of the observed lessons, she also tried to
catch the attention of the students by bringing pictures when she introduces
the topic.

Introducing grammar lessons in this way is helpful not only to evoke interest of
learners, but also to help students bring something they know to the lesson
under discussion and to encourage mental involvement (Harmer, 1987).

The non-plasma school teachers, however, did not tell students what they
should do during and after the presentation. Again, they also did not ask what
students know about the topic. In other words, in most of the observed lessons,
they directly began presenting the lessons without preparing their students and
without checking the level of their awareness about the lessons.
46
One of the possible reasons why the non-plasma school teachers failed to
introduce the grammar lessons effectively could be lack of knowledge about
what procedures to follow when teaching grammar. The other possible reason
could be the need to cover the book with in the academic year.

4.1.2. Grammar Presentation in the two Schools
The data collected from the observation shows that the televised teacher and
the non-plasma school teachers were teaching grammar in different ways. In all
the observed lessons, the televised teacher used inductive and deductive
approaches respectively. She used the first to facilitate discussion and to enable
students arrive at the solution of the tasks by themselves. And the second
approach to clarify some concepts, to answer questions and to revise what she
has taught. The following is an example about how she was teaching grammar.
What is a defining relative clause? (1 minute)
Write two sentences of defining relative clause (1 minute)
A defining relative clause tells exactly about the noun it defines.
A sentence which identifies exactly who someone is or what
something is. I will show you two examples to explain this.
o A person who watches sheep is called a shepherd.
o Here are the keys which were on the table.
A sentence with defining relative clause has no commas. Here is
an example. Please give this book to the student who has a
bandage on his arm. And now look at this one: My mother,
who is an accountant, works in an office in Addis. This is
easy way to remember the difference between the two clauses.
Remember we said that to define is to state exactly what
something or some one is. Well, the bandage on his arm defines
the student. who has a bandage on his arm defines him.
But when the relative clause is a non- defining one, we need to
separate the main information from this non-defining information
by the pair of commas (see appendix B).

From the above example, one can see that the televised teacher gives the
chance to the students to do the tasks by themselves before she begins
explaining and answering questions. In the transcribed and in all the observed
lessons, she was using step-by-step teaching system. This means, she fist gives
concepts or tasks to be discovered or solved by the students. Next, she gives
47
answer to the tasks by explaining or showing the forms and then passes to the
next point. The second point continues in the first manner. Finally, she revises
what she has taught by using her own new sentences and by explaining the
form found in the sentences.

The problem, however, is that she quickly gives answer to the questions. In
other words, she does not allow students to discuss the questions for longer
time. This could encourage students to wait for the answers and to copy them
in their exercise book from the screen instead of doing the tasks. Otherwise,
this teaching system is scholarly supported. For example, Harmer (1987)
quoted in Fortune (1992: 161) asserts that encouraging students to discover
grammar for themselves is one valuable way of helping them to get to grips with
the language and that the use of discovery techniques can be highly motivating
and extremely beneficial for the students understanding of English grammar.
Furthermore, Lewis (1986) in Fortune (1992) claims that those grammar points
which we discover for ourselves are more firmly fixed in our mind than which
we are told.

On the other hand, the non-plasma school teachers were teaching grammar
deductively. They were using isolated sentences to explain the grammar rules.
Of course, one teacher tried to enhance classroom discussion in group usually
at the beginning of the presentation. But, the rest did not do that. The following
can be evidence to this, when one of the teachers was teaching relative clauses.

Relative Clauses

Defining relative clause Non-defining relative clause

48
From this we are observing that relative clauses are divided in to
two groups. They are defining and non-defining relative clauses (the
teacher wrote this on the board. Let me give you first one example
for each). I went to see the doctor who helped my mother. This
is a defining relative clause: another sentence; AIDS, which is a
deadly disease, is causing immeasurable economic crises in
the world. Ok! The second sentence the pronoun is which; the
first sentence the pronoun is who. In this sentence (I went to see the
doctor who helped my mother) starting from who up to the end is
relative clause. This relative clause is essential part of the sentence.
And the second relative clause (which is a deadly disease) gives
extra information. In the first sentence, we cant understand the
meaning without the relative clause. But, in the second sentence )U
which is a deadly disease 0Sn10 ~S1C LJ^nJ (see appendix A).

As can be seen in the above example, the sentences were used to show the form
of relative clause and its position in a sentence. Hence, the focus of the
teaching was on the identification of the defining and non-defining relative
clauses and the relative pronouns that form those clauses with their specific
characteristics when they are used as subject and object. As a result, it seems
that the teachers were teaching grammar for accuracy not for use. The above
sample lesson is taken only as an example. Otherwise, almost all the observed
teachers were doing the same. Therefore, it is possible to say that the teachers
in this school were teaching grammar deductively focusing on form.

With regard to this issue, Widdowson (1978) points out that knowledge of the
rule of a language is not a guarantee to develop communicative competence. He
says the teaching of usage does not appear to guarantee knowledge of use. The
teaching of use, however, does seem to guarantee the learning of usage, (see
literature review page 14). Furthermore, Celce-Murcia (1988: 8) expresses the
same idea when writing unfortunately grammar is often taught in isolated,
unconnected sentences that give a fragmented, unrealistic picture of English
and make it difficult for students to apply what they have learned in actual
situations. On the other hand, Tsai- Yu Chen (1995) argues for any method
failing to emphasize structure before communication is similar to putting the
cart before the horse (see literature review page 15).
49
There is always a difference among scholars and teachers in the beliefs and
assumptions of language teaching. But in CLT classroom, the students should
be creative users of the language. The teacher should encourage his/her
students to discover the form through discussion before he/she supplies them
the specific rules (Richards and Lockhurts, 1994).

4.1.3. Techniques and Activities of Grammar Teaching
Once again, the observation shows that the televised teacher uses pictures, real
image of people and animals and different places as a technique to teach
grammar. For example, there were the images of Ethiopian singers singing a
song on a stage, journalists conducting interview, players playing football,
bishops praying in church, mosquitoes in desert areas etc to teach the
grammar lessons. In addition to this, she was using problem solving,
information gap and role play activities in which the grammar points were
included in context. The following example can be taken as evidence to show
how she was teaching grammar lessons using problem-solving activities.

The lesson was about defining relative clause with a setting of very crowded
classroom. Then, a boy came to the crowded classroom and ordered one of the
girls in the room to give a book to his friend who was found in the same
crowded class, saying give this book to the boy. After he had told the girl this
statement, he immediately went out of the class. That time, the girl was seen
very much confused by the statement of the boy and hence she sat down on
her bench instead of doing what she has been told to do.

The reason why the girl was confused was that the boy had not given her
precise information to whom she must give the book. In other words, he has not
specified the name of the boy to whom the girl must give the book. When the
girl was at this terrible condition, the televised teacher immediately told the
students to look at the situation and to think of the problem with the boys
statement saying:
50
Do you see a problem there? What is wrong? Look at it
again and as you watch, think how you would solve the
problem. How would you make sure that the book went
to the right person?

She gave one minute to the students to solve the problem and students
continued discussion with in that time. While the girl was worrying about how
she could get the right person whom she was told to give the book, the boy who
ordered her came again. He took the book from her hand and ordered her for
the second time, revising the first sentence, saying Give this book to the boy
who has a bandage on his arm. Following this statement, the girl felt happy.
The reason for her happiness was that the boy has given her the required
information about the person whom she was told to give the book. As a result,
she began searching the person in the overcrowded room. Following the
discussion, the televised teacher explained the situation like this:
What the girl in the first place needed was some precise
information to tell her exactly to whom the book has to be
given to. In the second place, she exactly knew who this
was. So, she was able to do the boy the favor. Without the
information about the bandage ( who has a bandage on
his arm), she couldnt help him, could she? The clause
about the bandage defines the boy (See appendix B).

From this, it is possible to conclude that the televised teacher uses interactive
tasks to teach grammar in context. Scholars such as (Nunan, 1989) and Cook
(2001) point out that problem solving activities bring real situations to the
classroom. Such tasks are assumed to increase both the quality and quantity of
classroom communication. Furthermore, it is possible to say that activities like
the above ones are real world tasks. This is because the context that the tasks
contain exists in the day to day activity of the students. Such activities can
evoke students to use the target language in the way it is naturally used. Cook
(2001) again points out that grammar teaching recently has come back with
task based learning which sees grammar as arising out of other classroom
activities rather than being the driving force. Teaching must balance grammar
against language functions and classroom interaction (Ibid).
51
When one sees the non-plasma school, the teachers were teaching the grammar
lessons deductively holding the textbook in their hands. They have not used the
techniques and tasks which the televised teacher used. In stead, they were
using isolated sentences just to show how a particular structure was formed.
And all the sentences used by the teachers were direct copies of the textbook.
The students textbook is published on deductive approach to grammar
teaching and include decontextualized sentences which involve the learners in
either gap- filling, putting a verb in brackets in the correct tense or sometimes
both. It is only very few connected grammar exercises such as pictures and
poems that are found in the textbook. But, the teachers passed them.

Here, it is possible to see the gap between the two schools. One that uses
contextualized activities with different techniques to teach both the use and the
form. And the other that uses isolated sentences to teach only the form. The
question is why this difference is created? This difference can be created
because of different reasons. One reason can be the absence of supportive
materials in the non-plasma school. The televised teacher follows a recent guide
which was prepared to teach grammar and other skills using plasma television.
It includes the procedures, tasks and the techniques to be used. But the non-
plasma school teachers do not have this. They only have the textbook and
syllabus which have no detail information about what procedures to follow and
what techniques to use. In other words, the syllabus is encouraging the chalk-
talk method since it puts blackboard as a main teaching material. The second
reason can be the difference in interest. This means, the televised teacher may
want students to develop the use and usage aspects of language. But, the non-
plasma school teachers may want their students pass the examination than to
use the language. In addition to this, those teachers may have a fear of not to
cover the book with in the academic year. In other words, they may consider
the inductive (discovery technique) as time taking. The third reason could be
that the classroom teachers may not have know-how about the modern
grammar teaching methods.
52
4.1.4. Classroom Organization
Classroom organization in this regard refers to group work, pair work,
individual and whole class arrangements. The application of these
arrangements in the two schools will be explained below.

Once again, the data obtained from the observation reveals that the televised
teacher was usually using group work, pair work and independent work for
different tasks. She was ordering the classroom teachers to group or pair the
students and facilitate learning by checking their work. Here, applying variety
of classroom arrangements is important because students have different
learning styles and different interest. Group work is important to share ideas
and experiences and the independent work is useful to encourage competition
among students (Cohen, 1972). Furthermore, teaching grammar activities with
the help of group and pair works makes the teacher free from the usual role of
instructor- corrector-controller (Ur, 1981).

Contrary to the televised teacher, most of the non-plasma school teachers were
using whole and independent learning system in most cases. This means, the
teachers ask questions and the students answer them either by raising their
hands or by writing the answers on their exercise book. The problem, however,
was that there was no balance in giving chance to students. Almost all the
observed teachers were giving the chance to few students who raised their
hands now and then. The reason for using independent and whole class
organization could be the need to cover the textbook on time.

Sometimes, one of the observed teachers, tried to organize the class in to
groups containing 8 or 10 students. But can this become effective? Can each
student in the group contribute something? Mentioning the ineffectiveness of
large group, Cohen (1972) says that a group more than five is a problem to
class. The reason for this is that some students may not take part in the
53
discussion. In other words, Cohen says the group can be dominated by few and
shy students may not get chance to talk. In addition to this, the time itself may
not be enough for all students to take part in the discussion. The result of the
observation also supports Cohens idea. When the teacher organizes the class
in to groups of eight and ten, some students were doing their own business and
some of them were listening silently to the idea of other students. In some
groups, the discussion was dominated by two or three students. Had the
teacher formed a group with 3 or 4 students, the situation might have not been
existed. Because each student in the group may consider him/herself
responsible for doing the tasks and each student in the group could get time to
say something.

Generally, there is no one best way of classroom arrangement all the time.
However, a good teacher has to be flexible according to the nature of tasks and
the objective of the instruction (Cook, 2001). Therefore, in this finding it is
found that the televised teacher applies variety of classroom organizations than
the non-plasma school teachers. She was using group work, pair work and
independent work alternatively based on the nature of the tasks. For example,
she used group and pair works for problem solving and information gap
activities and individual practice for fill-in questions. However, the non-plasma
school teachers used most of the time independent and whole class
arrangement.

4.1.5. Medium of Instruction
The language used by teachers in presenting any lesson has an effect on
students learning. If teachers use simple and clear language, students can
understand them easily. The reverse becomes true if they use difficult and
complex language. This section tries to compare the language used by the
televised teacher and the non-plasma school teachers in terms of
pronunciation.
54
The pronunciation of the televised teacher was native like. Such pronunciation
may create difficulty when students try to listen what she was saying. But this
may not be considered as bad because it can gradually help students to develop
their pronunciation and listening abilities. And the body gesture, motion and
different pictures which she used to create context can solve this problem.
These techniques may help students to understand easily what the televised
teacher was saying. So, it is possible to say that she was serving them as a
model for the use of the target language.

When one comes to the non-plasma school, all the observed teachers were good
at pronunciation. However, except one, two of them were using Amharic in
most lessons almost equally with English to clarify the structure they were
teaching. The question here is do the students have the same first language?
Even, if teachers have homogenous language class, should they use the
students first language all the time?

Cook (2001) says that translation has the least effect on multilingual EFL
classroom. Cooks reason for this is that the teacher could not use the many
first languages of the students. In other words, the scholar points out that
there is a possibility for foreign language teachers to create biased class
unknowingly, while trying to clarify the concept using the first language of
some students. Furthermore, Wilkins (1976) indicates that learners first
language has to be used as a last option when the students fail to understand
or perform the target language task using other mechanisms. In other words,
Wilkins says that teachers can resort to the first language only after they have
tried in vain to get the activity going in the target language using different
techniques.

55
4.1.6. Time Allocation to Grammar Tasks
Time is important in the teaching-learning process. Students can practice the
form and the meaning well if they are given enough time. Hence, this topic tries
to compare the time allocated by the televised teacher and the non-plasma
school teachers for the grammar lessons.

In the plasma school, one period is 42 minutes and out of which 30 minutes is
always used by the televised teacher. The remaining 12 minutes is given to
classroom teachers (i.e. assistants of the televised teacher); 2 minutes for
introducing the lesson and 10 minutes for summarizing what she has taught.
Here, the researcher wants to raise two points. One is the time share of the
tasks and the other is her speed.

In the case of the first point, it was found that the time given to each task was
not proportional to its nature. More specifically, both easier and difficult tasks
were given equal time. For example, problem-solving and writing activities were
given equal time with fill- in-questions. Practically, however, the former needed
more time than the latter which required only filling words or phrases in the
blank spaces. The students were repeatedly interrupted by the televised teacher
when they were doing the problem-solving, discussion questions and the
writing activities not in the fill-in and form focused questions.

Not only the time share of tasks was unproportional but the speed was also
creating problem on students learning. The students are foreign language
learners with many learning difficulties. At the same time, they are new to the
technology. But she did not consider this. She was covering large content at
once with many tasks in it (i.e. the number of tasks were not proportional to
the total time). She was also passing from one point to another without giving
chance to the classroom teacher to check the students understanding about
the grammar point. This finding, therefore, is similar to the findings of Tatek
56
(1994) which indicates the fast speed of ITV in English class. The researcher
wants to point out that it would have been good if the students had been given
enough time to do the tasks. The time has to vary according to the difficulty
nature of the tasks and objective of teaching.

When one comes to the non-plasma school, two teachers were using much of
the time for explaining the rules. Instead of enhancing classroom discussion,
they encouraged their students to do the tasks independently with in a short
period of time. It was only one teacher who was observed giving 3 to 5 minutes
for discussion. Furthermore, sometimes all the observed teachers were going to
class after wasting 5 to 16 minutes. As a result, the bell was being rung before
they finish their daily lesson. In this school, therefore, time management was
not effective. This inappropriate time management could be one factor for not
giving students time for discussion.

4.1.7. Integration of Grammar with Other Skills
Grammar as an entity of a language should not be seen in isolation with other
skills. This is because the communicative competence of an individual includes
not only grammar but also all the language skills. In other words, effective
communication takes place when the encoder and decoder are competent in
grammar and other language skills. Grammar plays active role in managing
communication. People speak, write, read and listen with the help of grammar.
But, by itself it is meaningless (Batstone, 1994). This topic, therefore, attempts
to assess the integration of grammar with other skills in the two schools.

In the plasma school, it was stated that the televised teacher was teaching
grammar interactively using group and pair works. This can be taken as
integration of grammar with speaking. Again, students were told to insert
grammar items in blank spaces of passages. This can also be seen as
integration of grammar with reading. In addition to this, grammar was
57
integrated with writing at sentence level. For example, students were
encouraged to write sentences of their own using present tense and relative
clauses in the introduction, presentation and practice exercises. Nevertheless,
it would have been interesting if she had given paragraph writing task as
homework emphasizing, for example, the correct use of relative clause and
present tense just to see the overall performance of the students.

On the other hand, the non-plasma school teachers were teaching grammar
lessons using mechanical sentences which had no cultural and social activity
in them. Most grammar lessons found in the textbook are full of isolated
sentences focusing on how a particular structure is formed. Similarly, the
teachers were teaching the lessons without adapting and creating context. Of
course, the textbook contains some exercises prepared in a passage form to fill
a missing word in blank spaces. This can be taken as integration of grammar
with reading. But the question lies on the sufficiency of such tasks as they are
rarely available. Again, is integration to mean only with one skill? What about
with other skills? Grammar as much as possible should be integrated with
speaking, writing, reading and listening so that one could foster the
development of the other (Ur, 1988).

Now, who should be blamed for the absence of integrative teaching? The
researcher would like to put the blame both on the textbook writers and the
teachers. The textbook designers have not given emphasis to interactive tasks.
The textbook has no language games, problem solving, role play and other
related activities that enhance interaction. The teachers, too, have not shaped
the lessons found in the textbook. They were teaching grammar at sentence
level as mentioned earlier. But scholars say that A method has to operate with
stretches of language above sentence level (Johnson and Morrow 1981: 59).

