Năng lực giao tiếp trong dạy tiếng Anh ở trường Trung học: Nghiên cứu tại Yemen

Education Wagdi Bin Hady Communicative Competence in Teaching English at Secondary Schools.A Critical Investigation in Yaff'ae District of Yemen Doctoral Thesis / Dissertation Bibliographic information published by the German National Library: The German National Library lists this publication in the National Bibliography; detailed bibliographic data are available on the Internet at http://dnb. This book is copyright material and must not be copied, reproduced, transferred, distributed, leased, licensed or publicly performed or used in any way except as specifically permitted in writing by the publishers, as allowed under the terms and conditions under which it was purchased or as strictly permitted by applicable copyright law. Any unauthorized distribution or use of this text may be a direct infringement of the author s and publisher s rights and those responsible may be liable in law accordingly. Imprint: Copyright © 2016 GRIN Verlag ISBN: 9783668511453 This book at GRIN: https://www.com/document/375138 Wagdi Bin Hady Communicative Competence in Teaching English at Secondary Schools.

A Critical Investigation in Yaff'ae District of Yemen GRIN Verlag GRIN - Your knowledge has value Since its foundation in 1998, GRIN has specialized in publishing academic texts by students, college teachers and other academics as e-book and printed book. The website www.com is an ideal platform for presenting term papers, final papers, scientific essays, dissertations and specialist books. Visit us on the internet: http://www.com/ http://www.com/grincom http://www.com/grin_com COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH AT SECONDARY SCHOOLS: A CRITICAL INVESTIGATION IN YAFF’AE DISTRICT OF YEMEN A PhD Thesis Submitted to the Faculty of Humanities Dr. Babasaheb Ambedkar Marathwada University Aurangabad For the Award of Degree of Philosophy in English By WAGDI RASHAD ALI BIN-HADY Under the Supervision & Guidance of Dr.

KANADE Dept of English Shri Madhavrao Patil Mahavidyalaya Murum Dt. Osmanabad (MS) India August - 2016 DEDICATION To my parents, who left the comforts of a familiar life so I can discover mine. Any success I have is a direct result of your success as loving parents. To my brothers, Rami, Magdy, Fadel, and Ali, and my sister Jihad for their unconditional support and encouragements to pursue my interests.

To my beloved wife, Sonia, and children Rashad, Rawan and Abdulrahman. To my extended family and the many friends, who have been so supportive and encouraged the fulfillment of this work. To all those who believed in me and pried for my success. I DECLARATION I, hereby declare that the work included in this thesis entitled, “COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH AT SECONDARY SCHOOLS: A CRITICAL INVESTIGATION IN YAFF’AE DISTRICT OF YEMEN” is carried out by me under the guidance of Dr.

Professor, Department of English, Shri Madhavrao Patil Mahavidyalaya, Muurm Dt. The work is original and has not been submitted in part or in full to any other University or institute for award of any research degree. The extent of information derived from the existing literature has been indicated in the body of the thesis at appropriate places giving the reference. Place: Aurangabad Date: Wagdi Rashad Ali Bin-Hady II CERTIFICATE This is to certify that work embodied in the thesis entitled, “COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH AT SECONDARY SCHOOLS: A CRITICAL INVESTIGATION IN YAFF’AE DISTRICT OF YEMEN” being submitted by Wagdi Rashad Ali Bin-Hady to Dr.

Babasaheb Ambedkar Marathwada University, Aurangabad for the award of degree of Doctor of Philosophy in English is a record of bonafide research work carried out by him under my guidance and supervision, and has fulfilled the requirements for the submission of this thesis to my knowledge, has reached requisite standard. The results contained in this thesis have not been submitted in part or in full, to any other University or institute for the award of any degree or diploma. Place: Murum Date: Dr. Kanade III ACKNOWLEDGEMENTS First and foremost, I would like to thank Allah, Al-Mighty for helping me in doing this research study, without His help, I could not have done it.

Next, my sincere thanks to the many people who helped with this research, and without whom this thesis would never have been completed. In particular, I would like to thank my supervisor, Dr. Kanade, for accepting me to be one of his students and for his motivation, endless help and greatest patience. I am deeply grateful to all those who support me financially in producing this work, my special thank would be sent to my greatest parents, and brothers, Rami and Magdi, and my friends Adel Ali Seb’a and Yasser Nasser.

