Abstract

The study was conducted to investigate the practices of teaching reading skills in grade nine of Dil-Ber Secondary School in Addis Ababa, Ethiopia. A descriptive case study research design was used to meet this objective. Out of 347 total student population and 4 English teachers, 30% of the students i.e. 104 of them and all the 4 teachers were selected using lottery and available sampling methods respectively. The data were collected through classroom observations, semi-structured interviews, and questionnaire. The data were analyzed qualitatively and quantitatively. The data from the observation, interview, and document analysis were analyzed qualitatively. On the other hand, the questionnaire of students was analyzed quantitatively using frequency and percentages. The findings revealed that teachers didn’t teach and follow the suggested teaching techniques and procedures i.e. the three phases of teaching reading: pre-while and post-reading skill phases. Letting good reader students to read as a model, immediate articulation error correction of words, and translating reading passages into the students’ mother tongue were used as techniques to help learners with low reading skills. Another essential point the researcher deduced from the results of the study was the absence of supplementary reading materials such as magazines, newspapers, and novels. Moreover, the teaching of vocabulary which is one of key practices in instructing reading skills was not given sufficient emphasis. Accordingly, it is recommended that giving teachers training or seminar on teaching reading skills specifically and teaching, in general, is significant for dealing with the problem.

摘要

该研究旨在调查埃塞俄比亚亚的斯亚贝巴 Dil-Ber 中学九年级的阅读技能教学实践。描述性案例研究研究设计用于实现这一目标。在 347 名学生总数和 4 名英语教师中，30% 的学生，即其中 104 名和所有 4 名教师分别使用抽签和可用抽样方法选出。通过课堂观察、半结构化访谈和问卷调查收集数据。对数据进行了定性和定量分析。对来自观察、访谈和文件分析的数据进行定性分析。另一方面，使用频率和百分比对学生的问卷进行了定量分析。调查结果显示，教师没有教授和遵循建议的教学技术和程序，即阅读教学的三个阶段：阅读前和阅读后技能阶段。以阅读能力强的学生为榜样，即刻纠正发音错误，将阅读文章翻译成学生的母语作为帮助阅读能力低下学习者的技巧。研究人员从研究结果中推断出的另一个要点是缺乏补充阅读材料，如杂志、报纸和小说。此外，作为指导阅读技能的关键实践之一的词汇教学没有得到足够的重视。因此，建议对教师进行专门的阅读技巧教学和教学培训或研讨会，