I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

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Geneally speaking the negative rcsponses of lhe studenrs' anitude loydd tle proposed approacl a! they de rcnd€d in rh€ questaonmirc do not affect the resulb ofthe study n gativ€ty. The overal iDpressjon ofthe snlddt!' a<strong>tt</strong>itude is in favor oftbe lcamerc6l@d t€achinS tbey have exr'€ri€Nen. 6,2J Cbssroom ObseR<strong>rt</strong>iom: Like tle cae with the questioniaire ctassmm obsenations at€ abo clasified ir o rwo nEin cala$ its pNitire arA neA.civ 6.2.3,3- Poditive Ob.edltiod A qujck look ar the lisr in trbte 06) shows us tlEt tlFrc are t5 ;tellls. Tt€ list is rhe exrscr of tI€ obs€rvatioru in th€ tlme s.h@ls. Again tlE obsenatioB are pur in the Enk ord€r aid according to tien frlquEncy. The first irem in thc iisl is about the drarnadc nccase or the stude s slo_pariicipare &rnety i, rhe vuDus laguge ctaslmm adrv'r'es.. fi E dtanaric bccae ar rlle beSrving <strong>rt</strong>le mjoriry of hose sludenrs.werc b a srlte of puzrenar snd hopctessoess. This was rcIected n Ir)€tr palsive st,nd. Only afer a ftw lessons in d ! suggesled approach ard aner Rp.aied r€Dakes, b) r<strong>hr</strong> rcsearcheF ,eacher, of rh€ benefirs of rhis way of r*ching tearning. TlEn after a lew |esffs they begin ro latc ps j! Lt|€ ctassroom like tor :Yyn..:*,ls querions siving su€eesrioE and iniiiariry ide4 ard tE like. To*d.b lhe end of rlr taching ,trljr Dosr of rj. clas, nave oecome erjvely in\,olved. " , Tle nexr itern t2, has to do with lie srudenls expGssing Lheir le€hgs opeoly ro dE r€acj€r abour then oioyEed ard i<strong>rt</strong>e;r ir Irus w-ay.ot t:achirE. Some of ft€n sy rhar it is lhe firsr rime rlEt vte) le€r. 'lel @ l€m E eIsI: befor€ Lb6r rbey s3y b.y w*
hem (l) is rclated only 1o the gnk. It has been obsen€d thar Sirls are nore notivated and er$usiastic !o th€ experioce. this was urexp€cted and perhaps hdd to €xplain. Thjs enrhusialm helps a lot in moving smoodny in rhe teachirg te.injques. Tlte founh obsenadon is about the texrbook. This is rhe fiEl y@ for the 'ew marsial to be raug<strong>hr</strong> in ptace of$e previous one (Em. 'Ihis r€w mterial is nuch be<strong>tt</strong>er l<strong>hr</strong>n the otd ore. fr is morc fldjble dd co easily lend ;r3e[ ro b. laugh by udrg lesmF cenLercd lechniqu€s. For mre inJomurion oD $n sec lasr s(uon ofchapte! [5]. In item (5) ir has b€cn obseded thar excepr for rime, most of the lessors ed activjti€s bave beer don€ ac.ordilg io whar has b<strong>rt</strong>r plamed. Tlt€ fojlowing ilem t6t is abon grolp activirics. Ar IJ)e o€g'tlmg studftrs @uld rcr s6nd or cornprch.nd pa; ,nd 8rcup wori suh acrivnies w€n somewhar odd ro thenl Bur gadudly udo th€ persisrmt eFon of$e rcsearcnd-teacher, they seemed to be coDvirc€d ofrhe vatu. ofthis kjnd oftecbnique. - ...t" S". *I obseruadon r7r some kind of;nprovenent oi. EDSxsn e b) Lne hame6 was obsNed, A<strong>tn</strong>ong ri. hcrols thal con<strong>tn</strong>bule to rhjs is rhe reehtr\ enco@gemenr &d p6ise !o speak up. F@xy rhey brole rhe siletr@ snd man) ofth.o cjm to ho* that oley could speak EDstish affs aL - , The followingobs€rvarion (8) is about tl|€ ficl rlEt rhinkillg and,reaonrng actjviLies have gaimd h hore ard bore iDponaf; 0y <strong>tn</strong>€.p3ssage of time. Tt. studenrs in the difrercft Sroups show€d a considdblc.inrercsr ed entbusirsB ro h3ve puzres and probleD sorvDe 4trvties <strong>rt</strong>'lr pose somc cha enge and deft€Dd tmlal eron lo^elve qT.. ft T^* for rhis may be tl|€ dotivaring natur€-or such edivities and pe<strong>rt</strong>ups Lhe growins awa.eness of le ro|e ot.0 duE b largEg. teamin8 in panicujar ad ro fr-tur life oemands m B€Rml. In rhis comecrion Vright I I o87 E9) obsfles r ta B rcra<strong>tt</strong> ety inotanon i, lanAuge ruchi,E which a,tu to ercouaae .tearnos rc thiil .titica y about fte w<strong>rt</strong>d the! tive ih and lhei d4y ro day ptobtetu " .
