implications of multiple intelligence theory and integrated skills language teaching for textbook

301 Pages·2016·2.2 MB·English

IMPLICATIONS OF MULTIPLE INTELLIGENCE THEORY
AND INTEGRATED SKILLS LANGUAGE TEACHING FOR
TEXTBOOK DEVELOPMENT: THE CASE OF GRADE 9

by

YOHANNES TEFERA MENGESHA

submitted in accordance with the requirements
for the degree of

DOCTOR OF LITERATURE AND PHILOSOPHY
in the subject
English
at the

UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: B.V. MAHLALELA (PhD)

September 2015
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IMPLICATIONS OF MULTIPLE INTELLIGENCE THEORY
AND INTEGRATED SKILLS LANGUAGE TEACHING FOR
TEXTBOOK DEVELOPMENT: THE CASE OF GRADE 9

By

YOHANNES TEFERA MENGESHA
(Student number: 47216670)

submitted in accordance with the requirements
for the degree of

DOCTOR OF LITERATURE AND PHILOSOPHY

in the subject
English
at the
UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: B.V. MAHLALELA (PhD)

September 2015
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DECLARATION
I declare that the entire work in this PhD dissertation: the extent to which aspects
of syllabus design and materials development are employed in a grade 9 English
textbook of Ethiopia- English for Ethiopia: Secondary English Course: Grade 9
Students Book with particular emphasis on Multiple Intelligence Theory (MIT), is
my own work and that all sources that I have used or quoted have been indicated
and acknowledged by means of complete references. I also confirm that no part
of this work has been submitted for obtaining any qualification before.

_________________ September, 2015
Signature Date
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ABSTRACT
The study aims to examine the extent to which considerations of syllabus design
and materials development are employed in a grade 9 English textbook of
Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students
Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is
an evaluation research which makes use of a mixed method approach. Data
were collected using interviews, coding form and a teachers’ questionnaire. The
study involved English language syllabus writers in the Ministry of Education in
Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of
12) were used for content analysis. In addition, 218 Grade 9 English teachers
from fifty high schools that were drawn from 6 Regional States of the country
responded to the questionnaire. In line with this, I collected quantitative data
using a coding form and a questionnaire, as well as other forms of qualitative
data using interview. Data were analysed both qualitatively and quantitatively.

The study revealed that the syllabus writers used the competency-based
approach in developing the Grade 9 English language syllabus. However, this
approach has some drawbacks. On the one hand, competency-based education
is a manifestation of the behaviouristic approach that is excessively reductionist,
narrow, rigid and atomized; many areas in which people need certain
competencies are impossible to operationalise; the approach does not clearly
show how the list of competencies could be realised, how they should be
formatted and presented so as to address learner differences. Above all,
describing an activity in terms of a set of different competencies is not enough in
order to deal with the complexity of the learning process as a whole. Regardless
of these drawbacks, CBL was used to identify and list down the contents as well
as the learning outcomes to be incorporated in the textbook. Thus, the how
aspect remain obscured in that a theory driven approach to developing
teaching/learning materials that meet learners' differences was not markedly
taken note of as a guiding framework in developing the Grade 9 English
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language syllabus. The study showed that the great majority of the language
tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal
and intrapersonal intelligences respectively. As a language textbook, it is good
that it gives more coverage to these two intelligence profiles.

When it comes to intentional application of principles of task design and materials
development, many of the listening, reading and speaking lessons are
appropriate in terms of providing comprehensible input, engaging students
cognitively and affectively, promoting emotional/affective involvement and
facilitating better language use. Similarly, visual imaging is also well taken care of
with exception of few of the vocabulary and the grammar lessons. The study
also revealed that the syllabus writers were well aware of the need of integrating
various language skills, and it was found that the issue of using the integrated
approach to ELT materials development was also well addressed and most of
the language tasks are designed in an integrated manner with the exception of
few of the vocabulary and the grammar lessons. Some drawbacks were also
identified with few of the vocabulary and the grammar lessons in terms of
providing comprehensible input and enhancing language use.