58
4.1.8. Access to Class and Home Take Tasks
In the plasma school, the televised teacher was giving class work always. All
grammar tasks were accomplished in class and no home work was given. The
class work was usually given in three phases.

In the first phase, there was warm up activity. In this phase, students were told
to discuss what they know about the topic and to write about it. The second
one was usually given during the presentation phase. Here, students were given
tasks like problem-solving and information gap for discussion. Then, they were
told to discover the rule through discussion; and sometimes they were ordered
to report what they discovered to the class. The third one was usually given
after the presentation in the form of practice. Here, students were usually
required to practice the exercises found in their textbooks and to give their
answer independently by raising their hands. This shows that the televised
teacher gives emphasis to class work at the expense of home work. However,
homework should not be ignored. It is as important as class work. It can
contribute something good which class work can not as students have
opportunity to refer other books in doing the tasks. At the same time, it might
force students to invest their time on learning when they are out side the school
compound. To the teacher, it is a good feedback about the students level of
understanding if he/she checks their work.

On the other hand, the non-plasma school teachers were giving class work and
homework almost in equal share for each lesson they taught. In other words,
some of the exercises found in the textbook were given as class work usually
following the explanation. The remaining ones were being given as homework.
This seems good because what students failed to understand in class they
could understand at home as they have an opportunity to revise what they
learned when they do the tasks.

59
4.1.9. Feedback and Correction
Giving class or homework should not be seen as an end of teaching. Students
work and their level of understanding have to be checked. In other words, feedback
is important to avoid students wrong understanding. This is feedback usually
given by the teacher. But feedback from students is also important. It is one way of
knowing the area of learners difficulty in learning a particular language. This topic
focuses on feedback to grammar in the two schools.

During the observation, the televised teacher was seen giving feedback to the
grammar tasks. In most of the observed lessons, she first told the students to do
the tasks in pair, in group and/or independently. Then, she informed the students
the value of each question. After the students tried, she told them to exchange
their exercise book and to correct one another. At last, she told them to correct
their friends work in relation to the answers given on the screen. The following can
be evidence to this:

In teaching relative clauses, she first told the students to do the task
independently. Then, she told students that the questions have values (i.e.
question 1, one mark; question 2, two marks; question 3, five marks and so
on). Following this, after she made sure that students have finished their work,
she ordered them to exchange their exercise book with one another. Here, each
student was told to correct his/her friends work if he/she thought that his/her
friend has made a mistake. She also told the classroom teachers to see the
students work and to collect feedback. She was doing this before she displayed
the answers on the screen. After this, she ordered each student to put right ()
or wrong (X) symbols on each question in relation to the right answers
displayed on the screen. Finally, she told them to put the mark out of 20. The
values of the exercise were given like this:
If there is any one who got 20 marks, excellent if you did.
18 out of 20 very good and 16 is good. If you got fewer and
14 out of 20, you must do some more works on relative
clauses. Ask your teacher to help you after the lesson (see
appendix B).
60
This technique seems good since students can develop interest to work with
attention. This means, as a result of the value attached to the tasks, they can
do them with great care not to commit mistake. Furthermore, peer correction is
good means for enhancing student-centered instruction and for avoiding, if not,
for minimizing teachers control. However, though the technique seems good,
there was shortage of time in the practical implementation. One can see that
the students were given one or two minutes regardless of the difference in the
nature of tasks. With in this short time, students could not correct each others
work effectively.

The non- plasma school teachers, on the other hand, have given both class and
take home tasks as it was stated earlier. But, the problem was that they did not
give feedback to the take home tasks. Except one teacher, the rest were usually
jumping to a new lesson without checking or saying something about the home
work. If they give feedback at all, they write the answer on the black board
without giving chance to students and without checking their work. The point
is that if there is no check up, some students may not do the task because they
know that their teachers do not check their work. At the same time, it could be
difficult for the teacher to identify the students difficulty. If students are not
given chance to correct their own work, it is also to mean that teachers are
making them passive recipients. Teachers should not consider themselves as
the only reference for the students learning. In other words, feedback has to be
given by involving the learner in his/her own work. Generally, the researchers
assumption is that if a teacher is unable to give feedback, students tension
could increase because they might suspect that their work is wrong. This in
turn could lead students to stop doing the task.

4.2. Analysis of the Interview
The interview contains questions that could not be answered through
observation and questions from the observation so as to get more information
about the teaching-learning process. The questions from the observation focus
61
on why teachers did/did not use, for example, group work, pair work or any
other important technique for grammar teaching. Here again, it will be analyzed
thematically with teaching categories like the observation.

4.2.1. Teachers Response about their Attitude towards
the Grammar Lessons
The researcher interviewed teachers of the two schools to forward their ideas
about how they see the grammar lessons. The response regarding this issue is
analyzed as follows:

The plasma school classroom teachers (i.e. assistants of the televised teacher)
said that the grammar lessons prepared by the televised teacher are good.
According to the teachers, she prepares the lessons in context using different
techniques.

Teacher1: The book is prepared; the lesson is interesting, but the
plasma does not give emphasis to the purpose of the
lesson. She doesnt show the line boundary of tenses (see
Appendix C).
Teacher2: The televised teachers lesson preparation is good. She
prepares communicative tasks. However, it orders students
to do many tasks in one period. For example, when the
plasma teacher teaches tenses, it gives students up to 8
tasks to be done with in thirty minutes. So, the period and
the number of tasks are not proportional (See Appendix C).

Nevertheless, the teachers (assistants of the televised teacher) have different
positions in her method of presentation. Teacher1 said that though she
prepares good lessons, she does not teach properly. This teacher indicated that
the televised teacher does not clearly show the line boundary of tenses (i.e. the
difference between one tense and the other and how it is actually used).

On the other hand, teacher2 appreciated the lessons she prepares and the
methods and techniques she uses, but he criticized her for speed. He pointed
out that the televised teacher covers many tasks in one period. Teacher3 on his
62
part said that grammar is not emphasized compared to other language skills.
According to this teacher, the televised teacher focuses on some grammar
lessons leaving other grammar points. This teacher also replied that she (i.e.
the televised teacher) does not keep the interest of the classroom teachers. To
say his idea differently, teachers want to play a role and deal with the students
problems. However, her speed could not allow them to do so. As a result,
according to the teacher, they pass the problems unsolved so as to cope with
the speed of the televised teacher. Here, the teacher criticizes neither the nature
of the lessons she prepares nor the methods and techniques she uses but her
speed when teaching the grammar lessons and her focus only on some
grammar points (see Appendix C). So, the teachers (assistants of the televised
teacher) response in general is similar to the result of the observation.

The non-plasma school teachers were also interviewed about the same issue.
Accordingly, two teachers seem to have negative attitude towards the grammar
lessons found in the textbook. Teacher1 indicated that the lessons are form
focused and have no form-meaning relationship. In other words, the teacher
said that the lessons are not contextualized with the notion of the students
outside world. Furthermore, the teacher pointed out that the grammar lessons
are not arranged in sequence (i.e. in order of difficulty). He expressed his idea
about this in the following way:

Well! If you see some of the grammar lessons, they have no
meaning and form relationship. They dont encourage students to
use the language. Furthermore, the lessons are not sequenced
from simple to complex. For example, simple present tense is
found in chapter 12 and 13. Whereas, present perfect and present
perfect continuous tenses, which are more difficult than simple
present tense, are found before that (see Appendix D).

Similarly, Teacher2 replied that the textbook contains elementary and repeated
exercises. Contrary to the response of the two teachers, teacher3 pointed out
63
that the textbook is prepared in simple way and the grammar lessons are
interesting.

The result of the observation shows that the grammar lessons found in the
textbook are prepared using decontextualized and isolated sentences. Teacher1
and teacher2 agree on this idea. Teacher1 says the grammar lessons have no
meaning and form relationship in the sense that they only focus on form.
Furthermore, he said that the grammar lessons are not graded from simple to
complex. Teacher2 also said that the grammar tasks found in the textbook do
not initiate interaction. But teacher3 replied that the grammar lessons found in
the textbook are interesting. So, the response of teacher1 and teacher2 is similar to
the result of the observation but the response of teacher3 is contradictory to it.

4.2.2. Teachers Response about Participation and
Classroom Organization
Sometimes, some plasma school teachers were not successful in organizing
students in to groups or pairs when the televised teacher ordered them to do
so. Furthermore, they were giving the chance of participation to few students
who raised their hands repeatedly in the case of question and answer. The
same problem was also repeatedly seen in the non-plasma school. So, the
researcher interviewed the two schools teachers to get the reason why they
failed to organize students in to groups and pairs and why they gave attention
to few students. Accordingly, their response is described as follows.

About this issue, three of the interviewed plasma-school teachers gave the same
reason. They all replied that the televised teacher is a problem not to implement
group and pair works effectively and not to give chance to all students. They
said that she gives very short time to do tasks. It is difficult to group or pair
students with in such short time. In addition to this, teacher1 indicated that the
students know that she would give answer to the tasks after few minutes.
64
Hence, they prefer waiting the televised teacher until she displays the answers
on the screen than to discuss in pair or in group. Those teachers also replied
that they give the chance of answering questions to those who have interest
because of the need to cope with the speed of the televised teacher.

In the non-plasma school, the teachers gave different reasons about why they
did not use group and pair works. Teacher1 said the book is bulky in content
and hinders not to use those techniques in class. According to this teacher,
group and pair works are good but time taking. Teacher2 on his part pointed
out that he never uses group and pair works for three reasons. First, he
mentioned that the classroom desks and sitting arrangements are not
conducive to teach using pair and group works. Second, he said that the
students have no interest to work in pair or in group even if he did that. Third,
he replied that there are no enough textbooks. Teacher3 like teacher2 said that
the students have no interest to learn in pair or in group. However, these
reasons may not be convincing. Scholars indicate that it is not a must for a
teacher to use group and pair works all the time. He/she can use them
selectively depending on the nature of the task. They also say that it is the
teacher's task to develop students interest to learn using group and pair works
by creating attractive environment if he/she believes that it is a good way to
achieve the objective (Cohen, 1972 and McDonough and Shaw, 1993).

Three of the non-televised school teachers were also asked to give reason about
why they gave the classroom participation opportunity to few students. Three of
them indicated that they have not given the individual attention because of the
need to cover the book on time. Here, teacher1 has additional reason to this.
Besides the need to cover the book with in the academic year, the teacher
indicated that there is problem of large class size. According to this teacher,
each section contains 70 to 90 students and this makes difficult to consider
each student. He said:
65
Most of the classes are very large 70 to 90 students in one
class. In the classes, there are students with different abilities
who want to learn in different speed, in different manner and
in different ways. But I can not give each student the
individual attention he/she needs (See Appendix D).

4.2.3. Language of Instruction
The plasma-school classroom teachers (assistants of the televised teacher) were
using English when introducing, when she orders them to facilitate learning
and when summarizing the lessons. On the other hand, except one teacher, two
of the non-plasma school teachers were using Amharic almost equally with the
target language to teach grammar as it was indicated in the analysis of the
observation. The researcher interviewed the teachers why they did that. Their
response is described as follows:

Both teacher1 and teacher2 pointed out that their students have difficulty of
understanding the English language. The teachers indicated that the use of
mother tongue is important to make the lessons clear and understandable. For
example teacher1 says:
I use Amharic because they came from low background
knowledge. They learned by Afaan Oromo in elementary
school. They don't understand me if I use more English.
The level is new to them because they came from
elementary school.

Teacher2 on his part says:
I explain difficult concepts by using Amharic to make the
lessons easy. This is because students have poor
background.

Here, the response of the teachers seems to have problem. First, it is difficult to
think that all students know one language. In other words, some students may
not have access to Amharic language. For example, during the distribution of
questionnaire the researcher found that there were few students in each section
who do not understand Amharic. Second, scholars such as Wilkins (1976) and
66
Cooks (2001) indicate that students own language should be used as a last
option when the concept is difficult to understand using other techniques as it
was mentioned earlier. But during the observation, the teachers have not used
any technique that makes the lessons clear before they go to the mother tongue
use.

4.2.4. Teachers Response about Take-Home Tasks and
Feedback
In the non-plasma school continuous, grammar take-home tasks were given to
students. However, most of the time, the observed teachers did not check the
students' work. They were jumping to a new lesson without checking how the
students did the exercise. When they were asked why they did that two
teachers (teacher1 and teacher3) said that they run with time to cover the book.
On the other hand, teacher2 replied that some exercises are written in the form
of revision. According to this teacher, the tasks are easy and hence no need of
checking them because students could do them easily. Teacher1 also indicated
that large class size is a problem. He said:

Class size is problem. I don't check the exercises looking one
by one, emphasizing right or wrong. If I try to do this, the bell
will be rung before I completed the last students work. Thus
what I usually do is checking and signing for completeness
and providing answer using the center of blackboard (see
Appendix D).

4.2.5. Teachers Response about Weak and Strong Sides
of the Televised Teacher
The classroom observation indicates that the televised teacher has both strong
and weak sides in teaching grammar. To cross check this, the televised school
classroom teachers (assistants of the televised teacher) were asked what they
could say about the general condition of the televised teacher. Their response is
categorized under the category of strong and weak sides.

67
Concerning her strong side, the three interviewed teachers indicated that the
televised teacher brings pictures and images to the class so as to teach the
grammar lessons in context. Their response is given as follows:

Teacher1: ... it brings real objects, pictures to the class in which we
teachers are not able to do. This makes the grammar
lesson easy. It uses authentic materials.

Teacher2 It introduces the lesson. It gives pre, while and post
activities. It is very helpful for pronunciation. Students
want the structure but it does not give them this chance
and instead make the lesson communicative. It also uses
pictures and concrete examples.

Teacher3: Plasma is very important...For example, they give
explanation for the lesson they teach. They motivate for
group discussion, they bring concrete and real pictures to
the class.

Despite the fact that they mentioned the above strong side of the televised
teacher, the teachers complained of the weak sides. Concerning this, three of
them said that she is very fast specially when teaching grammar.

The teachers' response mainly focused on shortage of time for students and for
them. Teacher1 says the televised teacher failed to understand the students'
background. In other words, he said that she considers students as if they were
English speakers. Teacher2 pointed out that the discussion is not really
practiced because of shortage of time. Most problems in grammar class are
always created due to shortage of time and the fast nature of the instruction,
according to the teachers.

Teacher2 also raised an important issue. Besides the shortage of time, he
mentioned the channel and electrical problem. The researcher can be a witness
to the teacher. When the researcher tried to record one grammar lesson, there
was no electric. As a result, recording the lesson failed. Here, it is possible to
see how it affects the teaching learning process. The teachers themselves are
68
completely dependent on the televised teacher. When there is no channel or
electricity, they usually go out of the class. Hence, they said that this non-stop
system is creating problem in the teaching learning process (see Appendix C).

4.3. Analysis of Questionnaire Results
The word teacher is used in many questions found in the tables and the
discussion. In this part, this word refers to both televised teacher and the non-
plasma school teachers.

Table4. 1. Students Response about their Attitude towards Grammar
Variables No of respondents Percent Item
plasma
school
Non-plasma
school
plasma
school
Non-plasma
school
I like it 109 129 53.43 64.5
I do not like
it

61

68

29.90

34
What is your
attitude
towards
grammar?
Specify your
reason?

I am neutral

34

3

16.67

1.5
Total 204 200 100% 100%

As indicated in the table above, 53.43% of the plasma school respondents
replied that they like grammar. Asked why they like it, they said that it is
helpful to understand written texts, and to pass examinations. They added that
one can not understand other subjects if he/she has no knowledge of grammar.
On the other hand, 29.90% of the respondents in this school indicated that
they do not like grammar. According to them, they have no good background
knowledge in elementary school. Furthermore, they said that the speed of the
televised teacher and her pronunciation system is creating problem. The
remaining 16.67% of the respondents said that they are neutral most of the
time. However, they indicated that there is a case that they like and dislike it.

The same question was also asked in the non-plasma school. Accordingly,
64.5% of the respondents indicated that they like grammar for similar reasons
69
of the plasma school students. On the other hand, 34% of them responded that
they do not like grammar. Asked why they do not like, they replied that they
have not learned well in the elementary school. This is also similar with the
response of the plasma school. However, some students also indicated that they
hate grammar because their teachers insult them. For example, the following
students said:

Student1: hn1dJ n1dd 17UC1 )10UA (you like learning when you like
the teacher).
Student2: hhn1d r11 Lm^1nU (I dont like because of the teacher).
Student3: 1"n1 r^1d7 1n )4^n (the teacher has no patience, insults
students).

During the observation, the teachers have not showed irregular behavior as
what is said by the students. But they might do this when there is no new
person (observer) in the class. Any way, from the students response, one can
deduce that motivation and showing affection to students enhance better
learning.

Table 4.2: Students Response about their Attitude towards the Nature of
Grammar Lessons and Exercises They Learn

Variables No of respondents Percent Item
Plasma
school
Non-plasma
d school
plasma
school
Non-plasma
school
All of them are
interesting

104

119

50.98

59.5
Non-of them are
interesting

41

6

20.1

3
Some of them are
interesting and
some are not

59

75

28.92

37.5
How do you see
the grammar
lessons and
exercises you
learn?
Others
Total 204 200 100% 100%

As shown in the table above, students of both schools were asked to express
their idea about the grammar lessons and exercises they learn. Accordingly,
70
50.98% of the plasma school students said all the lessons are interesting.
These respondents said that all the lessons are supported by action and
movements. According to the respondents, the actions and movements helped
them to understand the structure and its meaning. However, 28.92% of the
respondents responded that some grammar lessons are not interesting. Asked
why they said this, they replied that the televised teacher sometimes prepares
difficult grammar lessons beyond their level and passes them without clarifying.
In line with this, 20.1% of the respondents indicated that none of the tasks are
interesting. According to these respondents, the tasks in each lesson are boring
in that they take much time to do.

A response to this question in the non-plasma school shows that 59.5% of the
students like all the grammar lessons prepared by their teachers. As to the
students, the grammar lessons are interesting because they show clearly how a
particular structure is formed and at the same time they are easy to
understand. However, 37.5% of the respondents indicated that some grammar
lessons are not good. According to these respondents, some grammar lessons
are difficult to understand. Therefore, this response is similar to the response of
the 28.92% of the plasma school respondents.

