CONTENT ANALYSIS OF LISTENING SKILL LESSONS IN ENGLISH FOR ETHIOPIA GRADE 10 STUDENTS TEXTBOOK

ADVISOR: TASHALE TEFERA (PHD.) ABSTRACT This study was conducted on content analysis of the listening skill lessons in grade ten, English for Ethiopia, students’ textbook, which is being employed nationally. The purpose of this study was to analyze the listening tasks being used in grade ten ELT materials in light of CLT recently in use in preparatory schools. This study used the descriptive research design, a type of non – experimental design, as the study focuses on identifying and describing given phenomenon. The main sources of data for this study was textbook analysis using checklist which is used by different textbook evaluators, to identify weather the listening lessons content designed within the textbook fits the teachers and students needs and interests, or appropriate and adequate listening strategies. The study also attempted to answer three research questions and employed qualitative content method of knowledge analysis. The key findings of the study demonstrated that, English for Ethiopia students reading material, grade ten wasn’t outlined as fittingly and satisfactorily as significant to the EFL course reading investigation criteria which would be seen from the sum of appropriateness of English for Ethiopia. Therefore, the results of the finding and discussion shows that there’s a high deterioration about the listening lessons content of the textbook that it does not meet the necessities of an authentic English listening in terms of goals/objectives, design and organization, skills, language contents, topics and practical consideration. In conclusion, it doesn’t existing micro-skills in adjust, the listening activities are inauthentic and don't appear to be supported by the standards of task design and materials improvement, in terms of coordination the different micro-skills, in arrange to meet the require, interface and level of grade ten students. Finally this study recommend to informs textbook writers, syllabus designers and police makers to improve the textbook in appropriate and adequate listening skill strategies.