Non-English Teachers' Attitude Towardsthe Use of English in Non-Classroom Setting
Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Mathematics Education
Abstract
The research entitledNon English Teachers’ Attitude Towardsthe Use ofEnglish in Non-Classroom Settingattempts tofind outprimary level non-Englishteachers’attitudestowardsthe compulsion of speakingEnglishatschool premises in private schoolsof Kathmandu district. Tenprivateschoolsofthe districtwerepurposivelyselected for the study.Fortyinformants(fourfrom each school) weretakenfrom the selected schools usingsimplerandomsamplingprocedure.Iused aset of questionnaire consisting of30 questionswithcloseand open-ended in order to collect the requiredinformationfromthe respondents tomeet the objectives.After theanalysisand interpretationoftheresponses, it is found thatthe majority of therespondents arepositivetowards thecompulsion of speakingEnglish at school premises.The majorfindings of my study arethattheprimary level non-English teachers facemoreproblems with the provisionof compulsion of speakingEnglish’ among thestudents and teachers in comparison to other teachers, i.e. English teachers.The working experiences and limited language classes they havetakenhelpthem to combat with and minimize such problems andtheteachers are foundhighly positive towards the issue despite their series of difficulties. They arefound being concentrated mainly for their English proficiency using theprovision as an opportunity or platform for their career development.
This thesis consists of four chapters. The first chapterintroducesthe study interms ofgeneral background, reviewof therelated literature,objectivesof thestudy,significanceof thestudyand definitions of the specific terms.Thesecond chapterconsists ofmethodologyapplied tocarry out the research work.Itdeals withsources of data, sampling procedures, toolsfor datacollection;process of data collection and limitations of thestudy. Chapterthreepresentstheanalysisandinterpretation ofthedataboth holistically and categorically onthe basis ofthe selectedvariables. While analyzing the data, the total numberof students for each response has been counted and numbers have beenchanged into percentage. Open-ended questions have been analyzed
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analytically.Finally, thelastchapterpresentsthefindingsof the studyincluding some recommendationswithpedagogical implications.
Description
Keywords
Non-English Teachers, Achievement