On the other hand, as implementers of the textbook, the target schools’ Grade 9
English language teachers have a good understanding of language learning
theories and task design principles. This understanding could help them design
supplementary language tasks for their English classes. At last, conclusions are
drawn and recommendations are given.
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ACKNOWLEDGEMENTS
Glory be to the Lord, for His abundant grace and indescribable blessing in
helping me undertake this study. In addition, I would like to extend my heartfelt
appreciation and gratitude to my supervisor Dr B.V. Mahlalela for her insight and
significant input in my endeavour, as well as for meticulously reviewing the whole
research study. Above all, her commitment and timeliness in providing critical
feedback is worth appreciation that could be exemplary for other scholars as
well. This rare personality will never fade away from my memory in the course of
time.

My sincere appreciation also goes to all my colleagues and collaborators who
collected the data in different parts of the country without whom I would have
been unable to travel to the four corners of the country in search of the high
school teachers. My children also deserve my thanks for their moral support and
enthusiasm. I am also indebted to the University of South Africa (UNISA) for
helping me realise this study.
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TABLE OF CONTENTS
CONTENT PAGE
DECLARATION ..................................................................................................... i
ABSTRACT ...........................................................................................................ii
ACKNOWLEDGEMENTS .....................................................................................iv
TABLE OF CONTENTS ....................................................................................... v
LIST OF TABLES ................................................................................................. x
LIST OF FIGURES ...............................................................................................xi
LIST OF APPENDICES ....................................................................................... xii
CHAPTER 1: Introduction .................................................................................. 1
1.1 Introduction ............................................................................................ 1
1.2. Context and background of the study .................................................... 2
1.2.1 Geographical location and language issues ............................ 2
1.2.2 The place of English in the Ethiopian education system ............ 4
1.2.3 The language teaching methodology in Ethiopia ..................... 6
1.2.4 The development of English language teaching materials in
Ethiopia .................................................................................... 9
1.2.5 Level of proficiency in the English language: the current scenario
............................................................................................. 12
1.3 Statement of the problem ..................................................................... 14
1.4 The research questions ........................................................................ 17
1.5 Objective of the study ......................................................................... 17
1.6 Significance of the study ....................................................................... 18
1.7 Scope of the study ................................................................................ 19
1.8 Originality of the study .......................................................................... 19
1.9 Structure of the study ........................................................................... 22
1.10 Acronyms............................................................................................ 23
CHAPTER 2: LITERATURE REVIEW ............................................................... 24
2.1 Introduction ........................................................................................... 24
2.2 Curriculum and syllabus: clarification of terms...................................... 25
2.3 Considerations in ELT syllabus design and underlying theories ........... 26
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2.4 The theory of second language learning ................................. 28
2.5 The syllabus design process ................................................................ 31
2.5.1 An overview of the components of the process ..................... 31
2.5.2 Language learning and principles of task design and materials
development ........................................................................... 34
2.5.2.1 Comprehensible input..................................................... 36
2.5.2.2 Engaging affectively and cognitively ................................. 36
2.5.2.3 Positive affective involvement .......................................... 37
2.5.2.4 Visual imaging ............................................................... 38
2.5.2.5 Language use ............................................................... 39
2.6 What is MIT all about? .......................................................................... 42
2.6.1 Learning styles and intelligences ........................................ 43
2.6.2 Significance of MIT in the field of education .......................... 44
2.6.3 Criticisms against MIT ....................................................... 46
2.6.4 Implementation of MIT in the field of education: some
experiences ............................................................................ 47
2.7 Multiple intelligence theory and FL teaching/learning ........................... 50
2.8 Brief description of the MIT ................................................................... 52
2. 8.1 Musical/Rhythmic intelligence ............................................ 52
2.8.2 The Visual – Spatial intelligence ......................................... 53