Here, 50.98% of the plasma school students like all the grammar lessons and
59.5% of the non-plasma school students, too, like all the grammar lessons.
However, there is a difference between the two about the perception of good
grammar lesson. The former see good grammar lesson from the angle of form
and use relationship. The latter, on the other hand, see it from the ability of
showing the explicit rules and from easiness of these rules. Of course, there is
always difference among learners about what and how to learn. What is good to
one may not be good to the other because of the difference in learning needs.
But good grammar lesson, according to supporters of communicative language
teaching, is the one that invites students to the stage of interaction
(Widdowson, 1978).
71
The result of the observation proved that the televised teacher uses variety of
techniques and activities to teach grammar. Besides the textbook activities, she
brought her own examples and activities. These activities helped students to
interact in the class. On the other hand, the textbook contains isolated
sentences. It has no language games, information gap, role play and problem
solving activities that motivate interaction. The teachers, too, were seen
teaching the grammar lessons found in the textbook as they are without any
change. It was only one teacher who sometimes was bringing his own examples
and activities to the class. Therefore, here, the response of the plasma school
students (i.e. from the majority point of view) is similar to the observation.
Whereas the result of the non-plasma school respondents (again from the
majority point of view) is contradictory with the result of the observation.

Table4. 3A. Students Response about Homework and Class work
No of respondents Percent
Item

Variable plasma
school
Non-plasma
school
plasma
school
Non-plasma
school
Yes 61 174 29.90 87 Does your
teacher give you
take home
tasks?
No

143 26 70.1 13
Total 204 200 100% 100%

Table4. 3B. Students Response about how Often their Teachers Give them
Class and Home Tasks
Item

Variables plasma
school
Non-
plasma
school
plasma
school
Non-
plasma
school
Always 12 30 19.67 17.24
Usually 18 65 29.51 37.36
If your answer to
question number 5 is
yes, how often does
he/she give you?
Sometimes 31 79 50.82 45.40

Total 61 174 100% 100%

As indicated in table4. 3A, 29.90% of the respondents replied that the televised
teacher gives them home work. However, 70.1% of them responded that she
does not give them. Among those who said yes, 50.82% of them replied that
she gives only sometimes. Nevertheless, in the non-plasma school, the result is
72
the reverse. In this school, 87% of the respondents indicated that their teachers
give them home work. Of these respondents, 45.40% of them pointed out that
their teachers give them home work sometimes and 37.36% of them indicated
that their teachers do this most of the time. This finding, therefore, is similar
with the observation.

Table 4.4. Students Response about Group and pair Activities
Item

Variables Plasma
school
Non-plasma
school
Plasma
school
Non-plasma
school
Always 50 54 24.51 27
Usually 90 63 44.12 31.5
Sometimes 59 80 28.92 40
How often does
your teacher
give you class
work in pair or
in group
Never 5 3 2.45 1.5
Total 204 200 100% 100%

As can be seen in the table above, the majority of the plasma school
respondents (44.12%) replied that the televised teacher arranges them in pair
and in group most of the time to do grammar tasks. Again, 24.51% of them
responded that the televised teacher uses group and pair works all the time in
each grammar lesson; and 28.92% of them expressed that she uses those
classroom arrangements only sometimes. On the other hand, 40% of the non-
plasma school respondents claimed that the teachers arrange them in pairs
and groups only sometimes. And 31.5% of them said that their teachers use
group and/or pair works most of the time.

Here, the result of the plasma school supports the findings of the observation. As it
was indicated in the analysis of the observation, the televised teacher was using
group and pair works in most of the grammar periods. However, the result of the
non-plasma school is contradictory to the result of the observation and interview.
Both the observation and interview results in this school show that two of the
observed teachers did not use group and pair works at all. It was only one teacher
in rare cases who was using group work for grammar tasks.
73
Table 4.5. Students Response about the Adequacy of the Time given by
their Teachers when doing Grammar Tasks
Item

Variable Plasma
school
Non-plasma
school
plasma
school
Non-
plasma
school
Yes, it is
enough
62 110 30.40 55
No, it is not
enough
127 67 62.25 33.5
Do you think
the time given
by your teacher
is enough for
doing grammar
exercises?
Other 15 23 7.35 11.5
Total 204 200 100% 100%

As shown in the table above, the students in the two schools were asked
whether the time given is enough to do grammar tasks. Accordingly, 62.25% of
the plasma school respondents replied that the televised teacher does not give
them enough time to do grammar tasks and take notes. The respondents
complained of the interruption of the televised teacher at the middle of their
work. This result, therefore, is similar with the observation and the interview.
On the other hand, 30.40% of the respondents said that the time given for
grammar tasks is enough. Unlike the first response, this one contradicts with
the result of the observation and interview. This difference in response could be
the result of individual difference in speed and performance among students.
This means, some students could be fast enough to cope with the speed of the
televised teacher but others may lag behind because of lack of speed.

Unlike the response of the majority in the plasma school, 55% of the non-
plasma school respondents said that the time given is enough to them.
Contrary to this, 33.5% of the same school respondents replied that the time
given to them is not enough. Asked to specify the reason, they responded that
their teachers miss class and when they attend they rush to cover the lessons.
During the observation, some teachers were seen attending class after passing
5 to 16 minutes. So, the response of the minority in here confirms with the
74
result of the observation. But, the response of the majority contradicts with the
outcome of the observation.

Table 4.6. Students Response about their Problem in Grammar
No of respondents Percent Item Variable
Plasma
school
Non-
plasma
school
Plasma
school
Non-plasma
school
Yes 91 85 44.61 42.5 Do you have
problems in
grammar?
No 113 115 55.39 57.5
Total 204 200 100% 100%

As indicated in the table above, 44.61% of the plasma and 42.5% of the non-
plasma school respondents believe that they have problems in grammar.

The plasma school students mentioned that they have poor background
knowledge. According to them, in elementary school they have no good
grammar knowledge and this brought problem of understanding grammar.
Here, most of the respondents criticized the mother tongue instruction at grade
7 and 8. According to the students, the mother tongue instruction hindered
them not to develop grammar skill.

The non-plasma school respondents on their part have specified three reasons
as a cause for their problem in grammar class. The first one is similar to the
problem of the televised school students. They said that they have no good
grammar base at elementary grade. In the second place, they indicated that
their teachers are careless. According to these respondents, their teachers miss
class and when they attend they do not teach them well. Third, they replied
that they have no reference books to compensate those problems.

The students were also asked to specify some of their problems. Accordingly,
the respondents in both schools generally indicated that they have problems of
75
identifying the similarities and differences of tenses, failure of separating
nouns, verbs and adjectives etc.

In spite of the above complain, the majority of the respondents in the two
schools believe that they have no problem in grammar skill. As can be seen in
table 4.6, 55.39% of the plasma and 57.5% of the non-plasma school
respondents pointed out that they have no problem of grammar knowledge. The
reason according to the students is that they refer people and materials other
than the textbook. However, their response is in relation to grammar
knowledge; but they have not mentioned any thing about the use (i.e. whether
they could use the rules in speaking and writing). During the observation,
however, they were facing difficulty in using grammar rules for asking and
answering questions. Specially, many of the non-plasma school students were
using Amharic to ask questions.

Table 4.7. Students Response about their Attitude towards the
Continuity of Grammar Instruction through Plasma
Television
Item Variable No of respondents Percent
Yes why 161 78.90 Do you feel happy if grammar
instruction through plasma
television is stopped?

No, why

43

21.10
Total 204 100%

As indicated in the table above, the plasma school students were asked what they
feel if grammar teaching through plasma television is stopped. Accordingly, 78.90%
of the respondents replied that they can not feel happy if grammar instruction
using plasma television is stopped. According to them, the televised teacher
teaches using pictures which the classroom teachers can not do and revises the
lesson she teaches. In addition to this, the students indicated that the televised
teacher is good because she gives answer to exercises. However, 21.1% of the
respondents replied that the televised teacher is very fast and her pronunciation is
76
difficult to understand. Hence, those respondents said that teaching through
plasma should be stopped. But, from the majority response point of view it is
possible to say that the students have positive attitude to grammar instruction via
plasma television. As evidence to this finding some of the students response is
attached at the back in the form of appendix (see Appendix E).

To summarise, the result of the observation shows that the televised teacher
teaches grammar inductively and deductively. In all the observed grammar
lessons, she first revised the previous day's lesson and then gave discussion
questions as a warm up activity. For example, in teaching relative clauses, she
began by telling students to discuss what the word define is to mean (see
appendix B). Then after, she explained what the word define means. She also
brought pictures, singers, journalists and footballers for discussion. The
meaning and form of defining and non-defining relative clauses were involved in
the action and job nature of these individuals. For example, if she raises the
issue of football, she shows students on the screen while players are playing/
dribbling football. Again, if she says journalists are people who interview
people, she shows journalists interviewing people.

She brought not only the above techniques but also contextualized activities
such as information gap and problem-solving. In line with this, in most lessons,
she encouraged students to do the tasks either in pair or in group. It is after
the discussion that she explained the structure explicitly stating specific rules.
This is the result of the observed lessons. But, the information obtained from
interview and questionnaire still support this result. The interviewed teachers
in the school said that students want to learn the rules explicitly but she makes
it communicative. The data collected through questionnaire itself indicates that
the televised teacher teaches using the previously mentioned tasks and
techniques (see table 2). Generally, from the three tools it was found that the
televised teacher teaches grammar inductively as well as deductively. She used
the former for enhancing interaction during the introduction, presentation and
77
practice stages and the latter for clarifying and for recapping the tasks which
students discussed.

On the other hand, the observation in the non-plasma school shows that the
teachers teach grammar deductively using isolated sentences found in the
textbook. The teachers themselves indicated that they do not encourage
discussion using group and pair works because of large class size, the need to
cover the book and lack of interest among students. The students on their part
replied that their teachers either waste the time or miss the class. Because of
this, they teach two section students in one section to save time and then pass
the lesson by stating the rules. So, it is possible to say that the teachers in this
school teach grammar deductively.

Now, the main purpose of this study is to identify the grammar teaching
methods of the two schools in relation to modern grammar teaching methods.
In other words, it tries to see which school teaches grammar in favor of
communicative grammar teaching. The objective of teaching grammar
communicatively is to enable students use the target language through
interaction in doing tasks. Communicative grammar teaching does not ignore
the importance of rules but believes that knowledge comes through interaction.

To create interactive classroom, CLT says that the tasks, techniques and
procedures must be communicative. In other words the method must involve
the learner. So, the grammar teaching methods and techniques employed by
the televised teacher was found better than the non-plasma school teachers
when it is seen in terms of communicative language teaching. She was found
better in teaching grammar because she used different methods, techniques
and variety of interactive tasks compared to the non-plasma school teachers
who used isolated sentences to show the position of speech parts in a sentence.

78
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions
The main objective of the study was to compare the grammar teaching methods
and techniques used by non-plasma school teachers and the televised teacher.

So, based on the data analyzed so far, the researcher came up with the
following conclusions.
5.1.1. The teaching methods and techniques in the two schools were found
different. The televised teacher teaches grammar inductively and
deductively by using pictures, images, pair and group works.
Furthermore, she provided students with variety of tasks such as
problem solving and information gap. Whereas, the non-plasma school
teachers teach grammar deductively using isolated sentences usually
taken from the textbook. It was also found that those teachers teach
grammar using independent and whole class organization. There was
very little interaction among students. The attitude of students towards
grammar was also found positive in the two schools.

5.1.2. It was also found that fast speed, lack of understanding students
background and large class size are major factors affecting the effective
implementation of communicative grammar teaching in the plasma
school. Whereas, lack of skill in some teachers, bulky content of the
textbook, lack of students' interest, isolated nature of tasks and large
class size were found problems hindering the teaching of grammar
communicatively in the non-plasma school.

5.1.3. Finally, it was found that the televised teacher applies the communicative
grammar teaching methods and techniques relatively better than the
non-plasma school teachers who teach grammar using the traditional-
rule-based method.
79
5.2. Recommendations
Based on the findings and conclusions reached, the researcher would like to
recommend the following:
5.2.1. As said earlier, the televised teacher teaches grammar better than the
non-plasma school teachers in terms of the methods and activities she
used. She used inductive and deductive approaches.
The researcher believes that the main objective of language teaching
should be seen in terms of the use as the main function of which is
communication. Knowledge of the form by itself can not be an end; it is a
means to end. If students are made to explore the rule by themselves
through interaction and negotiation, they can share experience; they can
think more about the structure and its use in different ways as a result of
the effort they make to solve the problem. Of course, the students may
not get the right answer. But, at least, the self-trial can raise awareness
about how a sentence is organized to express something. And if the
teacher explains the rules following the students-trial, it can be easy for
them not only to understand the structure but also to remember it for
long time. To the researcher, therefore, grammar instruction should
involve both inductive and deductive approaches. But explicit explanation
of forms should be done following the students trial just to summarize,
and polish learners possible errors or to reteach in case of difficulty. So,
the non-plasma school teachers have to teach like the televised teacher.
5.2.2. It was pointed out that the televised teacher teaches with fast speed and
has problem of understanding students' background. To alleviate those
problems, therefore, time should be added. The researcher would like to
recommend that one grammar and any skill lesson should be taught for
an hour. Here, students have to be given 5 to 10 minutes to do the tasks.
This may help them to do the tasks with confidence and can encourage
active interaction. This is important not only for the students but also to
increase the professional role of the teachers. The classroom, teachers
80
role has to go beyond introducing and summarizing lessons. He/ she has
to interact with the students, treat their problems, and should check how
they are going. Generally, the classroom teacher has to facilitate learning.
This is possible only if he/she has time.
5.2.3. In line with the above point, the televised teacher gives up to 8 grammar
tasks in the form of class work in one period. This practice can lead to
the creation of superficial (rough) grammar instruction and it may result
in boring class. So, the number of classroom tasks has to be limited to
certain number and the remaining have to be given as homework.
5.2.4. There were electrical and channel problems in the plasma school. When
such problems occur, the classroom teachers do not teach because they
are dependent on the program. So, the concerned body has to prepare
video recorded lessons to solve this problem. If the lessons are recorded,
teachers can teach them another time. This is important not only for
grammar but also to other skills as the problem is not skill specific.
5.2.5. The grammar part of the textbook focuses mainly on isolated sentences
showing forms of the language. For this reason, the lessons and tasks are
not good ones to teach grammar communicatively using different
techniques. Therefore, the grammar lessons and tasks found in the
textbook have to be revised. The teachers, too, should be given continues
training so as to develop their teaching skill.
5.2.6. In both schools, there are 70 to 90 students in average, learning in one
class. This is difficult for the classroom teacher to mange. At the same
time, this large class size has a negative impact on the implementation of
communicative grammar teaching. So, the number has to be limited to
50 students per class.
5.2.7. In this study, teaching grammar through the plasma television was
found better than the non-plasma school teachers. However, it does not
mean that the televised teacher is free of weakness. It was found that
there are areas which are difficult for the televised teacher but easy for
the classroom teachers and vice versa. Therefore, grammar should be
81
taught using plasma television with the active involvement of the
classroom teachers. The researcher believes that grammar instruction
through the combination of the two will be more effective.
5.2.8. Finally, the study was made only on two schools. However, it is good if
further research is conducted on the area in other schools to get more
information. Furthermore, the study emphasized the implementation of the
theory of communicative grammar teaching in classroom. In other words,
the teachers teaching methods and techniques were seen in relation to
the theory of communicative grammar instruction. It has not studied the
impact of the methods used on the students' performance. So, it is good if
further research is conducted to see the impact of the methods used by
the televised teacher and the classroom teachers on students'
performance.

82
BIBLIOGRAPHY

Amina, A. (2004). Ethiopia Leaps Ahead in Educational Development. www
Business in Africa. Net. Executive education/393567 html.

Atkins, J. Hailom Banteyirga and Nuru Muhammed (1995). Skills Development
Methodology (Part I). Addis Ababa: Addis Ababa University Press.

Batstone,R.( 1994).Grammar. Oxford: Oxford University Press.

Behera, S.C. (1995). Educational Television Programmes: Impact on
Teachers Competency. New Dhlhi: Deep and Deep Publishers.

Brinton, M. (1991). Media in Language Teaching. In Celce-Murcia (ed).
Teaching English as a Second /Foreign Language (2
nd
edition).
Bostone: Heinle and Heinle Publishers.

Brumfit, C. (1984). Communicative Methodology in Language Teaching:The
Role of Fluency and Accuracy. Cambridge: Cambridge University Press.
Brumfit, C. J. (1983). Video Applications in English Language Teaching.
Oxford: Pergamon Press in Association with the British Council.

Candlin, C. and Murphy, D (1987). Language Learning Tasks: Lancaster
Practical Papers in English Language Education. London: Prentice
Hall International.

Celce-Murcia M. (88) Techniques and Resources in Teaching Grammar.
Oxford: Oxford University Press.

Choat, E. Harry, G. and Dorothy, H. (1987). Teachers and Television. New
York: Croom Room Helm Ltd.

Cohen, E.G. (1972). Designing Group Work: Strategies for the
Heterogeneous Classroom. New York: Teachers College Press.

Cook, V. (2001). Second Language Learning and Language Teaching. New
York: Oxford University Press.

Cuban, L. (1986). Teachers and Machines. New York: Teachers College Press.

Cunningsworth, A. (1984). Evaluating and Selecting EFL Teaching
Materials. Oxford: Heineman Books Ltd.

Cunningsworth, A. (1995). Choosing Your Course Book. Oxford: Oxford
University Press.
83
Dale, E. (1969). Audio-Visual Methods in Teaching. New York: The Dryden
Press.

Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge:
Cambridge University Press.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford
University Press.

FDRE. (2004). Report on the Development of Education in Ethiopia to the
UNESCO, Forty-Seventh Session of the International Conference on
Education 8-11 September. Geneva, Switzerland. http://www.ibe-
unesco.org/international.

Fortune, A. (1992). "Self-Study Grammar Practice: Learners' View and
Preference in ELT Journal Vol. 46/2: 160-171.

Freeman, D. (1986). Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.

Freman, D. (1986). Teaching Grammar. In Celce-Murcia. M. 1991 (ed).
Teaching English as a Second or Foreign Language. P. 277-296. Los
Angeles: Heinle and Heinle Publishers.

