2019年,埃塞俄比亚南部沃莱塔地区阿雷卡预科学校女学生课堂参与英语学习的困难

Addisu Bogale Shago
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引用次数: 0

摘要

Lee(2005)认为参与通常是指学生在课堂上发言,如回答老师的问题或其他学生的问题,提出问题以获得更好的解释和澄清。既然英语在埃塞俄比亚高中学生的学习成绩中占有非常重要的地位,那么在目标科目上就应该考虑到女性学生。目标研究地区的高中女生人数与男生相比非常少,这促使研究者在目标地区进行本研究。因此,该研究可以针对不同的相关主体解决问题,帮助女学生提高课堂上和课堂外的英语参与度。这项研究的目的是“埃塞俄比亚南部Wolaita地区Areka预科学校女生在课堂上参与英语学习的困难”。混合方法,即定量和定性研究设计。采用简单随机抽样法选取70名参与者。有针对性地选择了2名英语教师。采用自填问卷和访谈法收集资料。定量数据采用SPSS进行分析,定量数据采用定性数据支持。结果显示,最多的28(40%)受访者对课堂参与没有信心。大多数受访者,34人(48.6%)在英语课堂上没有参加男女混合小组。27人(38%)表示指导咨询对其有很大帮助。36人(51.5%)强烈同意女学生受到恐惧的影响。大多数情况下,英语教师在课堂上被直接提问的是男生而不是女生,因为男生人数较多,有37人(53%)。相当多的受访者,23名(32.8%)社会文化因素没有影响女学生的英语课堂参与,30名(42.8%)表示她们对英语主题没有兴趣,因此她们没有用英语进行互动。因此,女生的比例较低。他们不太可能参加男女混合的小组安排。指导和辅导对他们的参与起到了很大的作用。英语老师很少鼓励女生。更好的是,应该更多地考虑到女学生对教育的参与,特别是对英语课堂的参与。英语教师在课堂上提问时,应给予女学生与男学生同等的机会。还应经常鼓励女学生,通过给予建议、同性安排辅导、给予意识等方式,提高她们在课堂上互动的信心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Difficulties of Female Students in Classroom Participation in English at Areka Preparatory School, Wolaita Zone, Southern Ethiopia, 2019
Lee (2005) says participation usually means students speaking in classroom such as answering teacher’s questions or other students’ questions, asking questions to get the better explanation and clarification. As long as English language is very important in Ethiopian high school students’ academic performance, due consideration should be given to female students in target subject matter. A number of female students in high school of target research area were very low compared with male counterparts, which initiated the researcher to conduct present research in targeted area. So, the study enables to address problems to different concerned bodies and helps female students to enhance their classroom participation in English as well as outside the classroom. The objective the study was ‘Difficulties of Female Students in Classroom Participation in English at Areka Preparatory School, Wolaita Zone, Southern Ethiopia.’ Mixed methods i.e. quantitative and qualitative research designs were used. 70 participants were selected using simple random sampling. 2 English teachers were selected purposively. Self administered questionnaire and interview were employed to collect data. Quantitative data were analyzed using SPSS and qualitative data were supported the quantitative one. As the result shown the largest number 28 (40%) of respondents were not confident in classroom participation. Most of respondents, 34 (48.6%) were not participated in mixed sex group in English classroom. 27 (38%) responded guidance and counseling were highly helped them. 36 (51.5%) were strongly agreed that female students were affected by fear. Most of the time, English teachers were directed questions to male students than female students in the classroom as it was represented by large number, i.e. 37 (53%). Significant large numbers of respondents, 23 (32.8%) socio-cultural factors were not affected female students’ classroom participation in English. 30 (42.8%) said they had no interest in English subject matter so that they were not interacted in English. Thus, the extents of female students were low. They were less likely took part in mixed-sex group arrangement. Guidance and counseling played great role in their participation. English teachers were rarely encouraged girls. It is better if much consideration should be given to female students’ involvement in education in general and classroom participation in English in particular. English teachers should give equal chance to female students as of male counter parts while asking question in the classroom. They also should frequently encourage female students by giving advice, tutoring them in same sex arrangement, giving awareness, etc. to promote their confidence to interact in the classroom.
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