2.8.3 Verbal/Linguistic intelligence .............................................. 54
2.8.4 The Logical–Mathematical intelligence................................. 55
2.8.5 The Interpersonal intelligence............................................. 55
2.8.6 The Intrapersonal intelligence............................................. 56
2.8.7 The Bodily-Kinaesthetic intelligence .................................... 57
2.8.8 The Naturalist intelligence .................................................. 57
2.9 The implications of MIT in a teaching/learning process ........................ 58
2. 9.1 From educational perspective in general ............................. 58
2.9.2 From FL teaching/learning perspective in particular ............... 59
2.10 MIT promotes integrated language teaching approach ...................... 61
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2.10.1 The implications of MIT in integrated skills language teaching
approach ................................................................................ 63
2.10.2 The how and why of integrated language teaching vs.MIT ...... 64
2.11 Applying MI theory in designing teaching/learning materials .............. 65
2.11.1 Role of teaching/learning materials in SLL .......................... 65
2.11.2 MI theory as an organizing framework of English language
lessons ................................................................................... 66
Chapter summary ....................................................................................... 70
CHAPTER 3: METHODOLOGY AND PROCEDURES ...................................... 71
3.1 Introduction ........................................................................................... 71
3.2 Type of study ........................................................................................ 71
3.3. Conceptual framework ......................................................................... 72
3.3.1 MIT – the central framework of the study .............................. 74
3.3.2 Content selection, grading and sequencing .......................... 74
3.3.3 Organising principles ........................................................ 74
3.3.4 Formatting and presentation .............................................. 75
3.3.5 Integrating various skills .................................................... 75
3.4 Paradigm, approach and design of the study ....................................... 77
3.4.1 The research paradigm ..................................................................... 77
3.4.2 Approaches to the research design and methodology ............ 77
3.5. Data sources ....................................................................................... 79
3.6. Data collection instruments.................................................................. 81
3.6.1 Interview ......................................................................... 81
3.6.1.1 Types of interview used .................................................. 81
3.6.1.2 Interview procedures ...................................................... 85
3.6.2 Coding form .................................................................... 86
3.6.2.1 Sampling technique ....................................................... 86
3.6.2.2 Coding procedures ........................................................ 94
3.6.2.3 Coder training ............................................................... 95
3.6.2.4 Pilot testing the content analysis ...................................... 97
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3.6.3 Questionnaire .................................................................. 98
3.6.3.1 Advantages and disadvantages envisaged ........................ 98
3.6.3.2 Procedures used in deploying the questionnaire ................. 98
3.7 Validity and reliability of the Instruments ............................................ 101
3.7.1 Reliability &validity of the content analysis .......................... 101
3.7.2 Validity and reliability of the interview data ......................... 102
3.7.3 Validity and reliability of the questionnaire .......................... 102
3.8 Data analysis ...................................................................................... 103
3.8.1 Descriptive analysis ........................................................ 103
3.8.2 Content analysis ............................................................ 104
3.8.2.1 The concept ................................................................ 104
3.8.2.2 Content analysis procedures ......................................... 104
3.9 Ethical issues ...................................................................................... 110
CHAPTER 4: FINDINGS OF THE STUDY ....................................................... 112
4.1 Introduction ......................................................................................... 112
4.2 The findings of the interview ............................................................... 113
4.2.1 Syllabus organizing principles used ................................... 114
4.2.2 The learning theory used in framing the syllabus ................. 115
4.2.3 Content selection grading and sequencing ......................... 117
4.2.4 Principles of task design and materials development ........... 119
4.2.5 Formatting and presentation of the language lessons ........... 119
4.2.6 Integrating various language skills .................................... 120
4.2.7 Summary of the findings of the interview ............................ 121
4.3 The findings of the content analysis ................................................... 122
4.3.1 Overall contents of the textbook ........................................ 122
4.3.2 The extent to which the grade 9 English textbook addresses
multiple intelligences .............................................................. 123
4.3.3 Compatibility of the language lessons with principles of task
design and materials development ............................................ 126