Perceptions of teachers on lecture technique

Abstract

The study tried to explore the perceptions of teachers and students on the use of lecture technique in teaching English at higher secondary level. To carry out the research, ten teachers, fifty students of higher secondary level (all together sixty respondents) were selected through simple random sampling procedure for the purpose of data collection. Questionnaires having thirty-two closed-ended questions and eight open-ended questions were used to collect the data. The findings of the study suggested that lecture technique, although it is neglected in the field of English language teaching is still popular in Nepal to teach the English language as a foreign language. It is also found that lecture technique can be made interactive teachers like to teach and students like to be taught using this. Both teachers and students perceive it as an easy, effective and appropriate technique. This thesis consists of four chapters: the first chapter consists of general background, importance of English language teaching, language teaching techniques, lecture technique, historical overview of lecture, definition, components of lecture, lecture notes, presentation of interactive lecture and characteristics of the lecture technique, review of related literature, objectives of the study, and significance of the study. The second chapter is about the methodology. It consists of sources of data, population of the study, tools for data collection, process of data collection and limitations of the study. Similarly, the third chapter is about the analysis and interpretation. It consists of the perception of the teachers on lecture technique and perception of students on lecture technique. And fourth chapter is about findings and recommendations. References and appendices are listed at the end of the report.