The assessment of the implementation of sunrise programme in Erbil city and Soran district

العناوين الأخرى

تقويم تطبيق منهج "sunrise" في مدينة أربيل و قضاء سوران

مقدم أطروحة جامعية

Balaki, Samirah Salih Ahmad

مشرف أطروحة جامعية

Ali, Wurya Izz al-Din

أعضاء اللجنة

Jukil, Ali Mahmud
Wilyamsun, Pamela
Hirmiz, Salam Neamah

الجامعة

جامعة صلاح الدين

الكلية

كلية التربية الأساسية

دولة الجامعة

العراق

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2012

الملخص الإنجليزي

Many efforts have been exerted to develop foreign language classroom teaching in Iraq and especially in Kurdistan Region, whereas, in the academic year 2004-2005 the new English language programme, Sunrise, has replaced the New English Course for Iraq, in order to increase the proficiency of the students to use the English language more communicatively.

But unfortunately, the fact that there are considerable numbers of students who cannot use FL properly either in the classroom or in their real life situations, even those students who have graduated from English departments as it has been expected from them in the future, to be more qualified FL teachers.

Indeed, they are not proficient in their field as teachers of FL, whether in the centre of city or in the rural areas.

The present study, entitled ''The Assessment of the Implementation of Sunrise Programme in Erbil City and Soran District'', aims at showing the difference in proficiency of the students' levels in Erbil City and Soran District on the one hand, and teachers' levels of proficiency in their implementation of the recommended methodology in the light of the Teacher's Book of Sunrise programme in Erbil City and Soran District on the other hand, in spite of bringing to light how far this curriculum is successful to develop students' and teachers' level of proficiency after seven years of adopting this programme.

This study is limited to sample of English language specialist supervisors, teachers, and students, in secondary schools, grade 11 in Erbil city and Soran district.

Participants included 260 students, 20 teachers, and 7 English language specialist supervisors in Erbil City, and 220 students, 10 teachers, and one English language specialist supervisor in Soran District.

To achieve the aims of the study, three procedures are used; the test, the checklist observation, and the questionnaires.

The hypotheses of the study concentrated on the differences between the centre and rural areas regarding students’ proficiency in their achievement test in relation to Sunrise programme, and teachers' proficiency in their implementation of the recommended methodology in the light of the Teacher's Book.

Face validity has been achieved through exposing the three tools to jury members.

Reliability of the three tools have been determined by using t-test for the purpose of the test, Pearson Correlation Coefficient is used to make sure reliability of the checklist, while tryout is used to ascertain the reliability of the questionnaires.

The study consists of five chapters: Chapter one is the introduction of the study.

It includes the problem, the aims of the study, the scope of the study, the data and procedures, the hypotheses, and the value of the study.

Chapter two consists of two sections: Section One is the theoretical and historical background of teaching English language programme in Iraq, it presents an epitome of the former textbook programmes in Iraq, especially in Kurdistan, regarding secondary school English language curriculums in respect of the general objectives, its content, testing and evaluations, and a brief survey of teaching methods used in teaching EFL in Kurdistan according to the chronological order in adopting the methods of teaching, in addition to a brief survey of theoretical background of language skills.

Section Two deals with the components of Sunrise 11, the language skills in Sunrise 11, the general view of teachers’ qualification in English language, and the role of the teachers in large classes using Communicative Language Teaching.

Chapter Three deals with data collection and procedure besides of the population and the samples of the study.

It is divided into three sections: Section One deals with data collection and procedure of the test, it presents the construction of the written and oral test, as well as the validity of the test, in addition to pilot test and its reliability, and, the final test.

Finally the scoring scheme of the test is shown.

Section Two deals with the construction of the checklist, the validity and reliability of the checklist and finally the application of the checklist.

Section Three deals with questionnaires, the validity and reliability of the questionnaires are presented.

Chapter Four deals with data analysis and discussion.

It consists of three sections: Section One deals with the results obtained from the students' final test and its analysis, statistical means used for the analysis and comparison between both areas.

Section Two deals with the results obtained from the checklist observations of the teachers in Erbil City and Soran District, and statistical means used for the analysis and comparison between both areas.

Section Three deals with the results obtained from the questionnaires of the students, teachers, and the English language specialist supervisors in both areas, in addition to the statistical means used for the analysis of the items.

Chapter Five presents the conclusions, recommendations, and suggestions for further studies.

The results obtained from the study reveal the following main findings : - The level of the students' proficiency in Soran District is low in comparison with Erbil City; however, the results of Erbil students' proficiency in their achievement test are unsatisfactory and unproductive, as their results have shown.

- Although, the results of the checklist observation are for the benefit of Erbil City regarding teachers' level of proficiency in their implementation to the recommended methodology in the light of the Teacher's Book.

Most teachers of English observed in both areas generally neglect the techniques in Teacher's Book, and use other techniques far from the proposed communicative ones.

- The new curriculum is not fruitful as required, and the successfulness of this curriculum is standing on the extent of applying the recommended methodology by the teachers, on the one hand, and to what extent the circumstances help to implement it, on the other hand concerning the process of teaching and its needs.

Finally, recommendations are put forward for a better implementation in order to increase the levels of the proficiency of both students and teachers.

Also, some suggestions for further studies are stated.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• العراق
• إربد
• أربيل
• اللغة الإنجليزية

عدد الصفحات

204

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-314683