Harmer, J. (1987). Teaching and Learning Grammar. New York: Longman
Ltd.

Harmer, J. (1998). Teaching Grammar. In English Teaching Professional Vol.
6 pp. 38.

Harmer, J.(1991).The Practice of English Language Teaching. London:
Longman Ltd.

Horbury, S.(2001). How to Teach Grammar. ELT Journal vol.55, No 2 pp.
203 - 213.

Johns, B.W. (1999). A Differentiating Definition of Instructional Television.
Texas: West Texas A and M University.

Krashen, S. (1985). The Input Hypothesis. New York: Long Ltd.
Lee, W. (1995). "Authenticity Revised. Text Authenticity and Learner
Authenticity" in ELT Journal Vol. 49/4 p. 322-328.

Luel Takele (2006). Students Perceptions of English Language Learning
Through Plasma TV. A Case of Three Preparatory Year Two Students in
East Showa Zone MA Thesis: Addis Ababa University.
84
Martin, B. et. al., (1994). Grammar and the Language Teacher. London:
Prentice Hall International Ltd.

McDonough, J. and Shaw C. (1993). Materials and Methods in ELT. Malden:
Blackwell Publishing.

Morrow, K. (1981). Principles of Communicative Methodology, in Johnson, K. and
Morrow. K. (ed). Communication in the Classroom: Applications and
Methods for a Communicative Approach. Harlow: Longman Group Ltd.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom.
Cambridge: Cambridge University.

Nunan, D. (1991). Language Teaching Methodology: A Textbook for
Teachers. New York: Prentice Hall International.

Nuttal, C. (1989). Teaching Reading Skills in Foreign Language. Oxford:
Heineman Educational Bools Ltd.

Oxford, R.L. et al (2001) Creative Use of Technology for Learning Second
Language http://www. Insa-lyon. Fr/Department//CDRL/ Computers.
Html.

Passey, D., et al (2004). The Motivational Effect of ICT on Pupil. Report No: RR
23. dfes. http://www.dfes. Gov. Uk/research/data up loadfiles/RR23
new. Pdf.

Peackok , M. 1997. The Effect of Authentic Materials on Students Motivation
of EFL Learners. ELT Journal. 51/2: 144-156: Rechards and Rodjers.

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University
Press.

Rechards, J.C., and Rodgers, T.S. (2001). Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.

Rechards, J.C., and Rodjers, T.S. (1986). Approaches and Methods in
Language Teaching: A Description and Analysis. New York:
Cambridge University Press.

Reeves, T.C. (1998). The Impact of Media and Technology in Schools: A
Research Report Prepared for the Bertelsmann Foundation: the
University of Georgia.

Richards, J. C and Lockhart, C. (1994). Reflective Teaching in Second
Language Classrooms. Cambridge: Cambridge University Press.
85
Rivers, W. (983).Communicating Naturally in Second Language: Theory
and Practice in Language Teaching. Cambridge: Cambridge University
Press.

Rudder, M.E. (1995). Eliciting Students Task In English Teaching Forum.
Vol., 37/2 p. 24.

Scharamm, W. (1977). Big Media, Little Media: Tools and Technologies for
Instruction. Bevelly: Hillssage.

Seedhouse, P. (1999). Task-based Interaction. ELT Journal Vol. 53. No. 3, pp.
149-155.

Shahidulah (1995). Language http://www.weekly holiday.net/060902/ mis.
html.

Sherington, R. (1975). Television and Language Teaching. Oxford: Oxford
University Press.

Skinner,B. and R. Austin.(1999). Computer Conferencing-Does It Motivate EFL
Students? ELT Journal.53/4,270-279.

Stern, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford:
Oxford University Press.

Stevick, E. (1982). Teaching and Learning Language. New York: Cambridge
University Press.

Sysoyev, V. (2006). L2 Grammar Teaching. http//its/org/ Articles/ sysoyev.
Integrative. html.

Tatek Mekonnen (1994). Problems of Using Educational Television in
Teaching English. BA Senior Essay: Addis Ababa University.

Thornbury, S. (1997). About Language. Cambridge: Cambridge University
Press.

Tomalin, B. (1989). Video, TV and Radio in the English Class. London:
McMillan Publisher.

Tsai-Yuchen (1995). In Search of an Effective Grammar Teaching Model.
http:// exchanges. State. Gov/forum/ vols/ Vol 33/no 3/p 58.htm
(FORUM). Hawi University.

Ur, P. (1988). Grammar Practice Activities. Cambridge: Cambridge University
Press.
86
Ur, P. 1981. Discussions that Work: Task-Centered Fluency Practice..
Cambridge: Cambridge University Press.

Ur. P. (1996). A Course in Language Teaching. Cambridge: Cambridge
University Press.

Widdowson H.G. (1978). Teaching Language as Communication. Oxford:
Oxford University Press.

Wilkins, D. (1976). Notional Syllabus. London: Oxford University Press.

87
APPENDIX A
Transcribed Grammar Lessons from Non plasma school at setto
Semero senior Secondary School

Teacher1
Date of Observation 4/9/99 Section L
Teacher: Good morning class.
Students: Good morning teacher.
Teacher: Todays topic is using present tense to express facts but before that
Revision
Who can remember me yesterdays lesson?
We learned about ?
Students: Compound words
Teacher: Compound words are formed from two words.
e.g. compound words formed from two nouns
Students: Boy friend
Teacher: Can you give me another example?
Student: Classroom
Teacher: Good, classroom
Another group are formed from adjective and what?
Students: Noun
Teacher: Yes, is it not?
Student: Yes
Teacher: What are compound nouns formed from adjective and noun?
Adjective + Noun
Students: Me teacher teacher. teacher
Teacher: Yes
Student: House wife
Teacher: House wife, good what else?
Student: Blue Nile
88
Teacher: These are typical examples of compound nouns formed from
adjective and noun. And also there are compound nouns formed
from gerund and nouns. This is what we have learned yesterday
about compound nouns. Today we are particularly looking at
present tense to express facts. So let me give you examples
regarding this. For instance:
1. Gases expand when heated.
2. Water boils at 100
0
c
3. It takes me 20 minutes to get school.
4. My brother lives in Harar. He has a lot of camels.
5. My brothers live in Canada. They have a lot of cars.
Teacher: Now make small groups. A group of 6 or 8 and discuss on the following
points, regarding their form and meanings. What is the typical
characteristic we see from these examples? So now make a small
group and interact.
Teacher: You are a chairman. What is their typical form? You discuss this. Yes,
please communicate.
Group 2: You are a chairman (pointing to a student), please
make a group.
Group 3: what are the typical characteristics? That is the
important point you focus on (the teacher was facilitating
discussion by moving from group to group).
711d n7+A 1JJ )^))1d? What makes them to differ? Am I
clear?
Students: Yes
Teacher: So, you have to see the subject and the verb relationship between
the subject and the verb. You have to focus that from these
sentences.
Am I clear? "n 1^? Ln1 Th
Student: Yes
Teacher: Writes on the board while students are discussing
89
Forms
Subject + Verb relation
1. Third person usually takes simple present tense ending in -S or -es
Ok: We see typical differences (5 minutes discussion).
Teacher: What is the subject in the first sentence?
Students: Gases
Teacher: Gases. Is it not?
Students: Yes
Teacher: So, plural subjects always take plural verbs. Yes?
Students: Yes
Teacher: So, present tense ending in s or es. Another thing that we look
from example 2 is that water is the subject. Is it not?
Students: Yes
Teacher: So is it singular or plural?
Student: Singular
Teacher: We see that the subject is singular. Therefore singular subjects
usually take what?
Students: Plural
Teacher: Yes?
Students: Plural
Teacher: Look boils is not plural it is singular.
Teacher: Here (no 3), what singular 3
rd
person is that singular third person
subjects usually take singular verbs ending in -S or -es. For
instance he
she take verbs ending in -s or -es.
It am I clear?
Students: Yes
Teacher: That is what we are focusing but when plural for instance
we
you take plural verb
they
90
Let me give you writing exercise
Exercise
Choose the correct form of the verb in parenthesis ( )
If the sun (shine, shines) in the sea, it (heats, heat) the water. If the water is
heated it (evaporates, evaporate) in to the atmosphere. If the water vapor (rise,
rises), it (form, forms) clouds and the clouds (move, moves) over the land. If the
clouds (condense, condenses) rain (rain, rains).
Teacher: Have you finished?
Students: hAunJ7
Teacher: Please hurry up
Teacher: Let us do together
number 1 Is sun plural or singular?
Students: Singular
Teacher: Yes-singular, who can try?
Students: Shines
Teacher: Sun is singular, so shines is correct. It is singular therefore it
______ the water.
Student: heats
Teacher: Yes?
Student: heats
Teacher: Yes heats. The verb ending in s. It heats the water. If the water is
what?
Student1: evaporate
Students2: No, evaporates
Teacher: Yes, it evaporates. Is it not?
Students: Yes
Teachers: Ok: now if the water vapor _______. What are we going to see from
this context? What is the subject?
Student: Water vapor
Teacher: Yes, singular or plural?
91
Students: singular
Teacher: It is considered as singular. So water vapor rises. It forms clouds.
The clouds move over the land. Because clouds are plural. Is it
not?
Students: Yes
Teacher: so, move over the land. If the clouds (condense, condenses), clouds
are plural so it take what? Condense and rain is singular. This is
writing practice. U 1Jn 1nA 0n ~nh A0JJ hJ1A1nJ Is that
clear?
Students: Yes
Teacher: Do you have question?
Students: Silent (no response)
Teacher: Ok, if you dont have question please let me give you homework. Do
you have texts?
Home work page 234 (old text)
Exercise 3
From 1-12
Small text page 136
Ok this is enough for to day
(26 minutes and 15 seconds for teaching this lesson).

Teacher2
Date: 5/9/99 Lesson Two
Non-plasma Grammar Teaching
School: Setto Semero senior secondary school
Class observed: Grade 9 section N
Teacher: Yesterday: we have learned about state verbs.
Who can tell me the kinds of state verbs
Student1: Verbs of liking and disliking
Teacher: Ok! verbs of liking and disliking. What else?
92
Student2: Verbs of wanting
Teacher: Other
Students3: Verbs of belonging
Teacher: Ok! Good what are the physical features of these verbs? How they
are differing from action verbs?
Student: They do not take the gerund form.
Teacher: Ya they do not take the gerund form. And they are always written
in the form of ________
Student: Verb 1
Teacher: Very good! Yes verb 1.
Teacher: When the subjects are first person singular for instance he, she, it
the verb takes V1 + (s) or (es). Very nice! that is the lesson which
we have covered in our yesterdays lesson. Today, we are going to
see about relative clauses.

Relative clauses

Defining relative clause Non-defining relative clause

Teacher: From this we are observing that relative clauses and divided into
two groups they are defining relative clauses are non-defining
relative clauses (the teacher wrote on the board).
Teacher: What is the difference between the two? What is the difference
between defining and non-defining relative clauses? For instance
let me give you first one example for each. For defining relative
clause: I went to see the doctor who helped my mother. Now,
this is a defining relative clause another sentence:
AIDS, which is a deadly disease, is causing an immeasurable
economic crisis in the world. Now, see the difference between the
93
two sentences. What do you see the difference from sentence 1 and
sentence 2. What are the two differences? The difference in terms of
defining relative clause and non-defining relative clause and the
like? 7J1d dn^1d r7;r1 Ar11?
Ok! The second sentence, the pronoun is which; the first sentence
the pronoun is who.
In this sentence (I went to see the doctor who helped my
mother) starting from who up to the end (who helped my mother)
is a relative clause. This relative clause is essential part of the
sentence. And the second relative clause (which is a deadly
disease) it gives extra information. So, what we think of the two
sentences? In the first sentence, we cant understand the meaning
without the relative clause. It gives clarification. It gives us more
brief information about the pronoun or the subject or the noun. nn
Th1 rSJ hJC;J8J" rd1d n1 hnT mJ
1u T) 1d Is that clear?
Students: Yes
Teacher: nnU )U rsentence part 1u T) ")uJ hn^1 ru1
AT 1d rmJ LJJ& 1d r)C1J for instance, I went
to see the doctor. Which doctor? The doctor who helped my
other. nnU drd hd11d n1 1d So, the relative clause
here is essential or very necessary for the sentence part. For that
matter it is defining relative clause. But in the second sentence,
look AIDS, which is a deadly disease, is causing an
immeasurable economic crisis in the world. From this sentence
we can talk without this part (which is a deadly disease). )U
which is a deadly disease 0Sn10 ~S1C LJ^nJ:: For instance,
AIDS is causing an immeasurable economic crises in the world.
So, non-defining relative clauses are clauses which are used to give
us extra information. SC7 0)SC7 ~&;J L)1C7 For
94
instance, Paris, which is the capital of France, is a very
beautiful city. From this sentence, what do you recognize? Now
compare sentence number 3 and sentence number 1 in terms of
punctuation. You see? Paris is the noun and which is the capital
of France is part of the sentence which gives extra information so,
we can talk using Paris is a very beautiful city. Jn )Â hA?
Students: hP
Teacher: nnU Paris is a very beautiful city TnJ ~d LJ^nJ n1
1d Therefore this part of the sentence (capital of France) gives us
an extra information. It is not essential or very necessary part of
the sentence. It that clear?
Students: Yes
Teacher: So, now let me give you important points uses of defining relative
clause. Relative pronouns are used in defining relative clause.
These are words which are used to give us the information either in
the defining or non-defining relative clause part. So, relative
clauses are the following:
i. If the subject is a person we use who or that: dont forget
this we do not take which
ii. And when the subject is a thing we use which or that, who can
give me typical example for these two? 7n rm^. For number 1:
Student: Haile Gebresselassie is a runner who wins a lot of gold medals
Teacher: Ok! Very good. It is good example. But you should say Haile
Gebreselasie is a runner who wined a lot of gold medals. Is that
clear?
Students: Yes
Teacher: This is for the first example. We can also say Haile Gebreselasie is
a runner that wined a lot of gold medals. Do you understand?
Students: Yes
95
Teacher: That is the situation we use who/that when the subject is a person.
Therefore, when the subject is a person, we use who/that to
indicate that situation. And the second one who can give me typical
example for the second one?
Teacher: Almaz can you give me?
Almaz: No
Teacher: No? Not understood?
Students: me teacher me teacher
Teacher: Yes
Student: The car which killed the cow was damaged (from the textbook)
Teacher: Ok! The car which killed the cow was damaged. Now, look the
sentence. You see this part (which killed the cow was damaged) is
the relative clause. This is the essential information but now this
(car) a thing not a person. You have to differentiate person and
thing. This is how we use relative clause. If the subject is a person
we use who/that as indicated by the example of Haile G/selassie.
And the second situation, if the subject is a thing, we use
which/that. Do you understand?
Students: Yes
Teacher: so, this is indicated by the example in the car and cow case. So,
there are other two examples. The first one is, if the object is a
person, we use who, whom or that; you see this situation. We can
also use nothing. Nothing means not using any of the pronoun. Let
me give you typical example to this. E.g. The boy whom we caught
stealing has been expelled. You see this typical example. Now,
the boy is indicated as an object of the sentence. It is a passive
sentence rather than active. So when we describe this we can use
another way: The boy who we caught stealing has been expelled.
In other way: The boy that we caught stealing has been
expelled. And the last one; The boy we caught stealing has been
96
expelled. This all are used if the object is a person. These are the
four examples and then there are another important group.
Teacher: If the object is a thing what do we use? Yes?
Student: Which
Teacher: Yes ?
Student: Which
Teacher: We use which, that or nothing
For instance, example the second one, who can give a typical
example? LJx1 1d r7Jm1~d J)7 Lnh hJ1 J1^
Binyam: The policeman believes that
Teacher: Binyam policeman is not object. Lnh hJ1 J1J J)7J h"d
Student: The cake which you backed was very nice (reading from the text
book)
Teacher: Excellent!
So we can understand that we also use:
The cake that you backed was very nice or
The cake you backed; without relative pronoun.
And finally, the last one is if we want to show something belongs to
somebody, we use whose.
e.g: That is the girl whose father is a policeman.
You see from this typical example. If we want to show something
belong to someone, we use whose instead of which, who that. This
is the situation.
We will continue and summarize by tomorrow. Until that you can
do homework page 255 (in the old book) exercise 1 work this.
Student: Teacher question
Teacher: Yes
Students: Can we use that for belongingness
Teacher: No, we use only whose
97
Ok, thank you very much we will summaries by tomorrow (30
minute) to teach this lesson.

