|
|
 E-mail this message to a friend
|
|
Title:
|
An Evaluation of English Language Lessons in Greek State Secondary Schools (PhD Thesis)
|
|
Author:
|
Elni Rigas
|
|
Email:
|
click here to access email
|
|
Degree Awarded:
|
University of Edinburgh
, Linguistics and English Language
|
|
Degree Date:
|
1998
|
|
Linguistic Subfield(s):
|
Applied Linguistics
|
|
Subject Language(s):
|
English
|
|
Director(s):
|
Alan Davies
Gibson Ferguson
|
|
|
Abstract:
|
|
This study is a classroom-based evaluation of the teaching of English as a foreign language in Greek state lower-secondary schools. It investigates the apparent dissatisfaction that exists with regard to the quality of English language teaching in public schools. It focuses on 'macro' aspects of the social context, that is, the contextual variables that shape and affect the teaching process, and examines the 'micro' features of classroom interaction in order to capture an inside view of how teaching takes place, how the participants construct their classroom reality and how they react to it. The study has a comparative dimension in that data from German secondary schools is matched against the data obtained from the Greek context, to allow for an exploration of similarities and differences and to facilitate the evaluation process.
Three kinds of data were collected and analysed: a) non-participant observation and audio recording of 11 lessons, b) field notes, supplementary documentation on the ELT curriculum and teaching materials and c) 95 interviews of pupils and teachers whose lessons were observed. The lesson features that were analysed include: classroom climate and management strategies, role relationships, classroom activities, interaction patterns, the focus of verbal interaction, the use of the target language, teachers' questioning practices and pupil participation. The data analysis was chiefly qualitative.
The research findings indicate that in the Greek state schools, the socio-emotional atmosphere, aspects of classroom management and role relationships work against the teaching-learning process. Also, the structure and content of the lesson plans as well as the degree of exploitation of the target language appear to be inflexible and uninspiring. Moreover, it was found that the participants' attitudes towards the English lessons and their own evaluation of ELT in state secondary schools is generally negative.
The state of ELT in Greek state schools appears to have been influenced by historical and socio-political factors which bear upon the Greek education system as a whole. It is maintained that a constellation of factors are responsible for the ELT situation in Greek state classrooms, including educational development and tradition; problems of accountability; the place of ELT in Greek society; the status of English in the curriculum; the problems of ELT curriculum implementation; inadequate teacher training; pessimistic teacher attitudes and low pupil expectations.
Recommendations are made which, if seriously considered, may lead to an improvement of the ELT situation in Greek state schools and a more successful implementation of ELT policy.
|
|
|
|
|
|
Page Updated: 25-Nov-2009
Please report any bad links or misclassified data
LINGUIST Homepage | Read
LINGUIST | Contact us
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed
on its pages, it cannot vouch for their contents.
|
|