I also owe my uncle Zeed Hady and my cousin Samed for their supports. I would like to thank Dr. Rafiq Al-Shamiry, Dr. Adnan Saeed, Dr.

Nabil Assomiate, Dr. Nancy Zingrone, Dr. Abdullnasser Alnakeeb, Abla Bella, and Mr. Aref Nassi for the many hours they spent while proofreading my first draft chapters.

I owe a particular debt of gratitude to Prof. Pat Bazeley, (Macquarie University) for all her excellent tips about my conclusion. Special thank would be acknowledged to all the following doctors: Nancy Zingrone, Doris Molero, Janet Salmons, Reza Mobashshernia, Abdul Nasser Alnakeeb, Fowzia Bin Othman, Adel Khaleq, and Adnan Saeed, for referring my questionnaire. I would also want to thank Dr.

Donna Butler, and Prof. David Morgan (Portland State University) for their guidance about the research methodology and design. I owe my friend, Abdo Saeed for all his help and appearance on my behalf in front of the university. A special thank is also acknowledged to all secondary school teachers in Yaff'ea, who participated by giving their opinions as well as allowing me to attend their class to observe them.

Finally, I would like to thank all whosoever helped me with any kind of help to make this work fulfilled and existed. IV ABSTRACT Communicative competence globally becomes the aim of English language teaching and learning. So far, the aim of any English course should develop students’ communicative competence to the extent that they will be able to express themselves naturally, proficiently and appropriately. This study is conducted to check English language secondary school teachers’ knowledge about communicative competence elements and to what extent they are able to teach communicative competence elements to secondary school students.

The researcher uses a non-probability sampling, taking into account the representativeness of the whole districts of Yaff’ea. Seventy English language teachers (n=70) at secondary schools in Yaff’ea responded to the questionnaire. Moreover, the researcher observed fourteen English language teachers (n=14) to check their classroom practices. The researcher followed the multi-methods research design.

Data were collected by using a semi-closed ended questionnaire and a structured classroom observation. Both data were analyzed quantitatively. The validity was checked depending on the pilot study and referees whereas the reliability was checked by using a test-retest method with an interval time of two weeks. The findings of this study showed that teachers have to some extent good perceptions about communicative competence elements.

However, strict contradictions were found between teachers’ perceptions and their actual practice. Moreover, the study revealed that teachers face difficulties in teaching communicative competence with different levels of complexity among its elements. Teachers neglected teaching phonology which is a basic element of linguistic competence as well as they taught vocabulary and grammar using traditional approaches. With reference to sociolinguistic competence, discourse competence and strategic competence, the study reported similar problems whether in the contradictions between what teachers believe in and what they actually do, or the overwhelmingly neglection of sub-elements.

Finally, the study reflects the dominancy that teachers play and the passive orientation for learners. V KEYWORDS Communicative competence, linguistic competence, sociolinguistic competence/pragmatic competence, discourse competence, strategic competence, intercultural competence, communicative language teaching, secondary school teachers in Yaff’ea district of Yemen. Model of communicative competence, communicative competence theory, teaching communicative competence, four language skills. VI VII TABLE OF CONTENTS Chapter Page No.

VIVA- VOCE Examination Report. VII Table of Contents. VIII List of Tables & Charts. IX List of Figures.