Teacher3
Non-Televised Grammar Teaching
School: Setto Semero senior Secondary School
Observed Class Grade 9 Section W
Topic of the lesson: Relative Clause Lesson Three
Teacher: Our todays topic is relative clause.
: What types of pronouns are used in relative clause?
Students: No answer
Teacher: Ok! Relative pronouns are used.
Teacher: 1 If the subject is a pronoun, we use who or that. If the subject is
a man or a woman or a boy, we use who or that.
Teacher: Please, stop talking
Teacher: What is your name?
Student: Bikiltu (girl)
Teacher: Read the question in the book (Bikiltu).
Bikiltu: The student _________ wins the race will get a prize.
Teacher: Who can tell me the answer?
Student: Raised his hand.
Teacher: Yes, Tekalign
Tekalign: The student who wins the race will get a prize
Teacher: Tell me the reason
Tekalign: Student is people
Teacher: Yes, since the subject is a person, we use who what is the other
means?
Student: that
Teacher: Who can read with complete sentence?
Student: The student that wins the race will get a prize.
98
Teacher: Ok! Which one is the relative pronoun?
Student: that
Teacher: Yes, which one is the relative clause?
Tekalign: that wins the race will get a prize.
Teacher: 2 If the subject is a thing, we use which or that.
Teacher: read the example!
Student: The car which killed the cow was badly damaged.
Teacher: Why we use which?
Student: Car is a thing
Teacher: Yes
Teacher: what is another alternative?
Student: The car that killed the cow was badly damaged
Teacher: Which one is relative pronoun?
Student: that
Teacher: Is it defining or non-defining relative clause?
Shemsu: Defining
Teacher: 3 if the object is a person, we use who, whom, that or nothing. That
is, if the object is a person we can use without a pronoun.
Teacher: Who can read the example?
Tekalign: The boy who we caught stealing was expelled.
Teacher: Which one is the object?
Student: We
Student: 7J n1 1d
Teacher: Ask me in English
Teacher: what does it mean stealing?
Student: Se[p
Teacher: To take ones property without permission.
Teacher: What does it mean by expelled.
Students: no answer.
Teacher: To dismiss suppose a boy took a book from the school they______ him.
They expel him. Expel means Tv[`::
99
Teacher: What is another possibility? Who can tell me?
Students: No answer.
Teacher: The boy wham/that we caught stealing was expelled.
Teacher: What is another possibility? Yes, Takalign.
Tekalign: The boy we caught stealing was explode.
Teache: That means we can express the same idea without relative pronoun.
Student: Teacher! Yes o K
Teacher: Ask me in English.
Student: what is the difference between subject and object?
Teacher: The subject is the doer of the action and object is the receiver of the
action.
Teacher: 4 if the object is a thing we use which, that or nothing. Ok Who
can give me an example? Please give me example.
Student: The cake which you backed was very nice.
Teacher: The cake which you baked was very nice. Yes, the relative pronoun is
which.
Teacher: Why do we use which?
Student: The object is a thing.
Student: What is the object, the relative pronoun is which why do we use which
the objects a thing.
Teacher Yes, the object is a thing. What is the thing?
Student: Cake.
Teacher: Cake, yes, cake is a thing Do you understand? So we use the relative
pronoun what..? Which, we use the relative pronoun which.
Ok. What is the other possibility? (looking at the textbook)
Yes, who can try?
Student: The cake that you backed was very nice.
Teacher: yes, the cake that you backed was very nice. Yes, this is another
possibility. Which is the relative pronoun?
Students: that

100
Teacher: Ok. What is that means? So we use that
Eee what is the other possibility?
The cake you backed was very nice.
So, we can express without relative pronoun like this.
Why do we use which or that?
Students: raised their hand
Teacher: Yes (to female student)
Student: A cake is thing
Teacher: very good
5. To show belongingness we use what? We use the relative pronoun whose.
What does it mean by whose? It means to show something belong to
some one or some thing. So, this is the passive form. Example please.
That is the girl whose father is a policeman. By the way are you
taking note? This is best example to show possession.
Ok. What is the relative pronoun here?
Students: Whose
Teacher: Yes, whose; whose is the relative pronoun. What does it show?
It shows _______?
Student: Ownership
Teacher: Yes, it shows ownership.
Here, our example says: That is the girl whose further is a police
man. Whose father is a police man? Whose father?
Students: The girl.
Teacher: The father of ______
Students: The girl.
Teacher: The father of the girl. Very good. Next
Student: Page what? (Female student).
Teacher: Page 253.
Student: He lives near the lake in a village whose name I have forgotten.
Teacher: Ok. He has forgotten the lake.
So, to show possession what kind of pronoun do we use?
101
Students: Whose
Teacher: Yes, whose, very good.

Exercise 4
Teacher: Ok. Who will tell me the instruction?
Student: Add suitable pronouns in the following passage?
Teacher; Yes, add suitable pronouns to the following passage (wrote on the
board). This is the instruction. What is the title of the text.
Students: Insects of the desert.
Teacher: Yes, insects of the desert. Read the passage!
Student: Life is very difficult for insects______ live in desert region.
Teacher: By the way what is desert?
Student: Sahara
Teacher: Sahara desert is an example. What else?
Student: Namibian desert
Teacher: Ok. Namibian desert. Another.
Student: In Ethiopia Somalia.
Teacher: Ogaden desert. Ok. Very good
Now let us come to the passage. The instruction says add suitable
relative pronouns (by looking at the textbook).
For what purpose do we use which?
Student: For things.
Teacher: Yes, Ok. Life is very difficult for insects which live in desert regions.
Why do we use which?
Student: Teacher teacher teacher
Teacher: Yes, what is insect?
Student: Insect is it has a life (female student)
Teacher: Insect is not a person; do you understand?
Student: A thing
Teacher: Insect is not a person so we use which. For example for animals we
use______.
102
Students1: who
Students2: No which
Teacher: which and ________
Students: that
Teacher: which and that, yes
Here we can also add _____
Students: that
Teacher: Yes, that
Teacher: Ok. Next
Student: Which one? (Female student)
Teacher: Second sentence page 254.
Student: water is very scarce and there are few plants_____ they can feed on.
Teacher: who country?
Students: Raised their hand
Teacher: Ok (female student)
Student: water is very scarce and there are few plants that they can feed on.
Teacher: what is the other possibility?
Student: which
Teacher: yes, which, both are possible?
Teacher: in desert region, water is very scarce. What does scarce mean?
Students: teacher teacher teacher
Teacher: Ok you.
Student: There are few water.
Teacher: another who can tell me?
Student: There is little water.
Teacher: Yes, when we say scarce, shortage of water. It rarely rains. Do you
understand? In the desert regions.
Teacher: Next
Student: Raised her hand
Teacher; Yes, what about other students? Page 254.
103
Student: These plants often have thick skills and poisonous Juices _____
protect them from insects and other animals.
Teacher: what is the answer?
Student: which
Teacher: which or _____
Students: that
Teacher: Yes which or that. Ok. Let us come to paragraph two. Who can read?
Student: Raised their hands
Teacher: Yes, Frehiwot
Frehiwot: In the Namib Desert on the cost of south West Africa there is a kind
of beetle ______ has developed unusual method of collecting water.
Teacher: What is the answer?
Frehiwot: that
Teacher: that or ____
Students: which
Teacher: Yes, that or which. Ok. Next.
Students: Raised their hands.
Teacher: Yes Tinsae (female student)
Tinsae: It rarely rains in the desert, but the air________ below from the sea is
very moist.
Tinsae: which
Teacher: which or that Ok. Next.
Students: Raised their hands
Teacher: Yes
Student: when the moist bellows on to the land from the sea, the beetle lifts
some of its legs in to the air. Thus collect drops of moisture________
roll down into the insects mouth.
Student: which
Teacher: which or _____
104
Students: that (whole class)
Teacher: very good.
Now let us come to exercise 5.
Exercise 5, who can read the instruction?
Student: Use a correct relative pronoun in each of the following sentences.
Teacher: Use a correct relative pronoun in each of the following sentences. Ok.
This is our instruction. We use what kind of pronouns?
Students: Relative pronouns.
Teacher: Who can read number 1?
Student: The chair ______ he was sitting on wasnt very comfortable.
Teacher: Ok. Number 1 says.
The chair ________ he was sitting on wasnt very comfortable. What is
the answer?
Student: that
Teacher: Ok. What is the other possibility?
Student: Teacher teacher me teacher (female student) which
Teacher: Chair is what? The object we sit. What type of pronouns do we use?
Student: that or which
Teacher: That is true.
Teacher: Wasnt comfortable means what does it mean?
Student: which is not good?
Teacher: Ok. Which is not good?
Ok. By the way do you understand what comfortable is?
Student: Very nice to sit on.
Teacher: Very good! It is very nice to sit on.
Teacher: Number 2. Alsa
Alsa: The men ______ were digging the ditch have gone home.
Teacher: The men ______ were digging the ditch have gone home (wrote on the
board).
Teacher: Answer?
Student: who
105
Teacher: The subject is person so we use what?
Student: who
Teacher: who, yes
The men who were digging the ditch have gone home.
Ok. What does ditch means?
Student: Kick (female student)
Teacher: Kick?
Student1: No no.
Teacher: Who can tell me?
Student2: Sq` TK <
Teacher: What is ditch?
Student: teacher teacher SM::
Student3: No teacher ditch TK SM TK <
Student4: No No Sq` TK <:: Sq` <::
Teacher: They were digging a ditch
Student5: x < x
Student6: `h SX]
Teacher: x < x ` q\ TK <::
Teacher: Ok. This is enough for today. Do you have questions by the way? Do
you have questions?
Student: Insects are things or what?
Teacher: Not a thing.
We use that or which for animals. Do you understand?
We use which or that for things and animals. So, insects are included
under animals. For animals which and that, for person who, that
and whom.
Home-work
Teacher: we did 1 and 2 from exercise 5 please do 3 up to 10 page 255. Ok.
Thank you.
Student: question
Teacher: question? Ok.
106
Student: Is eye person?
Teacher: Ok! We cant say an eye is a person. Do you understand? Can we say
an eye a person? No, but the whole body of an individual can be said a
person. So, you can use which or that.
Teacher: How do you make a sentence?
Students: Raised their hand
Teacher: Ok (the bell was rung without finishing).
Thank you for your cooperation. Try to do your home work.
(35 minutes to teach the lesson).

107
APPENDIX B
Transcribed Lessons from Televised School Grammar Teaching
School: Jireen Senior Secondary School
Class observed: Grade 9 Section G
Classroom teacher: Take out your book
Unit 13
Lesson 5
Grammar
Televised teacher: Cand Leigh Jones.
Hello teacher and students,
In our last period you learned some words that continued the
vocabulary part of the students and
To day we will pass to grammar. We are going to look at relative
clauses in this and in the next lesson. I will tell you what these
clauses are and what they do.

I will also tell you all about relative pronouns and you will practice
using these clauses and these pronouns. You need text books,
exercise book, and pen. And I want you to work with your partner.
Shall we begin?

Do you all know what the verb to define means? Think about this and
think you and your partner to write two definitions of the verb to
define. What does it means to define something or someone? Go ahead
(1 minute).
Classroom teacher: what is relative clause means?
You can write this.
A clause is a group of words which contains subject and verb.
What is relative clause?
108
Student: It begins from relative pronoun.
Classroom teacher: It begins with what _____________?
Student: Relative pronoun.
Classroom teacher: It begins with relative pronoun.
What is relative pronoun?
Student: who, which, that
Classroom teacher: yes, who can try?
Student: who, which, that
Classroom teacher: Relative pronouns are _____ (Interrupted by the plasma
teacher)
Televised teacher: Time is up, your attention please. Thank you.
To define someone or something means to state exactly who someone
is or what something is.
I want you all to think something that defines you.
What makes you to you are? You can begin with your name
It defines you, doesnt it?
Ahmed isnt Mamush and Abdisa isnt Helen and Seifu. (showing
them on the screen).
Think of nationality. If you are an Ethiopian, you, arent Chinese.
Now write down a lot of things that defines you, begin. It is not
difficult once you get started it.
What defines you? (2 minutes)
Classroom teacher: What is the word you define? Who can try? The word you
defines what________?
Student1: People
Student2: Myself, oneself
Classroom Teacher: yourself?
Student: Yes
Classroom Teacher: you can discuss with each other
Classroom Teacher: Is it noun?
Students: No it is pronoun.
109
Classroom teacher: Yes it is pronoun
Classroom teacher: Ok. You refers to myself, you, I, we, they. These are
pronouns.
Now the relative pronouns are (interrupted by the plasma teacher)
Televised teacher: Time is up
Your list could include your first name, the country of your birth,
whether you are male or female, your family name and so on. You can
include the fact that you are a journalist, a succor player or singer.
You might noticed down that you are a son and daughter, a nice or a
nephew, a sister or a brother. All these things help you to define you.
Now, I want you to see if you remember what a clause is. Write down
the difference between a phrase and a clause when you write bring
two examples of a phrase and two examples of a clause begin (2
minutes).
Classroom teacher: can you give examples for a clause?
Clause is that has subject and verb. What about a phrase?
Student: which has not verb
Classroom teacher: which has not a verb. Ok.
A phrase is a group of words that contains subject and object. A
clause is a group of words which contains subject and verb.
You can write examples for both a clause and a phrase.
Who can give an example?
Student: Ali is clever student as Abebe.
Classroom teacher: who can improve?
Televised teacher: Thank you, time is up.
A phrase is a group of words that doesnt have a verb whereas a
clause has to have a verb and a subject. I will say it again. Clauses
must have a subject and a verb.
Right! We have one more piece of central information to cover. The
relative pronouns which you are working within this and in the next
lesson are:
110
Who
That
Which
Whom
Whose
These pronouns introduce relative clauses. You will see how they work
Good! Lets recap it quickly. I am sure that you all know what it means
to define something or someone. It means to state exactly who or what
someone or something is. And you all probably know the difference
between a phrase and a clause too.
A clause must have a subject and a verb. A phrase doesnt need to
have verb. And the relative pronouns that you must know are:
who
that
which
whom and
whose
Now I want you to look at the following-problem.
Please give this book to the student (a boy to a girl).
Televised teacher: did you see a problem there? What is wrong? Look at it again
and as you watch, think about how you do solve the problem. Ready,
go on. Please give this book to the student. (1 minute)
Televised teacher: right. Now you must watch the boy is in a great hurry. He
has to get a book to someone else. This person is in the same crowded
room. Write down what you will do to make sure that the girl gives the
book to the right person. You and your partner have a few seconds to
solve the problem, begin. How would you make sure that the book
went to the right person? (1 minute).
111
Classroom teacher: How you can solve it? You can write Ok? Write how would
you make sure that the book went to the right person. You can
discuss with each other. Group yourself and you can discuss.
How would you make sure that the book went to the right person? You
have written from the plasma. Then how do you make sure? Please
discuss. Try it.
Televised teacher: Time is up what is the solution?
Give this book to the student who has a bandage on his arm (the boy
to the girl modifying the first sentence).
Now the girl knows exactly to whom she must give the book.
How would you solve the problem? Make volunteer students to read
out to the class what they wrote down and their solution. If you like to
tell us please raise your hand. Teacher, please select pair of students
and listen.
Classroom teacher: So, who can tell us? Ok. Can you?
Student: first I ask the person to whom I give the book and I give that book to
the person.
Classroom teacher: How can you get the person?
Student: Teacher teacher
Classroom teacher: Do you know the owner of the book?
Student: First, who give me that book and I went to that person and I ask to
whom I give and I give the book.
Televised teacher: Thank you students.
What the girl in the first place needed was some precise information to
tell her exactly to whom the book has to be given to. In the second
place, she exactly knew who this was. So, she was able to do the boy
the favor. Without the information about the bandage, shouldnt help
him, could she? The clause about the bandage defines the boy. Now I
am going to tell you what non-defining relative clauses are:
Non-defining relative clauses
Which the following club.
112
A girl. My mother, who is an accountant, works in an office in Addis. (a girl
to her classmates)
A boy: Oh! that is interesting. My brother who is 22 years old, also works
in Addis.
Girl2: We all have a connection. My grand mother, which has three bed
rooms, is also in Addis.
Televised teacher: Right! Lets look at each of those statements more closely.
Here comes the first one.
My mother, who is an accountant, works in an office in Addis.
Can you find the main clause in that sentence, students?
What piece of information is contained in this main clause?
Yes, the main clause or the main pieces of information is my mother
works in Addis.
We got little more information about this girls mother when she says that
her mother is an accountant, but do we need this information? Does it
make any difference whether her mother is an accountant or an artist
who lives in Addis? Not, the main point of the statement is that she
works in Addis. It tells what she does in this piece of information. But it
doesnt tell us which one of all women who work in Addis is this girls
mother. The clause who is an accountant doesnt define her. So, it is
non-defining relative clause.
Now, lets look at the sentence of the boy.
My brother, who is 22 years old, also works in Addis.
I want you to tell me what the main idea or the main clause of that
sentence is. And I want you to say what the relative non-defining clause
is. Can you do that? Try (1 minute)
My brother, who is 22 years old, also works in Addis.
Main clause?
Relative non-defining clause?
Classroom teacher: Ok. Now who is 22 years old, refers to what _______? The
action also works in Addis. Isnt it?
113
Students: Yes
Classroom teacher: which one is the main clause?
Students: works in Addis.
Classroom teacher: very good! Is it defining or non-defining? (Who is 22 years
old)
Student: defining?
Classroom teacher: why it is defining?
Student: Teacher not defining?
Classroom teacher: Ok. It is non-defining, it gives you more information. When
we need more information, we can use non-defining. But now my brother
who is 22 years old (interrupted by the plasma teacher.)
The main clause is:
My brother also works in Addis and the non defining relative clause is
who is 22 years old
Good. Now you can do the third parts of the talk.
My grand mothers house, which has three bed rooms, is also in Addis.
It doesnt matter how small the house is. The main fact is that her grand
mothers house is in Addis. The size of the house doesnt define this.
There are many houses with three bed rooms in Addis. In this poem the
students used two relative pronouns; who was used to refer to a person,
the boys brother, which was used to refer to the house. These pronouns
are on page 134 of your textbook. Please open your textbooks. Look at
note number 1.
If the subject is a person, we use who or that. Then in the middle of
the page you will see note number 3 that we use who, whom or that
when we talk about a person as object of the sentence. We can leave it
out the relative pronouns in these sentences. We can also leave out if a
thing is object of the sentence. Now look at note number 4. If the object
is a thing, use which or that, or you can use no pronouns here. You
will practice doing in this and the next lesson. You will see in note
114
number 5 on page 135 that we use whose if we want to show that
something belongs to someone or to something. You can refer to the table
on that page when you start doing exercises. But first, you have to know
one more thing-how to punctuate these clauses. A sentence with defining
relative clause has no commas. Here is an example. Please give this
book to the student who has a bandage on his arm. And now look at
this one.
My mother, who is an accountant, works in an office in Addis.
This is easy way to remember the difference between these two clauses. A
defining relative clause is all part of who a person is or what a thing is.
Remember we said that to define is to state exactly what some thing or
some one is. Well, the bandage on his arm is all part what defines the
activity of the student. The student who has a bandage on his arm
defines him. But when the relative clause is a non-defining one, we need
to separate the main information from this non-defining information by
the pair of commas.
My mother, who is an account, works in an office in Addis. Good! Now
lets practice. You are going to do Exercise 2 on page 135. Look at the
examples.
A person who owns a shop is called a shop keeper.
A person who catches thieves is called a policeman.
You have to make similar sentences a short quick of starting from 1 to 5
and work with your partner. You dont have to write anything down. Just
join the sentences to each other. Teacher, please check whether the
students are using the relative clauses accurately. Thank you (3
minutes).
Classroom teacher: work with your partner. You can see the examples. The
examples say that A person who owns a shop is called a shop
keeper. A person who catches thieves is called a policeman.
Then, according to the example, who can give an answer. A person
who paints pictures ______. You can discuss with your partner.
115
Walk up!
A person ___________
Number 1. A person who paints picture
Student1: Painter
Student2: artist
Classroom teacher: an ________?
Students: an artist.
Classroom teacher: what about number 2
A person who looks after gardens_________
Student1: guard
Classroom teacher: guard? Is it guard?
Student2: gardener
Classroom teacher: Yes, gardener
Classroom teacher: A person who designs buildings _______
Student1: builder
Student2: SN=e
Classroom teacher: Who can help him?
Student3: engineer
Classroom teacher: engineer. Is it? An engineer is for number 4. A person who
builds road and bridges is an engineer. But a person who designs
buildings is Architect.
Televised Teacher: Time is up
A person who paints pictures is called painter.
A person who looks after gardens is called gardener.
A person who designs buildings is an architect.
A person who builds roads and bridges is called an Engineer.
A person who pulls out your teeth is called a dentist. And dentists are
also people who look after your teeth.
116
Now I want you to do exercise 4. It is on page 136, look at the
examples first and then write down sentences 1, 2, 3 and 4. You can
work with your partner again. Go a head (3 minutes).
Classroom teacher: Look at the example. Now you can indicate which or that
1,2,3,4 you can get the answer from the table. Do it please, who can
make sentence.
Students: Teacher me teacher teacher
Classroom teacher: Ok.
Student: Protozoa is which can cause disease.
Classroom teacher: Another student
Student: Me teacher teacher
Classroom teacher: Yes, Ok!
Student: Protozoa produces Ameba.
Televised teacher: Time is up. You have had just enough time to do the
exercise.