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ I am really v€ry g
Page 8 and 9:
TABLE OF CONTENTS The A bs tract :
Page 10 and 11:
The Abshact: The study, in hand, is
Page 12 and 13:
overall result ;s in favor of the p
Page 14 and 15:
CTTAPTER t INTRODUCTION 1.1. TIIE S
Page 16 and 17:
par€nts. Thcy aftibute il to vari
Page 18 and 19:
ofhehavnr agaid nis will Thcrc is d
Page 20 and 21:
CHAPTER II SECONDARY EDUCATION IN Y
Page 22 and 23:
Yemen, of cowse, was one of rhe .eg
Page 24 and 25:
23 EDUCATION AI'TER TIIE REVOLUTION
Page 26 and 27:
difrerence ;s rath€r anificial Th
Page 28 and 29:
peFonality should be lreated a a wh
Page 30 and 31:
The Ministry of education of the mi
Page 32 and 33:
2.6.1 S.condrry school curriculutD
Page 34 and 35:
l8.The fou skjlls al€ stressed eq
Page 36 and 37:
appropdate wilh the new &tivities o
Page 38 and 39:
To make examination more effective
Page 40 and 41:
CHAPTER III REVIEW OF RELATED LIIER
Page 42 and 43:
Mio@ ro humn bens sas /e4ro". Lower
Page 44 and 45:
the p€rson'cenrercd 6 conrEsPd wi
Page 46 and 47:
Be.aule activities in the for€ign
Page 48 and 49:
Towards the end of the l97os,anothe
Page 50 and 51:
6. Tclcher to encorrrgc lesrners Pe
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3.1.5 Reserrch dom on L€arnercent
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deny the fact that such sppMches ar
Page 56 and 57:
activities and anangements in the c
Page 58 and 59:
and pragnalics (Stem: in Alitis dd
Page 60 and 61:
CHAPT€RIV METIIODOLOGY ' Most of
Page 62 and 63:
The target population was seconda./
Page 64 and 65:
two sloups tha! were found similar
Page 66 and 67: 4.5.1 The Achieven€ posltesl The
Page 68 and 69: appropnaie when uring lhe pos<stron
Page 70 and 71: CITAPTER V MATERIAL A.DAPTATION As
Page 72 and 73: 5.1 Exlmples of L.ssons Plsns 5.r..
Page 74 and 75: s.r.2 L€sror (2-4)[old ..
Page 76 and 77: 5.13 Lersons 5'6(old textbook) Le<s
Page 78: 5.r.4I,8ols (8,9J0xold t tt
Page 81 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101 and 102: 9flo of the total rBponses oflhe fo
Page 103 and 104: 6.13 Rsults of Ob3€rvrt</
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
Page 107 and 108: lsee tables 11,12 & l3l. The centra
Page 109 and 110: to 'Ct.tu in ppik a capacity lu Qr-
Page 111 and 112: variety of techniques and leaching
Page 113 and 114: The qBtion Olai miglt be esked herc
Page 115: qulirative natue of leming. On the
Page 119 and 120: (2) lesson 2/4 in the old texlbook.
Page 121 and 122: In the next ilen (8), ir was obsene
Page 123 and 124: CIIAPIER Xtr CONCLUSIONS AND IMPI,I
Page 125 and 126: fte way to ihe suggested approach.
Page 127 and 128: iespected as individual. To rcspect
Page 129 and 130: aggrcsion or self-jutificalion as t
Page 131 and 132: C}IAPTER XIII GUIDELINES FOR A TRAI
Page 133 and 134: leaming is sen a! a process in whic
Page 135 and 136: Coming to lle role ofihe leacher in
Page 137 and 138: ft. couse shodd b€ quit clear of
Page 139 and 140: Sellcoreclion is easier to rem€mb
Page 141 and 142: SiDulation a a rype of activiry tha
Page 143 and 144: Nu'an (1938:22) points out " Tlere
Page 145 and 146: couffy are voied as follows "libenL
Page 147 and 148: exp€dence rhat lrkes Plac€ in s
Page 149 and 150: 2r. h.r.\ t{, (rto
Page 151 and 152: 60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154: MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156: approaches. Therc are other types o
Page 157 and 158: . nEy change or ldd infonnation oft
Page 159 and 160: LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162: Afier adaotaffon: Snrderls g€t m
Page 163 and 164: Aft6r adaotation: A ...ding skill:
Page 165 and 166: tinked with €al lif€ affaiB. As
Page 167 and 168:
'.- Or by explaining (includin8 tra
Page 170 and 171:
;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
Page 172 and 173:
.c-);-+ l'/'uj'/' '1'/ z ."-i,1.",.
Page 174 and 175:
ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
Page 176 and 177:
EFY c aursz lad !..ll.h.'.b!.1.,b!.
Page 178 and 179:
tlBlt cuJr :r+--! or . r1!E n{a. h
Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
Page 183 and 184:
ldr.r.l3tb.Dlir'ft4. ,tJn K U
Page 185 and 186:
t':,.
Page 187 and 188:
ndrrrrki t h th:- C'rl-!- ' J'rn: Y
Page 189 and 190:
D Da Nd.'d S$ir. re ii.. io 'hn iEr
Page 191 and 192:
UNIT 2 SERVING TItE PEOPI.E Four se
Page 193 and 194:
l! I I ' Aar,,L^, fr (" l gsLlrd:L
Page 195 and 196:
I I I I I I I I I I f } tl I I ' t'
Page 197 and 198:
db, zt7 ^" 1"'- \^ 4 .,-'* -- '/-tl
Page 200 and 201:
'7',az,l a,,,/z '4 t-r ,//.,/ s'/.
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