EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study
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Oct 31, 2016
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2016-10-31
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2016-10-31 (1)
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Abstract
With the increasing use of the communicative language teaching (CLT) approach to teaching English as a foreign language
(EFL), the Yemeni EFL secondary school curriculum has recently adopted the CLT approach. This qualitative exploratory case study aimed to examine whether or not the Yemeni English for Science and Technology (EST) senior secondary school classroom reading instruction is communicative-based instruction, as it has been labelled. The data were collected from reading classroom observations and were analysed in terms of student-teacher interaction patterns, as well as teacher and learner roles based on Richards & Rodgers’ model (2001). The coding scheme used for coding the features of the initiation response-evaluation method (IRE) and the communicative reading instructional method (CRI) was developed from previous studies. The findings showed that traditional IRE and teacher-as-director role were more extensively represented in Yemeni EST senior secondary school reading instruction than CRI. This finding contradicts the communicative label of the Yemeni English-language curriculum. The findings are discussed in terms of the alignment of the curriculum’s designation as communicative with the actual implementation of EST senior secondary school classroom reading instruction.
Keywords: communicative language teaching approach (CLT), initiation-response-evaluation approach (IREA), communicative
reading instructional approach (CRIA)
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Mohammed, L. A., H.M, S., & Saeed, M. A. (2016). EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study. International Journal of Learning and Teaching, 8(4), 224–235. https://doi.org/10.18844/ijlt.v8i4.599
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References
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Nassaji, H., & Wells, G. (2000). What’s the use of triadic dialogue? An investigation of teacherstudent interaction. Applied Linguistics, 21(3), 376-406.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.
O’Connor, C., & Michaels, S. (2007). When is dialogue ‘dialogic’? Human Development, 50, 275-285.
O’Neil, T., Snow, P., & Peacock, R. (1999). English Course for Yemen: Teacher’s Book 6: . Republic of Yemen: Grant Publishing Limited for the Ministry of Education.
Ozemir, O. (2009). Three turn sequences in reading classroom discourse Paper presented at the BAAL Annual Conference.
Ozsevik, Z. (2010). The Use of Communicative Language Teaching (CLT): Turkish EFL Teachers’ Perceived Difficulties in Implementing CLT in Turkey. Master of Arts, University of Illinois, Urbana-Champaign. Retrieved from https://ideals.illinois.edu/bitstream/handle/2142/16211/Ozsevik_Zekariya.pdf?sequence=2
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Pugazhenthi, V., & Phil, M. (2012). The Role of English Teacher in Language Learning, Teaching and Assessment. Language in India, 12.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
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van Zee, E. H., & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of theLearning Sciences, 6, 229-271.
Vygotsky, L. S. (1975). Mind in Society: the Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.
Vygotsky, S. L. (1987). Thinking and speech. In R. W. Riber & A. S. C. (Eds.) (Eds.), The collected works of S. L. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). New York, NY: Plenum.
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
Willis, J. (1996). A Framework for Task-Based Learning. London: Longman.
Yuill, N. M., & Oakhill, J. V. (1991). Children’s problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press.
Al-Fatimi, Y. S. (2009). Investigating the Problems Face Teaching Translation Subjects at the Colleges of Education, Aden University. Unpublished master thesis, Aden University, Yemen.
Al-Mansoori, A. (2008a). Reasons behind poor achievements in English by the students of scientific departments at Aden college of Education from the view point of teachers and students. Unpublished master thesis in Education, Aden University, Yemen.
Al-Mansoori, A. (2008b). Reasons behind poor achievements in English by the students of scientific departments at Aden college of Education from the view point of teachers and students. Unpublished master thesis in Education, Aden University., Yemen.
Al-Refa'ai, O. Y. (2001). A study of the Reasons of Students’ low Academic Achievement in English Language at Aden College of Education. Aden University, Yemen. Magazine of Aden College of Education, 3.
Alavi, S. M., & Nevisi, R. B. (2012). he Impact of Task Complexity and Reading Proficiency Level on Learners' Pedagogic Task Performance. Iranian EFL Journal, 8, 315-331.
Almahedi, I. A. (2008). READING COMPREHENSION SKILLS AMONG YEMENI STUDENTS: A CASE STUDY. Doctor of Philosophy in Education, Pune University, India. Retrieved from http://www.yemen-nic.info/db/studies/studies/detail.php?ID=20941&print=Y
Anderson, N. (1999). Exploring Second Language Reading. Boston: Heinle & Heinle.
Bamataf, B. (1997). A study of the techniques used for teaching basic English reading comprehension skills, in three girl's secondary schools in Sana'a: a case study. Unpublished MA thesis Sana'a University.
Bamatraf, B. (1997). A study of the Techniques Used for Teaching Basic English Reading Comprehension Skills, in Three Girl's Secondary Schools in Sana'a: A Case Study. Unpublished MA Thesis, Sana'a University, Yemen.
Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2004). Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective. New York: Routledge.
Breen, M. P., & Candlin. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguitics, 1, 89-112.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Celce-Murcia, M. (1999). Teaching English as a Second or Foreign Language (2nd Ed.). Boston, Massachusetts: Heinle & Heinle Publishers.
Chandler, P. M. (2002). Foreign Language Reading in the use: Making Reading Instruction Communicative. Estudios de lingüÃstica inglesa aplicada (Elia), 3, 17-31.
Chang, M., & Goswami, J. S. (2011). Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes. English Language Teaching, 4.
Chang, S. C. (2011). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, 4(2), 13-24.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
Cullen, R. (2002). Supportive teacher talk: The importance of the Fmove. ELT Journal, 56(2), 117-127.
Erdogan, I., & Campbell, T. (2008). Teacher questioning and interaction patterns in classrooms facilitated with differing levels of constructivist teaching practices. International Journal of Science Education, 30(14), 1891-1914.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1).
Goodmacher, G., & Kajiura, A. (2010). Collaborative and Communicative Reading. Polyglossia, 18.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104-137.
Hall, J. K., & Walsh, M. (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics, 22(186–203).
Hassen, M. M. N. (2009). A critical study of crescent English course for secondary stage in yemen. Doctor of Philosophy University of Pune, India.
Hosam, A. A. A. (2012). Instructional Strategies for Teaching Reading: A Training Program for In-service English Language Teachers in Taiz City, Yemen. Paper presented at the E-Teacher Professional Development Workshop, University of Maryland, Baltimore County and University of Oregon.
Kavaliauskiene, G., & Anusiene, L. (2010). Online Reading and Writing in English for Specific Purposes Classes KALBŲ STUDIJOS(17).
Lee, Y.-A. (2007). Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics, 39, pp180–206.
Mercer, N., Dawes, L., & J, S. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353-369.
Molinari, L., Mameli, C., & Gnisci, A. (2012). A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology, 83(3), 414–430.
Mourtaga, K. R. (2012). Some Reading Problems of Arab EFL Students. Retrieved from http://ebookbrowse.com/gdoc.php?id=338803988&url=b584e2d9ac31d7e3932fb7a24288d7a8
Murshed, Y. M. (2002). The Crescent Series: An Evaluation with Reference to its Appropriateness to the Yemeni Context. Master Thesis, Sana’a University, Yemen.
Nagaraju, C., Madhavaiah, G., & Peter, S. (2013). Teacher-Centred Learning and Student-Centred Learning in English Classroom: the Teaching Methods Realizing the Dreams of Language Learners. International Journal of Scientific Research and Reviews (IJSRR), 2(3), 125-131.
Nassaji, H., & Wells, G. (2000). What’s the use of triadic dialogue? An investigation of teacherstudent interaction. Applied Linguistics, 21(3), 376-406.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.
O’Connor, C., & Michaels, S. (2007). When is dialogue ‘dialogic’? Human Development, 50, 275-285.
O’Neil, T., Snow, P., & Peacock, R. (1999). English Course for Yemen: Teacher’s Book 6: . Republic of Yemen: Grant Publishing Limited for the Ministry of Education.
Ozemir, O. (2009). Three turn sequences in reading classroom discourse Paper presented at the BAAL Annual Conference.
Ozsevik, Z. (2010). The Use of Communicative Language Teaching (CLT): Turkish EFL Teachers’ Perceived Difficulties in Implementing CLT in Turkey. Master of Arts, University of Illinois, Urbana-Champaign. Retrieved from https://ideals.illinois.edu/bitstream/handle/2142/16211/Ozsevik_Zekariya.pdf?sequence=2
Pica, T., Kanagy, R., & Falodun, J. (2009). Choosing and using communication tasks for second language instruction. In C. V. d. Branden, M. Bygate & J. Norris (Eds.), Task-Based Language Teaching: A Reader (pp. 171-192). Amsterdam: John Benjamins Pub. Co.
Pugazhenthi, V., & Phil, M. (2012). The Role of English Teacher in Language Learning, Teaching and Assessment. Language in India, 12.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. J. Savignon. (Ed.), Interpreting communicative language teaching (pp. 1-27). New Haven & London: Yale University Press.
UNESCO. (2011). World Data on Education 2010 / 2011. International Bureau of Education. Retrieved from Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Yemen.pdf.
van Zee, E. H., & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of theLearning Sciences, 6, 229-271.
Vygotsky, L. S. (1975). Mind in Society: the Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.
Vygotsky, S. L. (1987). Thinking and speech. In R. W. Riber & A. S. C. (Eds.) (Eds.), The collected works of S. L. Vygotsky, Volume 1: Problems of general psychology (pp. 39-285). New York, NY: Plenum.
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
Willis, J. (1996). A Framework for Task-Based Learning. London: Longman.
Yuill, N. M., & Oakhill, J. V. (1991). Children’s problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press.