Check your Answer
1. Richetsia are microscopes that/which cause typhus.
2. Protozoa are microbes that/which can cause malaria and sleeping
sickness.
3. Bacteria are microbes that/ which can cause dysentery, typhoid and
cholera.
I hope you got them all right.
In our next lesson we will see how to use detail of these relative pronouns, and
relative clauses and you will do more practical.
Goodbye to you all.
(30 minutes presentation)
Revision by the classroom teacher for 10 minutes.
Teacher: Ok! What did you understand from our to days lesson?
Now, when we discuss about relative clause;
117
Clause is a group of words which contains subject and verb.
Relative clause is it begins with _________
Students: Relative pronoun.
Classroom teacher: What are the relative pronouns?
Student: Teacher teacher
Student1: who
Classroom teacher: Another
Student2: who
Classroom teacher: Yes
Students3: Which
Student4: Whom, that, whose
Classroom teacher: Now, relative clause is you can define
Student: Define and non-define relative clause
Classroom teacher: What is defining relative clause?
Student: Defining relative clause is who defines the person; completes the
message
Classroom teacher: Very good. It refers the noun.
e.g. the man who you were talking was my father.
Now, the man is noun. Whom you are talking to is relative
clause. This relative clause refers the man. It refers the man. Now,
when we use defining relative clause, we can not use comma.
Defining relative clause is without comma.
Ok. When we use non-defining relative clause, we can use comma.
Ok! What it represents?
Student: It doesnt contain main information
Classroom teacher: It provides extra information. Look.
Paris, which is the capital of France, is a very beautiful city.
Now, Paris is it is noun.
Students: Yes
Classroom teacher: Which is the capital of France is relative ________?
118
Student: Clause
Classroom teacher: Yes, relative clause. Now, a very beautiful city. Now,
this relative clause refers the noun. That means, it refers about the
beautiful city of France. Do you get the difference?
Students: Yes
Classroom teacher: Ok. Then when we write non- defining relative clause, it
needs commas, ok? It needs commas.
Student: I have question
Student: This two question I dont clear. At this preposition a definite refers
and how to separate comma for defniting and non-defniting
sentences. For example, how to separate verb and subject for that
sentences.
Classroom teacher: Ok. Look defining relative clauses are on page 134 Now,
you can refer what you are asking me. Read it please for
understanding.
Ok. Tomorrow we are continuing Ok. If you have question, you can
raise. That is all about to days lesson.

Lesson Two
Televised teacher: Hello Teacher and Students
Students, you learned relative clauses, yesterday. Well, I have to see how much
you remember these clauses.

Televised teacher: I am going to give you very quick test. It is also definite way
to revise. Open your exercise books please. Answer the following
questions
1. What is the difference between a phrase and a clause?
Write down the answer, please. Begin (2 minutes for 2marks)
119
Classroom teacher: what is the difference between a phrase and a clause? You
learned this yesterday and now you answer it. Dont write it; answer
only. Say right answer.
Televised teacher: and now question number 2 for 5 marks.
2. List five relative pronouns
Be quick now I will give you 30seconds.
Classroom teacher: List five relative pronouns, that is having 5 marks. Just list
the relative pronouns what you learned yesterday. Did you,
understand? Ok.
Televised teacher: Your attention please, thanks you. And now for 3 marks,
answer question 3.
3. What is a defining relative clause?
I will give a little more item for this question, begin (1 minute).
Classroom teacher: what is defining relative clause? You learned this yesterday
and then try to give your short response and everybody do it
individually. Do not contact your textbook. You try to answer orally
from your background knowledge. Try your best every body work
hard. Dont copy the questions.
For question number4, you must write two sentences that contain a
defining relative clause. Each sentence is worth two marks. Begin
right now.
4. Write two sentences that contain a defining relative clause (1 minute).
Classroom teacher: write two sentences containing two defining relative
clauses. Two short sentences containing defining relative clause. You
are familiar with these kinds of activity. You learned yesterday and I
hope you will do it properly, yes or not? Alright! Everybody try your
best.
Televised teacher: Time is up.
Question number 5 for two marks is:
120
What is non-defining relative clause? Write down the definition of non-
defining relative clause (1 minute)
Classroom teacher: what is the definition of non-defining relative clause means
in short definition of non-defining relative clause, clear?
And the last question of this section, I want you to write down two
sentences that contain non-defining relative clause Begin (1 minute).
Classroom teacher: Write two sentences containing two non-defining relative
clauses. You have to write down in to your exercise book. Because it is
easy for you because you learned it yesterday, arent you?
Student: Yes
Classroom teacher: Mind you non-defining relative clause needs or contains
two commas after and before the relative clause. Is that not? Yes of
course. For example if you take that example.
Televised teacher: Time up.
Now I want you to see your exercise book with your partner.
Please mark the answers.
1. What is the difference between a phrase and a clause?
A. Phrase is a group of words that doesnt need to have a verb in it.
Classroom teacher: Now check your answers.
Televised teacher: A clause is a group of words that must have a subject and a
verb in it.
If your partner to the first definition is right, give him/her two marks. If only
one is correct, give one mark. Now let us see the answers to question
2. List the five relative pronouns
Relative pronouns.
- Who - whom - which
- that - whose

121
Give one mark for each correct relative pronoun. That is fine! You should have
a mark up to 7.Right. Let see question number 3. What is defining relative
clause? A defining relative clause is a clause which defines or identifies the
noun.

A defining relative clause tells exactly about the noun it defines. For your
correct answer it would a maximum of 3 marks. And question 4.

4. Write two sentences which contain a defining relative clause. Any sentence
which identifies exactly who someone is or what something is correct but
remaining no comma before or after the relative clause. I will show you two
examples to explain this.
e.g. A person who watches sheep is called a shepherd.
Here are the keys which were on the table.

It would two marks for each correct sentence. So far you should have a mark
out of 14. Ok! Let do question number 5 now.
5. What is a non-defining relative clause?

A non-defining relative clause gives non-essential information about the person
or thing.

A good answer is worth two marks. And the last question, 6: write two
sentences that contain a non-defining relative clause. Again I will show you
two examples. Note that there must be two commas separating the relative
clause from the rest of the sentence.
e.g. My friend, who travels to Adwa every year, is 20 years old.
e.g. Her house, which is near the river, is for sale.
Classroom teacher: Do, you understand that?
Televised teacher: Now, add up all marks and write on title out of 20 I will give
you a little time to do so.
122
Classroom teacher: So, put the marks out of 20 and then try to just identify
that you submit back your result to your friend. And this shows that
the way you understand each question in defining properly. Do you
understand?
Televised teacher: Please give the exercise book back to the owner. I want you
to go where ever with your partner. Check that the answers have been
marked accurately. If you think that your partner has made a
mistake, stop it and decide that it is right. If you cant decide, your
teacher will help you, begin please students. Teacher, please help the
students to decide about the correct answer or about the marks they
worth. Thank you.
Check your answers together (2 minutes)
Classroom teacher: did you identify the marks of your friends? Yes or no?
Students: Yes
Teacher: Then how many of your scored 20 out of 20
Students teacher: no answer

19 out of 20, any one? Very nice 3students scored.
18 out of 20? Very nice 3 students scored 18 out of 20
17 out of 20? raise your hand! Good 2 students. 16 out of 20?
15 out of 20, any one?
Those of you who scored 16 is very good. Those who scored 17 and
above out of 20 is excellent. Those who scored 15 good. The rest, those
of you who got below that you have to work harder. Because, it needs
your effort to compete with these who scored 18 and 17. Do you
understand? Because if you are not working, you cant be successful.
It needs your critical work. Thank you very much. Ok. Now, takeout
your textbook.
If there is any one who got 20 marks, excellent if you did. 18 out of 20
is very good and 16 is good. If you got fewer and 14 out of 20, you
123
must do some more works on relative clauses. Ask your teacher to
help you after the lesson.
Ok. Now it is time to practice what you all revised to day.
Please open your book on page 137. At the top of the page you will see exercise
5. I will proceed to it.
Exercise 5. Childrens Poem
1. This the house that Jack built
2. This is the corn,
That lay in the house,
That jack built.
3. This is the rat
That ate the corn
That lay in the house that Jack built
4. This is the cat
That killed the rat
That ate the corn
That lay in the house that Jack built
Televised teacher: Have you seen that all these are relative clauses? I hope you
will prepare your verse in these relative clauses.
5. This is the dog that chased_______________
Now, you must finish the last verse of the poem. You can do with your
partner.
Classroom teacher: This is the dog that chased _________? Who can try?
Student: Raised his hand
Classroom teacher: Yes Cherinet
Cherinet: This is the dog that chased the cat that killed the rat that ate the corn
that lay in the house that Jack built.
Classroom teacher: Quite right! Clap your hand for him!
Students: Clapped for him.
Classroom teacher: have you see the answer of the question. Because, the
situation of the poem is revolving from the first action to the end action.
124
Do you understand? You start something at the beginning of the first
sentence that Jack built the house, is that not? Then, again you can
find in that house a cat and a rat and the cat killed the rate and then ate
it. Again, the dog chased the cat which ate the rat in the house that Jack
built. This is the way how it is performed. Do you understand? Look at it
now.
This is the house that Jack built
This is the corn that lay in the house that Jack built.
This is the rat that ate the corn that lay in the house that Jack built.
This is the cat that killed the rat that ate the corn that lay in the house
that Jack built.
This is the dog that chased the cat that killed the rat that ate the corn
that lay in the house that Jack built.

Good. Now lets do the first paragraph of exercise 6 together. I will read
the sentences and when I stop you must fill out the missing relative
pronouns. Teacher, please check whether the students are doing
correctly, thank you. Are you all ready? Here is paragraph one.
1. Life is very difficult for insects _______________ live in desert regions.
Good. That/which live in desert region.
2. Water is very scarce and thee are few plants ________that/which they can
feed.
3. These plants have thick skins and poisonous juices________
that/which protect them from insects and other animals.
Good work students; dont you see all these are defining relative clauses. They
all identify or define the noun they talk about.

Insects that live in desert regions are not the same as insects that live under ice
and snow. The plant that they feed on is exactly different. They have thick skins
and poisonous juices that protect them from these insects and animals.
125
Now, I want you and your partner to finish this exercise. You dont
Need to write anything down; see the sentences and supply the missing relative
pronoun. I cant give you very longtime, so get started right now.

Teacher, please check the students whether they are using the relative
pronouns correctly. Thank you, finish exercise 6.
Classroom teacher: you have to do questions 3,4,5 and 6. Do not copy. You
have to practice with your partner orally. Did you get me? Just work it
now. Read the passage and see the correct pronoun. Use the correct
pronoun and perform it. If you dont have books work with your
partner.
Classroom teacher: Ok. Listen now
Televised teacher: We use which or that. Of course, sometimes we can leave out
relative pronouns. We can say; this is the book that we read last week
or
This is the book we read last week.
These are correct. We often leave out who, that or which when they
are a subject in defining relative clauses.
Look again notes 3 and 4 on page 134 of your textbook.
If the subject is a person, we use who, whom or that or we can leave
out relative pronoun.
e.g. The boy whom we caught stealing has been expelled.
If the person/thing is the object we can leave out the relative pronoun.
Now, you can practice exercise 7 on page 138.
Do 1 and 2 and write down the number of the sentence and the
correct pronouns and check the answer, begin (1 minute).
Classroom teacher: Which relative pronoun is used in number 1?
Students: Teacher teacher
Student: The chair which he was sitting on was not very comfortable
126
Classroom teacher: quite right! Good which/that; second.
Students: Raised their hands.
Classroom teacher: Yes, stand and read it then answer the question.
Student: The men ____________ (interrupted by the plasma teacher)
Televised teacher: Time is up; let me give you the answers.
The chair that/which he was sitting on wasnt comfortable.
Here we can leave out the relative pronoun. You can say
The chair he was sitting on
Did you get that right? Let check number 2.
The men who/that were digging the ditch have gone home.
We cant leave out the relative pronoun; because it is the subject of the
sentence.
Now exercise 7 numbers 3-5 begin (1 minute)
Classroom teacher: who can try number 3. I hope you understand it
Student: where is the pen that/which I lent you?
Classroom teacher: Good. So the relative pronoun used here is what?
Students: that
Classroom teacher: that or
Students: which
Classroom teacher: Yes that or which quite right: Number 4?
Student: That is the woman who he wants to marry.
Classroom teacher: That is the woman who/that/whom he wants to marry.
Do you understand?
Students: Yes
Classroom teacher: Three of the pronouns can be used.
Televised teacher: Your attention, please. Thank you.
The answers are: number 3.
Where is the pen which/that I lent you? Or
Where is the pen I lent you.
The pronoun can be left out.
Number 4.
127
That is the woman who/whom/that he wants to marry?
And number 5
Are you talking about the boy who/that was expelled?
Here, you can not leave out the relative pronoun.
So far, we have 3 sentences, which you could leave out the relative
pronoun numbers 1, 3 and 4. Right, we have just enough time for you
to do 3 more sentences. Try numbers 6, 8 and 10, begin (1 minute)
Classroom teacher: So, now who can workout question number 8
Students: raised their hands
Student: The information which he gave us was very useful
Classroom teacher: The information which he gave us was very useful or
what_____?
Student: that
Student2: Without that
Classroom teacher: Without that, how can we say?
Student: The information he gave us was very useful.
Classroom teacher: quite right. You can use the relative pronoun or without the
relative pronoun. The answer can be given like that. Number 8, what can
we say? No 7 will be for you that you will exercise at home Ok? No 8?
Student: raised his hand
Teacher: Yes
Student: The village which I came from has no electricity.
Classroom teacher: the village which/that I came from has no electricity. Do you
understand? Good! Then the last one number 10; who can try?
Let us come to the answer.
Classroom teacher: Listen listen.
Televised teacher: Number 6
The information that/which he gave us was very useful. Or
128
The information he gave us was very useful. You can leave out the
relative pronoun here. Because, the information is the object of the
sentence. It is what he gave us. And number 8. The village which/that I
came from has no electricity. Or you can leave out the pronoun.
The village I came from has no electricity; and what about sentence 10?
Can we leave out the relative pronoun here?
Classroom teacher: Can we leave out?
Televised teacher: no we cant; It must contain.
Classroom teacher: Because there is no object here, Ok?
Televised teacher: The teacher was very pleased with the students who/that
got all the answers correct. The pronoun cant be left out.
Those of you who got 2 correct, well done.
We will be revising these defining relative clauses in the next year. In the
meantime go also all the notes of these clauses in your text book. Look
the table on page 135 as well.
It tells you how to use the relative pronouns. In our next lesson you will
practice your speaking skill-how to describe certain pictures. Mean while,
teacher thank you for your help to day and good bye to you all until then.
The Ethiopian Educational Media Agency (30 minutes used)
Revision by the classroom teacher for ten minutes
Classroom teacher: Ok! That is well and good. Now let us recap. Let us recap is
to mean that let us revise, what you have already learned. Mind you in
order to revise I would like to ask you a sort of question to see how far
you understood the lesson or not, clear? Then everybody put down your
textbook and your exercise book and sit erect, free from everything, relax
yourself. Now try to think for the lesson you learned now in this moment.
Try to think what did you learn is this period? What were the points?
What are the key ideas that I went through? Just think for a moment like
that. Because, the questions that I am going to ask you is related with
the lesson that you learned in this period. Did you understand? Therefore
you have to just go through like that. Now, let me give you short moment
129
for that you are going to think on it. That is alright. The first question is
Can you tell me the difference between defining and non-defining
relative clauses? What is their difference? Who can tell me now?
Defining relative clause what makes a difference from a non-defining
relative clause?
Classroom teacher: Yes, good! Stand up
Student: defining relative clause is which defines the noun and non-defining
relative clause doesnt have that defines the noun.
Classroom teacher: Quite right! Any other?
Classroom teacher: Yes, Cherinet
Cherient: defining relative clause defines exactly the noun.
Classroom teacher: Quite right
Cherinet: and non-defining is it simply provides extra information.
Classroom teacher: Extra information. Good, very good! Ok.
The second question is Can you give me an example of defining
relative clause? Can you give me? Any one? Can you give me an example
for a defining relative clause and non-defining relative clause? First, for
defining relative clause.

