MA THESIS ON ASSESSING TEACHERS' ATTITUDE TOWARDS THE PRACTICES OF TEACHING LISTENING SKILL: THE CASE OF GRADE 9 STUDENTS OF DURAME TOWN GOVERNMENT SCHOOLS

Abstract The main purpose of this study was to assess grade 9 English teachers’ practices of teaching listening skill at three government schools in Durame town. Simple random sampling technique was used for selecting 102 students and comprehensive sampling was used to select 9 teachers representatives. Data were collected using questionnaire, class lesson observation and face-to face interview. A five point likert scale questionnaire; constituting of strongly Agree, Agree, Neutral, Disagree, and strongly Disagree was designed. The percentage and the mean value were calculated to analyze the raw data using Statistical Package for Social Science (SPSS version 20). The information generated from classroom observation and interviews were analyzed qualitatively; in narration. Accordingly the study revealed s First, the English language teachers in the selected from secondary and preparatory schools of Durame town do not have positive attitudes towards the practice of listening skills and are not interested in teaching the skill. Second, the teachers do not follow all of the three stages of teaching listening skill recommended in the literature review. The results showed that teachers are unable to properly employ any one of the three phases of listening due to the recurring factors that affected teachers’ practices of teaching listening skill. The identified factors are teacher-related, text related and student-related. Teachers’ pronunciation affected students’ listening, there were no audio-visual aids for student to learn authentic listening, only textbooks or teacher’s-guide were utilized as source of listening material in the study area, and learners’ background knowledge, shortage of time for listening practice, the lack of students exposure to foreign language listening affected the practices of teaching listening skill. The study recommended that teacher’s attitudes and why they become unable to manage listening lessons needs further examination.