EFL Teachers’ Practices and the Learners Perception Towards the Use of Amharic in English Classes at Secondary Schools of Wolaita Zone, Ethiopia

Faskal Faranso Faltamo

doi:10.11648/j.ijecs.20190403.11

Abstract

The use of learners’ first language in EFL classrooms has long received attention in the literature. Despite, the focus has often been on its implementations as well as advantages and disadvantages. Unfortunately, less research has been conducted regarding students’ perceptions on its use. Hence, the purpose of the study was exploring EFL teachers’ practices and learners’ perceptions about use of Amharic in English language classrooms at four selected secondary schools at Wolaita zone, Ethiopia. To achieve the intended objectives, the researcher employed descriptive research design with mixed methods of data collections. Totally, 178 students and three English language teachers were direct participants of the study as sources of data. The results obtained through questionnaire, interview and classroom observation were analyzed by using mixed methods of data analysis. It was found out that Most of the EFL teachers used Amharic for different purposes while teaching English. Based on findings of the study, it was concluded that Amharic is commonly used by EFL teachers in classes because most of their students felt more comfortable while using Amharic in actual classroom teaching-learning process.

Highlights

IntroductionBackground of the StudyThroughout the history of language teaching, methods of classroom instruction has been one of the most controversial topics of debate among different scholars
Background of the StudyThroughout the history of language teaching, methods of classroom instruction has been one of the most controversial topics of debate among different scholars
Mohammed Hamid Al Ta’ani, 2019 stated that the center for debate among the scholars in this case have relied on monolingual approach that rejects first language use in EFL classes and use of learners’ first language or mother tongue [1]

Summary

Introduction

Background of the StudyThroughout the history of language teaching, methods of classroom instruction has been one of the most controversial topics of debate among different scholars. The supporters of the later approach consider it as early teaching practice, and it was considered impossible to teach a second language without using the first language of the learners According to such scholars, the use of learners’ first language or mother tongue is favored for it is easy to understand and saves the communicative Breakdowns during EFL classes. The use of learners’ first language or mother tongue is favored for it is easy to understand and saves the communicative Breakdowns during EFL classes It is favored for its support to explain the concepts and lexical parallels and equivalents in the first language ([2,3,4,5]). According to Seyed Ali Ostovar-Namaghi, Shabnam Norouzi, 2015 far from being an obstacle for some scholars, learners’ first language is a precious resource

Objectives

Methods

Results

Conclusion