Student: A person who repairs cars is called mechanics
Classroom teacher: A person who repairs cars is called mechanics, he says.
Quite right? Clap your hand for him. Then who can give me another
example for non-defining relative clause? Who is courageous? Yes, girls? I
need answer from you?
Classroom teacher: Ok!
Student: Failed to give example
130
Classroom teacher: Who can try? Yes, Cherinet
Cherinet: The boy which is beautiful eee handsome is my brother.
Classroom teacher: The boy who is handsome is my brother. Do you
understand? Quite right. The next one is can you tell me the 5 relative
pronouns that you learned now?
Student1: Who
Student2: Which
Student3: That
Student4: Whose
Student5: Whom
Classroom teacher: Quite right. Now which relative pronouns are used for
people as a subject?
Student: who
Classroom teacher: who and ____________?
Classroom teacher: Yes?
Student: that
Ok. When the subject is object referring to person which one do we use?
Student: Which
Classroom teacher: Which. Is he correct? He says which, is he correct? Correct
or not?
Student: No
Classroom teacher: No, instead ________?
Student: Whom
Classroom teacher: Whom is used because the subject is object, is that not?
If the subject is a thing what can we say?
Student: which
that
Classroom teacher: Which and that can be used
131
Classroom teacher: If the object refers to thing what can we use?
Student: Which or that or no relative pronoun.
Classroom teacher: Which or that or no relative pronoun is used.
Clap your hand for her. So, again take out your textbook page 135. Look at
the information I ask you now. When the relative pronoun is subject, object
and possessive for a person and for a thing. Did you see it? So, when you try
to make a sentence for your own, you have just to study that table and then
try to keep the information there in your memory mind. That can help you
properly in order to really define the defining relative clause and the non-
defining relative clause. You can identify in this manner. And this brings us
to the end of our todays lesson. And before I leave the class, if you have any
question you are well come. Any question which is not clear? You can ask
me now.
Student: what is phrase?
Classroom teacher: good! His question says I dont understand what phrase is can
you make it clear? he said. Before I answer the question, who can make
clear what phrase means.
Classroom teacher: Yes, Cherinet
Cherinet: A phrase is a group of words without verb.
Classroom teacher: quite right! A phrase is to mean that simply a group of words
having a subject but without a verb. Do you understand? So, this is what we
call a phrase. A phrase is simply words are gathered together but they dont
have any verb or action word that can indicate a sort of action clear? Good
question. One more question? If there is no question, this brings us to the
end and really keep it up this kind of question and participation for the next
period. In this period we will learn about speaking. So, prepare yourself and
come on time. Thank you very much see you then.
Students: you too
Classroom teacher: you too, quite right
132
APPENDIX C
Interview with Plasma School Classroom Teachers
Teacher1
1. How do you see the grammar lessons prepared by the instructional
television?
Response: The book is prepared; the lesson is interesting. But the plasma does
not give emphasis to purpose of the lesson. She may construct
sentences but the does not show when to use them. They do not
show the line boundary of tenses. The book says something but she
does not express it.
2. How do you see your students attitude towards the grammar lessons
prepared by the televised teacher?
Response Ok! they have better knowledge than other skills. This is because
they came from the old teachers from the grammarian method. They
like the grammar lesson than other skills but the speed is problem.
3. In my observation, many students were passive and did not practice in
group. What do you think the reason behind?
Response: there is implementation problem. They say communicative
grammar, the reality it is not. The plasma says discuss; students
have lack of words. Before they produce a word, the plasma stops
the discussion. 90% of the students are dormant. They do not cope
with the plasma. Even it gives 30 seconds for discussion. And also
the students know that the plasma will give answer. So, they wait
the answer.
4. When you tried to group students for discussion, some students were not
interested to discuss in group. What do you think is the reason for this?
Response: Good, some students have no interest to learn. Others know that
the plasma will stop them so they prefer to wait for the answer.
Because, if the answer passes they can not get again. I have also
133
guiding problem. When I try to arrange students into group, the
plasma says stop. I am controlled by the speed of the plasma.

5. If this so, do you think that grammar part is emphasized?
Response No, they simply touch it. They touch it roughly. They do not focus on
the students interest. We are weak in English. But the way the
lessons are prepared is not based on the level of students. They do
not give students time to discuss.

6. Do you think that the instructional television has strong side?
Response Yes, it brings real objects, pictures to the class in which we teachers
are not able to do. This makes the grammar lesson easy. It uses
authentic materials. However, sometimes some pictures invite to
laugh rather than to follow the lesson.

7. Can you tell me the weak side of the instructional television (if any)?
Response: It is out of control as I told you before.
- It does not understand the background of students.
- Shortage of time for doing exercises?
- Shortage of time for teachers for summarizing the lesson.

8. What do you think should be done in future to improve grammar teaching?
Response: first, we teachers have to control its speed to understand the mood
and learning styles of our students. Second, time should be added
for English. If it is one hour program, it is good: 30 minutes for the
plasma and 30 minute for the teacher. Third some pictures should
be designed in our culture and on students knowledge. Fourth the
wearing style of the televised teacher may affect students learning
and this should be taken in to account.

134
Interview with Techer2
television?
Response: The televised teachers lesson preparation is good. She prepares
communicative tasks. However, she orders students to do many
tasks in one period. I think they believe that students know the
grammar lesson. They pass many exercises by touching them
roughly. For example, when the televised teacher teaches tenses,
she gives students up to 8 tasks to be done with in thirty minutes.
So, the number of tasks is not proportional to the period.
Response: when we see the students, they have knowledge of grammar because
of the presence of old system of grammar teaching in lower grades.
But when you give them group or pair work for discussion, most of
them do not speak and discuss and those who discuss they use
their local language (Amharic and Afan Oromo). So, they like the
presentation; they have good knowledge of grammar but they do
not use it. They want only to learn the rule and dislike the
discussion part of the grammar lesson.
3. In my observation, you gave chances for those who raised their hand now
and then to answer questions; what about the rest students?
Response: There is time problem; the televised teacher does not allow me to
give chance to all students. She says stop answering questions and
gives answer to the questions after one or two minutes. But I call
students make up out of their shift especially on Saturday. On the
make up, I go with the slow and medium learners not with the fast
learners. During this time, I give the chance to the passive students
to answer questions.
4. What do you think is your current problem in teaching grammar?
135
Response: There is shortage of plasma guide in the school. There are no more
than two guides. Again this guide does not show you in detail
about how to teach each skill. Time is also a problem for me; the
televised teacher gives few minutes to do grammar exercises. If you
try to do exercises with students, the plasma begins another
explanation. So I pass the lesson without checking whether my
students understood it or not. So, grammar is not emphasized in
comparison to other skills. You have seen that we did 8 exercises in
one period. There is also electric and channel problem.
5. If this is so, do you believe that instructional television has strong side?
Response: yes, it has both strong and weak sides. It introduces the lesson It
gives pre, while and post activities. It is very helpful for
pronunciation. Students want the structure but it does not give
them this chance and instead make the lesson communicative. It
also uses pictures and concrete examples. But, it has also weak
side as I told you before; time is the main problem. But sometimes
the ITV teaches a new topic which is not available in the students
text and in our reference book. So, this confuses the students and
teachers. And also the language they use is not clear.
6. What do you think should be done in future to improve grammar teaching?
Response: The teaching-learning is better than before. The book is improved.
Now, the book is also being improved. I think this is good. But,
time must be revised and the speed of the plasma has to be under
the control of the teacher. If there is barrier, we can teach the
lesson another time. But now, if the lesson passed, we can not
teach it. Sometimes, the channel for the English lesson disappears;
at that time the lesson passes. To alleviate those problems, the
plasma has to be under the control of the teacher. It is also good to
record in video cassette for revising the lesson. And enough time is
necessary for the teacher.

136
Interview with Teacher 3
television?
Response: I like grammar in general but the instructional television does not
give attention as it gives to other skills. They focus on some grammar
lessons; most teachers in our school complain this. The plasma
teachers do not keep our interest.
Response: They like grammar but since ITV does not give enough preparation
and since it focuses only on some lessons and tasks that brought
bad attitude. There is lack of emphasis. The time is very short, they
are teaching with fast speed. Students have lack of experience and
lack of skill in note taking, they become reluctant and doubtful
because of the speed. Shall I take this note or the later one? This
brought lack of confidence. So, they do not participate in class.
Only the top ones participate.
3. In my observation, I have seen that many students were not working in
group when the televised teacher tells them to do so. What is the reason
behind?
Response: Yes, you see, the answer is immediately given by the televised
teacher. So, how can we group them? This is bad. Some teachers
also may have lack of experience. But the main one is students do
not like to work in group because of lack of experience in elementary
grade.
4. During the question and answer, I have seen that you gave chances
repeatedly to few students. If this is so how can we maintain active
participation and how can we meet the need of the majority.
Response: I know a teacher has to go with the majority. But when I try to give
chance to all, some students do not like to participate. They kill the
time. The speed of plasma teacher is very fast. This is my problem.
137
5. If this so, can we say that the instructional television has strong side in
teaching grammar?
Response: Plasma is very important. For grammar they give explanation for the
lesson they teach. They motivate for group discussion, they bring
concrete and real picture to the class.
6. What do you think should be done in future to improve the quality of
grammar teaching?
Response: Plasma is very important. But they have to teach with a medium
speed. Additional time is also important. Look, one period is 42
minutes 30 minutes for the plasma explanation and 2 minutes for
introducing the topic and 10 minutes for the classroom teacher, to
go through the main points. This is very fast; the discussion is not
really implemented because of shortage of time. There is also electric
problem either from here or the center of program transmission.

138
APPENDIX D
Interview with Non-Plasma School English Teachers
Interview with Teacher1
Q1. Most of your students use their mother tongue when you give them
discussion activities, what do you think is the reason?
Response: Ok. There are barriers responsible to the use of mother tongue; poor
communicative ability and low level of achievement. Students, readiness,
previous learning experience relatively lower than the current level of the
curriculum. The same is true regarding speaking strategy. Due to lack of
linguistic accuracy, readiness, fear of making linguistic errors, students
lack of confidence in interactive grammar learning classroom procedures.
They may be resulted from less attention to make the students mature in
terms of linguistic proficiency and competence. There is powerful influence
of educational tradition; and teachers effort to me, is insignificant, in the
preceding grade levels.
2. You most of the time do not give feedback what is your problem?
Response: Class size is problem. I do not check exercises looking one by
one, emphasizing right or wrong. If I try to do this, the bell will be rung
before I completed the last students work. Thus, what I usually do is
checking and signing for completeness and providing answer using the
center of blackboard. Classroom time per period and period distribution to
cover the course are also problems. Could you explain this? let me give you
the comparative grounds; English curriculum preparations were made with
the adjustment of six periods per week to cover the whole course. Actual
implementation, however, is one semester 5 and the other semester 4 per
week; you may calculate the reduction of the periods per semester and
annual bases. Therefore, English teachers usually run to cover the
contents with the given academic calendar of the subject matter than to
show the students the use and form of each grammar aspect.
3. You have given the whole chance to some students what about the rest?
139
Response: Most of the classes are very large, 70-90 students in one class.
In the classes, there are students with different abilities who want to learn
in different speed and in different ways. But I can not easily give each
student the individual attention he/she needs.
4. During presentation of grammar lessons, you were repeatedly using the
students mother tongue, do you think it is good way of grammar teaching?
Response: Good question! I use Amharic because they came from low
background knowledge. They learned by Afaan Oromo. They dont
understand me if I use more English. The level is new to them because
they came from elementary school. There is difficulty of understanding the
English language as this level is new to them.
5. How do you see the nature of the grammar lessons and exercises found in
the textbook?
Response: Well if you see some of the grammar lessons they have no
meaning and form relationship. They dont encourage students to use the
language. Furthermore, the lessons are not sequenced from simple to
complex.Forexample, simple present tense is found in chapter 12 and
13.Whereas present perfect and present perfect continuous tenses, which
are more difficult than simple present tense, are found before that. I have
also argument about the completeness of the material.
6. What do you think should be done to improve grammar teaching?
Response: Readjusting of period per week, adjusting class size to 50 per
section, revising the textbook for grammar arrangements according to
simple to complex, content relationship and variety of ways the grammar
serve.

140
1. In your grammar lessons presentation, you havent used group work, what
is the reason for this?
Response: I dont use group work. I use lecture method. This is because
there are no sufficient textbooks, only one or two. Students are not volunteer
to work in group and class chair arrangement is not comfortable.
2. How do see the nature of grammar lessons and exercises found in the
textbook?
Response: The exercises are good but so elementary. I mean there is too much
repetition like grammar reviews.
3. When you were teaching grammar, you were repeatedly explaining the
meanings of words, do you thing this is good way of teaching grammar?
Response: Yes. I explain difficult concepts by using Amharic to make the
lesson easy. This is because students have poor background.
4. You have not given feedback; dont you think that it is important?
Response: It is important but I give when the task is difficult. most of the
tasks are easy. So, I jump them.
5. What do you think are the problem of students in grammar lesson?
Response: They have lack of background; they miss classes. They dont read
relevant materials. They have no interest.

1. When you present the grammar lessons, you over emphasized on the
grammar rules, do you think that it is good way of grammar teaching?
Response: Ok! Yes, because knowing the rules help the students to do the
given exercises without any problem. So it is good to know the rules first.
Because, knowing grammar rules help the students to develop the four
skills, speaking, listening, writing and reading.
First I explain the rules by giving examples. I give them time to copy. Then
we do the exercises given from the textbook. I give them correction on the
141
blackboard. If the students dont understand, I will give them additional
exercises from other grammar books. So, do you always follow this
procedure? Ya I follow this.
2. How do you see the nature of grammar lessons and exercises found in the
text book?
Response: Yes, the book is prepared in a simple way. If the students have
interest; they will acquire the required knowledge at this grade level.
3. How do you see the attitude of your students to grammar lessons?
Response: The majority of the students have good attitude towards
grammar. Some of them are fed up of studying grammar.
4. Currently, what is your problem in grammar teaching?
Response: When I explain, most of the students didnt understand me. This
is because, they have language problems. The cause of this is their poor
background. Some students also do not learn properly. I teach, but the
problem is they dont listen to me.

142
APPENDIX E
English Questionnaire for Plasma School Students
Addis Ababa University
Institute of Language Studies
Department of Foreign Language and Literature

Dear Students,
The purpose of this questionnaire is to collect information about the grammar
teaching methods and techniques used by the televised teacher .Your response
has no any influence on your education .But it has a big contribution to the
final out come of the study. Therefore, you are kindly requested to answer each
question properly. Thank you in advance for your cooperation.
Direction: In this questionnaire, there are multiple and subjective questions.
Circle the correct answer that you think and write your reason in the blank
space that follows the correct answer. For subjective questions, just write your
own ideas in the blank spaces.
1. What is your attitude towards grammar in general?
A. I like it because _____________________________________________________
B. I do not like it because______________________________________________
C. I am neutral because ________________________________________________
D. Other ______________________________________________________________
2. How do you see the grammar lessons and exercises you learn?
A. All of them are good, because ________________________________________
B. Non-of them are good, because _____________________________________
C. Some of them are good and some are not because___________________
d. Other _____________________________________________________________
3. How often does the plasma teacher give you class work in pair or in group?
A. Always C. Sometimes
B. Usually D. Never
143
4. Do you think that the time given for the class activities is enough?
A. Yes, it is enough, because __________________________________________
B. No, it is not enough, because _______________________________________
C. Other ______________________________________________________________
5. Does the plasma teacher give you home take tasks?
A. Yes B. No
6. If your answer to question number 5 is yes, how often does she give you?
A. Always B. Usually C. sometimes
7. Does the plasma teacher give you correction to your work?
A. Yes B. No
8. If your answer to question 7 is yes, how often does she give you?
A. Always B. Usually C. Sometimes
9. Do you have problems in grammar?
A. Yes B. No
10. If your answer to question number 9 is yes, specify _____________________
11. If no, why _____________________________________________________________
12. How do you see the plasma teachers grammar teaching skill in general?
Specify its strong and weak side
Strong side __________________________________________________________
Weak side ___________________________________________________________
13. could you happy if English in general and grammar instruction through
plasma television in particular is stopped?
A. Yes, because __________________________________________________
B. No, because __________________________________________________
14. What do you think should be done to improve the quality of grammar
instruction through plasma television?
____________________________________________________________________
____________________________________________________________________

144
APPENDIX F
English Questionnaire for Non-Plasma School Students
Institute of Language Studies
Department of Foreign Language and Literature

1. What is your attitude towards grammar in general?
A. I like it, because ____________________________________________________
B. I do not like it because ______________________________________________
C. I am neutral because _______________________________________________
D. Other _____________________________________________________________
2. How do you see the grammar lessons and exercises you learn?
A. all of them are good, because ______________________________________
B. Non-of them are good, because ____________________________________
C. Some of them are good and some are not because__________________
D. Other ___________________________________________________________
3. How often does your teacher give you class work in pair or in group?
A. Always C. Sometimes
B. Usually D. Never
4. Do you think that the time given for the class activities is enough?
A. Yes it is enough, because _________________________________________
B. No, it is not enough, because _____________________________________
C. Other ___________________________________________________________
5. Does your teacher give you home take tasks?
A. Yes B. No
6. If your answer to question number 5 is yes, how often does he/she give you?
A. Always B. Usually C. Sometimes
7. Does your teacher give you correction to your work?
A. Yes B. No
8. If your question to number 7 is yes, how often does he/she give you?
A. Always B.Usually C. Sometimes
145
9. Do you have problems in grammar?
A. Yes B. No
10 If your answer to question number 9 is yes, specify ________________________
11. If no, why ________________________________________________________________
12. How do you see your teachers teaching skill in general?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
13. How do you see your teachers behavior in class?
___________________________________________________________________________
___________________________________________________________________________

14. What do you think should be done to improve the quality of grammar
teaching?
__________________________________________________________________________
__________________________________________________________________________