VIII List of Abbreviations.1 English Language Teaching in Yemen.3 Education System in Yemen after (1990).4 English Language Curriculum in Yemen.5 Crescent English Course for Yemen …………………………………….6 Techniques and Procedures Used for Teaching CECY ……………….1 Challenges of Learning and Teaching in Yemen ……………………….1 The Political Conflict ………………………………………………….2 Challenges of Teaching English in Yemen.3 Challenges of Teaching English at Yemeni Secondary Schools.1 Communicative Competence in Yemen.2 Communicative Language Teaching in Yemen.1 Statement of the Problem.2 Significance of the Study.1 Objective of the Study.2 Hypotheses of the Study.3 Questions of the Study …………………….2 Design and Procedures Used.3 Description of Data Gathering Instruments.3 Tools and Techniques of Data Collection …………….7 Scope and Limitation of the Research.9 Definition of the Terms. Chapter Two: Literature Review 29 2.3 Competence and Performance……………………………………….2 Theories on Communicative Competence ……………………………….1 Chomsky’s Theory of Universal Grammar ………………….2 Hymes’ Theory of Communicative Competence ……………….3 Widdowson’s Theory of Use and Usage ………………………….4 Halliday’s Theory of Potentiality………………………………….3 Models of Communicative Competence ………………………………….1 Canale and Swain’s Theoretical Model ………………………….2 Bachman and Palmer’s Framework of Communicative Language Ability ……………………………………………………………….3 Celce-Murcia, Dornyei, &Thurrell’s Model ……………………….1 Socio-cultural Competence.4 The Common European Framework of Reference (CEFR)……………….5 Usó-Juan &Martínez-Flor’s Framework of Integrating the Four Skills.4 Communicative Competence Coverage.1 Rule of politeness …………………………………………….2 Knowledge of genre …………………………………….3 Sensitivity to difference in dialects or variety ……………….4 Sensitivity to difference in registers ………………………….5 Sensitivity to naturalness …………………………………….6 Ability to interrupt cultural references and figures of speech.4 Lexical chains/ Parallel Structures…………………….1 Types of communicative strategies ………………………….2 Avoidance or Reduction Strategies ……………………………… 71 2.3 Achievement or Compensatory Strategies ……………….4 Stalling or Time-gaining Strategies …………………………….5 Previous Studies on Communicative Competence ……………………….1 Pedagogical Focus for Developing Students’ Communicative Competence ……………………………………………………….2 Studies Relating to the Importance of Intercultural Communicative Competence ………………………………………………………….3 Communicative Competence and Language Skills …………….4 Communicative Competence and Input ………………………….5 Communicative Competence and Motivation ………………….6 Assessing Students’ Communicative Competence ……………….6 Teaching Communicative Competence ………………………………….5 Teaching Communicative Competence through the Four Skills …….1 Teaching Listening Skill to Develop Learners’ Communicative Competence……………………………………………………… 90 2.2 Teaching Speaking Skill to Develop Learners’ Communicative Competence ……………………………………………………… 91 2.3 Teaching Reading Skill to Develop Learners’ Communicative Competence ……………………………………………………… 94 2.4 Teaching Writing Skill to Develop Learners’ Communicative competence ……………………………………………….7 Communicative Language Teaching (CLT) …………………………….1 Theoretical Basis of CLT ……………………………………….2 Principles of CLT …………………………………….1 The Goals of Language Teaching …………………………….2 How Learners Learn a Language……………………………….3 The kinds of Classroom Activities that Best Facilitate Learning.8 The Roles of Teachers and Learners in the Classroom ………………….9 Curriculum Components of CLT ………………………………………….10 Implication of Communicative Language Teaching in Classroom…. Chapter Three: Research Methodology 3.1 Research Design and Methods …………………………………………….1 Multi-methods Approach ………………………………………….2 Classroom Observation Checklist ………………………………….1 Piloting the Observation Checklist …………………………….2 Administrating the Classroom Observation Checklist ……….3 Validity and Reliability…………………………………………….1 Reliability in Quantitative Research ………………………….2 Validity in Quantitative Research …………………………….3 Validity and Reliability of the Questionnaire ……………….4 Validity and Reliability of the Observation Checklist……….1 Inter-rater Reliability.6 Analysis of Data ………………………………………………………….1 Preparing the Data for Analysis ……………………………….2 Analyzing the Data…………. Chapter Four: Data Analyses and Interpretations 4.1 Teachers’ Responses to/ or Teachers’ Perceptions about Linguistic Competence Items.1 a) Teaching English grammar rules is necessary to secondary school students.1 b) If you selected a positive answer, what is the best way to teach grammar? .2 a) Teaching new English words is best through:.2 b)Which of the above list do you usually use to introduce new words to your students?.3 To understand and produce isolated sentences in English, students need to get knowledge in:.4 Which areas of English phonology do you focus on?.2 Teachers’ Responses to/ or Teachers’ Perceptions about Discourse Competence Items.1 a) To understand and produce English texts in writing or speaking, students need to get knowledge in:.

b) Please specify which of the above choices do you explain to your students? .2 a) To organize a written paragraph or a spoken utterance in a logical structure, students need to get knowledge in:.2 b) Which element(s) of the above choices do you make your students familiar with?.3 To organize a written paragraph or spoken conversation in a meaningful way, students need to get knowledge in:.4 To participate effectively in a conversation, students need to get knowledge in:.3 Teachers’ Responses to/ or Teachers’ Perceptions about Strategic Competence Items.