Table of Contents
Declaration
ii
Dedication
iii
Acknowledgements
iv
Abstract
v
Table of Contents
vii
Chapter 1: General Introduction
1
1.1. Background to the study
1
1.2. Rationale for the study
5
1.3. Research question
6
1.4. Chapter Outline
6
1.5. Conclusion
7
Chapter 2: Literature Review
8
2.1. Definitions
8
2.1.1. Television versus other audiovisuals
8
2.1.2. Types of television materials
9
2.2 Educational television
10
2.3. Survey of approaches and methods in Foreign
Language Teaching.
12
2.3.1. Grammar Translation Method
12
2.3.2. Direct Method.
13
2.3.3. Audio-lingual Method
14
2.3.4. Communicative approach to language teaching
(CLT)
15
2.4. Development of audiovisual materials for the
language classroom
17
2.4.1. Background
17
2.4.2. Audiovisuals in the language classroom
18
2.4.3. Television in the language class
19
2.5. Television and language skills
20
2.5.1. Speaking skills.
22
2.5.2. Listening skills.
24
2.6. Content- Based Instruction (CBI)
26
2.7. Principles of materials design
28
2.8. Conclusion.
29
Chapter 3: Research Methodology
30
3.1. Qualitative research methodology
30
3.2. Selection of the research site
31
3.3. Selection of the population
31
3. 4. Data collection procedures
32
3.4.1. The Questionnaire
32
3.4.2. The interview.
35
3.4.3. Document analysis
36
3.5. Ethical considerations
37
3.6. Limitations
38
3.7. Conclusion
38
Chapter 4: Presentation and analysis of
data
39
4.1. Students' views from questionnaires
39
4.1.1 Background and experience in watching TV
39
4.1.2. Students' listening abilities in relation to
TV English programmes.
41
4.1.3. Attitudes towards the role of TV in English
teaching and learning.
42
4.2. Lecturers' views from questionnaires
44
4.2.1. Background and experience in watching TV.
44
4.2.2. Attitudes towards the role of TV in English
teaching and learning
45
4.3. Lecturers' views from interviews
47
4.3.1. Background and experience in watching TV
47
4.3.2. Attitudes towards the role of TV in English
teaching and learning.
48
4.4. Presentation of content of academic English
programmes at NUR
50
4.4.1. Background
50
4.4.2. Structure of the English programme
51
4.5. Analysis of the data
51
4.5.1. Students' views.
51
4.5.2. Students' listening abilities in watching TV
programmes in English.
52
4.5.3. Students and lecturers' perceptions of the
use of TV in English teaching and
learning.
58
4.5.4. Constraints
67
4.5.5. Analysis of the content of academic English
programmes at the NUR.
68
4.6. Conclusion
70
Chapter 5: Summary, Conclusions and
Recommendations
71
5.1. Summary of the findings
71
5.1.1. Students' listening abilities in watching TV
programmes in English
72
5.1.2 Students and lecturers' perceptions of the
use of TV in English teaching and
learning.
73
5.1.3. Analysis of the English programme at the
NUR.
75
5.2. Limitations
75
5.3. Conclusions and recommendations
76
5.3.1. Judicious course planning and selecting
appropriate television materials for
76
use in English class.
76
5.3.2. Reinforcing practical activities for
activation of listening skills and other
78
5.3.3. Promoting a communicative approach to
language teaching (CLT).
80
BIBLIOGRAPHY
82
Appendix A:
Questionnaire for Students
86
Appendix B:
Questionnaire for lecturers
88
Appendix C:
Semi- structured interview for lecturers
89
Appendix D:
Extracts from transcripts of interviews with
lecturers
90
Appendix E:
Content of English Programmes at the NUR/Faculty of
Arts
and Humanities, Department of English.
94
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