146
APPENDIX G
Response of Some Students about the Continuity of the
Plasma Television
hLJ"8U ;^ r1d (grammar) 17UC1 LS rLJ"nT1 +J+ hm9^) +^T
~u1J h1T hsA ~7UC n11 1U/?
Students: 1. T91 )^1d hn1P u? n )n1A 1Ah nnu? "J 70J
0A7 +^Td )n1A r1 hm917 Ld11 LJ8S^7
hCA
2. +^T 1u nnu1 ~7UJ nn&d ~11 rn17
3. hn1 rS)1dJ r1n)r 11C +^Td )rSA
4. hUJ +^T ~~) ) 1 hJ ;^ LJ1S +^Td n
"T LSn1hh^nJ
5. rhn1 n; hJ& hn^d nnA LhA Ld11 h)Cn7 hUJ
"J ~n ~n 0)1s7 Lr1~^m1 1d
6. h11"0 L)rJ nn7JC n~&1 1Â 1d
7. hAuJ7! 7hJ)17 +^T ~C )nn;A Ld11 LS11nJ
"T LJ"nT1 Ld11 )mSA
8. hP 7hJ)17! )nJJ 11C hn1 ~A )n&SA +^T "J
hnU hnU 1d
9. n11 hAuJ7! LJgJ +^Td 1C1 hn1)J n)n17J
)1CS ~u ^) 0nd 10 19 r)n17d TCSA
10. ~7UC ~C )Â 7hJ)17 +^T UA 1 LJ"nT1
nnS1C
11. rhn1d Td1 7n r11 nÂu1S r+^Td "T hCS
"A nnu1 +^T )Â
12. r"~C 17UC1J +^T ~C n )n1A rhn1d "J
"A11 LnhU7 1d hJ hJ ~7UC r1A& hn
147
13. hAuJ7 7hJ)17 hJ hJ hn1 JT nn)n& 1"0C
nnS) 1d
14. +^T JT )n&A! 7n )Â
15. n hA^7 hJ1 17UC1 1n h)A17 LS7 exam T
r~^d UnJ7 )m9AÂ n^d LJ"nT1 n;J LS&TnJ
16. +^T r7;n17d hn1 h uS TJC n )n1A
17. hAuJ7 7hJ)17 +^T hJ hsn 1 nn)9mA r1
nn7JC
18. +^T 47 hn1 )nUJ "~U h1m)17
19. hAuJ7 7hJ)17 r~7UC hu1 T 7nPJ hJ~nh17
20. hAuJ7 7hJ)17 Ld11 +^T hhn1 )Â
21. hAuJ7 7hJ)17 r1_^ 1)A r^1d7
22. hAuJ7 7hJ)17 +^T ~C ^J nn7JuJ ~1mA hn1
L^nU

148
APPENDIX H
Students Questionnaire for the Plasma School in
Amharic Version
h8n h0 r;uC1 h8n h0 r;uC1 h8n h0 r;uC1 h8n h0 r;uC1
r+J+P S1 1+7 r+J+P S1 1+7 r+J+P S1 1+7 r+J+P S1 1+7
rd +J+P LS n1 rd +J+P LS n1 rd +J+P LS n1 rd +J+P LS n1- -- -As 17UC hsA As 17UC hsA As 17UC hsA As 17UC hsA
+^T 1n+J r 1P rTn1 ~m)1 +^T 1n+J r 1P rTn1 ~m)1 +^T 1n+J r 1P rTn1 ~m)1 +^T 1n+J r 1P rTn1 ~m)1

d 1 d 1 d 1 d 1
)U ~m)1 r1,d +^T 1n+J LS )n +^T md rLJ"nT1
1d (grammar) 17UC1 hC xd ^) J00C ~A n~nTT ;n0 1d
)PJ 10 ~~nn d)7 hn^1 ~A ~nm1 n1d S1 hs11
hn11 hnd hhJ1/1 rd ~ h1m1d ^ d hJ1J/1J
7J7 ~Ah r1& h)n7 ~u?7 L)J&J&J ) hJTU/ 1hhA
LJ1~An/ hhTC1 Lm)9nU n7;C"A^/1A^ 1TTC Un A09 7n,SJ
1) h1C0nU

1dT- )U ~m)1 h1m1 h ~A ~7 LS rnJ hn1)r1
~nm1 r~n )P 1h11A 7C~ ^^1d )P ~AJ hhTh/
;^ 7hJ)1J 1md 0; hT/ 7C~ nn^1d )P "T )uSA
r71ndJ/)dJ ~An As "n/O
1. 1d (grammar) 17UC1 )nU/ h~nhh1 7J )~nÂ?
U. Ld1nU 7hJ)17 -----------------------------------------------------------------
n. hAdd7 7hJ)17 ----------------------------------------------------------------
A. hAdd7 hAm^d7 7hJ)17 -------------------------------------------------
~. n^ hn 1n/ --------------------------------------------------------------------------
2. 91 hsA Lr1Ch/ )n1d/d 1nd (grammar) 17UC1S ~A~AP1
LJx1 ;r1nU/?
U. Un7 S1d 7hJ)17--------------------------------------------------------------
n. 7J7 11C rnd7 7hJ)17 -----------------------------------------------------
A. hJ&J& 1d hJ&J& "J h)n7 7hJ)17 -------------------------
~. hU d hu1 TCTC hn17/----------------------------------------------------
3. r+^T ~7U )PJ , LJ1 7J )UA 11&n?
U. UA 1 n. hTd1dJ 1 A. hJ&Jx ~. 7J7 h117
149
4. 1d (grammar) n~C LS )PJ n~n1 rmd 1 1 1d 1^nU/
1)n?
U. 1 1d 7hJ)17 ----------------------------------------------------------------------------
n. 1 h)n7 ------------------------------------------------------------------------------------
A. n^ hn -------------------------------------------------------------------------------------------
5. +^T ~7U r1 . 1^nJ?
U. 1^n n. h17
6. r) 5 ~AnU/ hP hu1 7J )UA 1^n?
U. UA 1 n. hTd1dJ 1 A. hJ&Jx
7. +^T ~7U nU1 r1d ~A~A n1hh) ~An 1^n?
U. 1^n n. h17
8. n) 7 ~AnU/ 1^n hu1 7J )UA 1d?
9. r1d (grammar) Ld11 d)7 hUn1 "C hnT^ TnU/ ;7SnU/1n?
U. hnT^ n. rnT^7
10. r) 9 ~An hnT^ hu1 "C1JS ~11d 1n/?
--------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
11. 1"C hnTU/ "T 7hJ)1J 1s/?
---------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------
12. r+^T ~7U mJhS h 1J r71ndJ/)dJ hn TCTC "n/?
U. mJh 1S -----------------------------------------------------------------------------------
n. h 1S---------------------------------------------------------------------------------------
13. hLJ"8U ^ r1d (grammar) 17UC1 LS rLJ"nT1 +J+ hm9^)
+^T ~u1J h1T hsA ~7UC n11 1uSnU/?
-------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------
14. nd1 r1d 17UC1 LJx1 ~1mA hn1 1^nU/?
--------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
150
APPENDIX I
Students Questionnaire for the Non-plasma School in
Amharic Version
h8n h0 r;uCn1 h8n h0 r;uCn1 h8n h0 r;uCn1 h8n h0 r;uCn1
r+J+P S1 1+7 r+J+P S1 1+7 r+J+P S1 1+7 r+J+P S1 1+7
rd +J+P LS n1 rd +J+P LS n1 rd +J+P LS n1 rd +J+P LS n1- -- -As 17UC1 hsA As 17UC1 hsA As 17UC1 hsA As 17UC1 hsA
hsA ~7UC ()n+^T) r 1P rT^ ~m)1 hsA ~7UC ()n+^T) r 1P rT^ ~m)1 hsA ~7UC ()n+^T) r 1P rT^ ~m)1 hsA ~7UC ()n+^T) r 1P rT^ ~m)1

d 1 d 1 d 1 d 1
)U ~m)1 r1,d +^T 1n+J LS )n+^T md rLJ"n1
1d /grammar/ 17UC1 hC xd ^) JC S1 nhY ;n0 1d
)PJ ~~nn d) hn^1 ~ ~nm1 n1d S1 hs11 hn11
hnd hhJ1/1 rd ~A h1m1d ^ d hJ1J/1J 7J7 ~Ah
r7& h)n7 ~u?7 L)JJ&J ) hJTU/ 1hhA LJ1~An/
hhTC1 Lm)9nU n7;C"A^/1A^ 1TTC Un A09 7n,SJ 1)
h1C0nU

1dT- )U ~m)1 1m1 h ~A ~7S rnJ hn1)r1 ~nm1
r~n )P 1h11A 7C~ ^^1d )P ~AJ hhTh/ ^
7hJ)1J 1md 0; hT/ ~C~ nn^1d )P "T )uSA
r71ndJ/)dJ ~An As "n0
1. n1d /grammar/ 17UC1 )nU/ h~nhh1 7J )~nÂ?
U. Ld1nU 7hJ)17 ----------------------------------------------------------------------
n. hAdd7 7hJ)17-----------------------------------------------------------------------
A. hAdd7 hAm^d7 7hJ)17 ------------------------------------------------------
~. 1u hn 1n/ ------------------------------------------------------------------------
2. 91 hsA Lr1Ch/ )n1d/d 1d /grammar/ 17UC1S ~A~AP1
LJx1 ;r1nU/?
U. Un7 S1d 7hJ)17 ------------------------------------------------------------
n. 7J7 11C rnd7! 7hJ)17 -----------------------------------------------------
A. hJ&J& 1d LJ&J& "J h)n7 ------------------------------------------
~. hU d hu1 TCTC hn17/ -------------------------------------------------
151
3. ~7U/ )PJ hsA dn , LJ1 7J )UA )1&A/
11An?
U. UA1 n. hTd1dJ 1
A. hJ&J ~. 7J7 h)17
4. 1d /grammar/ n~CS )PJ n~n1 rmd 1 1 1d 1^nU/?
U. 1 1d 7hJ)17 -----------------------------------------------------------------------
n. 1 h)n7 7hJ)17 -----------------------------------------------------------------
A. n^ hn --------------------------------------------------------------------------------------
5. ~7UU r1 . )^n?
U. )^n n. h)m7
6. r1 1C 5 ~An )^n hu1 7J )UA )^n?
7. ~7U/ nU1 rhsA d)7 r1 . n1hh) (LC1) )^n?
U. )^n n. h)m7
8. n) 7 ~AnU/ )^n hu1 7J )UA 1d?
U. UA1 n. hTd1dJ 1 A. hJ&Jx
9. r1d /grammar/ Ld11 d)7 hUn1 1n "C hnT^ TnU/ ;7SnU/()n?
U. hnT^ n. rnT^7
10. n1 1C 9 ~AnU/ hnT^ hu1 "C1JS ~11dJ 1n/?
--------------------------------------------------------------------------------------------------------------
11. "C hnnTU/ "T 7hJ)1J 1s/?
-------------------------------------------------------------------------------------------------------------
12. r~7U/ rhC n; LJx1 ;r1nU/?
-------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------
13. r~7U/ 00) LJx1 ;r1nU/?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
14. nd1 r1d 17UC1 LJx1 ~C hnTJ 1^nU/?
-----------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------

152
APPENDIX J
Yunivarsiitii Finfinnee
Dhaabbata Quwannoo Afaanotaa
Damee Barnoota Afaanota Alaafi Og-barruu
(Sagantaa Digirii Lamaffaa)

Gaaffilee Barattoota Pilaazmaa Malee Barataniif Qophaaye
Kabajama Barataa
Gaaffiin kun kan qophaayee seerluga Ingiliffaa kan pilazimaafi pilazimaan ala
kennamurratti odeeffaannoo walmadaalaa argachuuf yaadameeti. Gaaffilee
Kana haala gaariin deebisuun kee qorannoo godhamuuf buaa guddaa qaba.
Odeeffannoon ati kennitu dhimma jedhameen ala siin kan miidhuu miti.
Kanaafuu, gaaffilee hundaa dubbistee deebii qubsaa akka naaf laatu kabajaan
si gaafadha. Gargaarsa naaf gooteef galannii koo kan onneerraa madde dha.

Qajeelfama: Gaaffileen kun filannoowwan dhiyaatan keessaa isa sirrii tae kan
filatamuufi yaada mataa keetin gaaffilee deebian hammatee jira. Gaaffilee
filannoo taan deebii isaaniirratti marii, sababa deebii keetii iddoo duwwaa siif
kennameerratti ibsi. Kanneen filannoo hinqabne ammo, deebii nitaa jettee kan
yaaddu barreffamaan ibsi.

1. Ilaalchi ati seerluga afaaniirratti gabdu maalfakkaata?
A. Nanjaalladha, sababiinsaas
B. Hinjaalladhu, sababiinsaas
C. Hinjaalladhus hinjibbus, sababiinsaas
D. Kanbiroo
2. Barnoota seerluga barachaa jirtu akkamitti ilaalta?
A. Hundi isaaniiyyuu gaariidha, sababinsaas
B. Hundi isaaniiyyuu gaariimiti, sababiinsaas
C. Tokko tokkoon isaanii gaariidha, sababiinsaas
D. Kanbiroo

153
3. Barsiisoonni kee hojii daree siifkennuu? Yoom?
A. Yeroohunda C. Yeroo tokko tokko/darbee darbee
B. Yeroo baay'ee D. Yeroo kamiiyyuu hinkennanu
4. Yeroon hojii dareef siif kennamu gahaa sitti fakkaataa?
A. Gahaadha, sababiinsaas
B. Gahaamiti, sababiinsaas
C. Kan biroo
5. Barsiisoonni daaree kee hojiimanaa siif kennuu?
A. Eeyyee B. Hinkennanu
6. Yoodeebiin kee gaafii Lakkoofsas 5ffaa, eeyyee tae yeroo hagam siif kennu?
A. Yeroo hunda B. Yeroo baay'ee C. Yeroo tokko tokko
7. Barsiisaan kee sirressa hojii keet siif kenna/kenniti?
A. Eeyyee B. Lakki
8. Deebiin kee gaaffii 7ffa eeyyee yoo taee yeroo hagam siif kenna/kenniti?
A. Yeroo hunda B. Yeroo baayee C. Yeroo tokko tokko
9. Seerluga afaanii barachuu irratti rakkina qabdaa?
A. Eeyyee B. Hinqabu
10. Deebiin kee lakkoofsa 9ffaa, eeyee yoo tae, rakkinicha ibisi

11. Yoodeebiin kee lakkoofsa 9ffaa, hinqabu ta'e, maaliif?

12. Dandeettii barsiisuu barsiisaa daree kee akkamitti ilaalta?

13. Amalli barsiisaa dareekee kutaa keessatti maal fakkaata?

14. Akkaataan seerlugni ittibarsiifamu akkamiitti fooyyaa'a sittifakkaata?

154
APPENDIX K

Yunivarsiitii Finfinnee
Dhaabbata Quwannoo Afaanotaa
Damee Barnoot Afaanota Alaafi Og-barruu
(Sagantaa Digirii Lamaffaa)

Gaaffilee Barattoota Pilaaazmaan Barataniif Qophaaye
Kabajama Barataa
Gaaffiin kun kan qophaayee seerluga Ingiliffaa kan pilazimaafi pilazimaan ala
kennamurratti odeeffaannoo walmadaalaa argachuu yaadameeti. Gaaffilee
haala gaariin deebisuun kee qorannoo godhamuuf buaa guddaa qaba.
Odeeffannoon ati kennitu dhimma jedhameen ala siin kan miidhuu miti.
Kanaafuu, gaaffilee hundaa dubbistee deebii qubsaa akka naaf laatu kabajaan
si gaafadha. Gargaarsa naaf gooteef galannii koo kan onneerraa madde dha.

Qajeelfama: Gaaffileen kun filannoowwan dhiyaatan keessaa isa sirrii tae kan
filatamuufi yaada mataa keetin gaaffilee deebian hammatee jira. Gaaffilee
filannoo taan deebii isaaniirratti marii, sababa deebii keetii iddoo duwwaa siif
kennameerratti ibsi. Kanneen filannoo hinqabne ammo, deebii nitaa jettee kan
yaaddu barreffamaan ibsi.

1. Ilaalchi ati seerluga afaaniirratti qabdu maal fakkata?
A. Nan jaalladha, sababnisaas
B. Hin jaalladhu, sababnisaas
C. Hin jaalladhus hinjibbus, sabnisaas
D. Kan biroo
2. Barnoota seerluga barachaa jirtu akkamitti ilaalta?
A. Hundi isaaniiyyuu gariidha, sababnisaas
B. Hundi isaaniiyyuu gaarii miti, sababnisaas
C. tokko tokkoon isaanii gaariidha
D. Kan biroo
155
3. Barsiisaan pilaasmaa kee hojii daree siifkennitii? Yoom?
A. Yeroohunda C. Yeroo takka takka/darbee darbee
B. Yeroo baay'ee D. Yeroo kamiiyyuu hinkennitu
4. Yeroon hojii dareef siif kennamu gahaasitti fakkaataa?
A. Gahaadha, sababiinsaas
B. Gahaamiti, sababiinsaas
C. Kan biroo
5. Barsiiftuun pilasmaa kee hojii manaa siif kennitii?
A. Eeyyee B. Hin kennitu
6. Yoodeebiin kee gaafii Lakk 5ffaa, eeyyee tae, yeroo hagam siif kenniti?
A. Yeroohunda B. Yeroo baay'ee C. Yeroo tokko tokko
7. Barsiisaan plazimaa sirreessa siif kennitti?
A. eeyyee B. Lakki
8. Deebiin kee gaaffii 7faa eeyyee yoo taee, yeroo hagam siif kenniti?
A. Yeroo hunda B. Yeroo baayee C. Yeroo tokko tokko
9. Seerluga afaanii barachuurratti rakkinna qabdaa?
A. Eeyyee B. Hinqabu
10. Deebiin kee lakkoofsa 9ffaa, eeyee yoo ta'e, rakkinicha ibisi
__________________________________________________________________
11. Yoo deebiin kee lakkoofsa 9ffaa, hin qabu ta'e maaliif?

12. Dandeettii barsiisuu barsiisaa pilaasmaa kee akkamitti ilaalta?
Jabeenya _________________________________________________________________
Dadhabbii
13. Seerluga (grammar) pilaasmaa televizyini dhaan barsiisuun osoohafee
gammachuun sittidhagahamaa?
A. Eeyyee, sababiinsaas __________________________________________________
B. Natti hindhagahamu, sababiinsaas ____________________________________
14. Akkaataan seerlugni itti barsiifamu akkamitti fooyya'a sitti fakkaataa?

156

DECLARATION

I, the undersigned, declare that this thesis is my original work and has not
been presented for a degree in any other university, and that all sources of
materials used for the thesis have been duly acknowledged.

Name: Seyoum Haile
Signature:
Place: Addis Ababa University, DFLL
Date of Submission: February 28, 2008


Microsoft Word - Seyoum Haile

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Microsoft Word - Seyoum Haile

Загружено:

Авторское право:

Доступные форматы

ADDIS ABABA UNIVERSITY

INSTITUTE OF LANGUAGE STUDIES

Вам также может понравиться