The purpose of the study was to determine the relationship between lecturers’ beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom, they did not use them. If students are not taught the necessary skills to enable them to read fluently and with comprehension in English as their second language, the implications might be far-reaching. Possible consequences will be lack of confidence and motivation to read and study in English. Furthermore, as teaching of English second language reading is not only of utmost importance as a foundation for learning in higher education, but also the language of teaching and learning in Ethiopia, the most important implication is that it might deprive students from being successful in their studies. The findings of this study will benefit lecturers and higher education institutions. The study not only creates awareness of possible discrepancies that might exist between lecturers’ beliefs and their actual practices but also recommends lecturers to be involved in continuous training on how to confidently use the best reading methods to assist students to be fluent readers and literate students, and be able to study in the language of teaching and learning.

中文翻译：

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讲师的信仰与其实际阅读教学方法之间的关系：埃塞俄比亚案例研究

这项研究的目的是确定讲师的信念与其在阅读教学中使用的实际方法之间的关系。这项研究是在埃塞俄比亚阿姆哈拉地区的师范学院进行的，显示出许多差异。调查结果表明，尽管在许多情况下，讲师都知道在课堂上教授阅读的必要方法，但他们并未使用。如果没有教会学生必要的技能，使他们能够流利地阅读并以英语作为第二语言来理解，那么其影响可能是深远的。可能的后果是缺乏英语阅读和学习的信心和动力。此外，由于英语第二语言的教学不仅作为高等教育学习的基础至关重要，也是埃塞俄比亚的教学语言，最重要的含义是它可能使学生无法成功学习。这项研究的结果将有益于讲师和高等教育机构。该研究不仅使人们意识到讲师的信念与实际做法之间可能存在的差异，而且还建议讲师参与有关如何自信地使用最佳阅读方法的连续培训，以帮助学生成为流利的读者和有识字的学生，并能够使用教学语言进行学习。这项研究的结果将有益于讲师和高等教育机构。该研究不仅使人们意识到讲师的信念与实际做法之间可能存在的差异，而且还建议讲师参与有关如何自信地使用最佳阅读方法的连续培训，以帮助学生成为流利的读者和有识字的学生，并能够使用教学语言进行学习。这项研究的结果将有益于讲师和高等教育机构。该研究不仅使人们意识到讲师的信念与实际做法之间可能存在的差异，而且还建议讲师参与有关如何自信地使用最佳阅读方法的连续培训，以帮助学生成为流利的读者和有识字的学生，并能够使用教学语言进行学习。