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International Journal of Development in Social Sciences and Humanities

International Peer Reviewed (Refereed), Open Access Research Journal

E-ISSN:2455-5142 | P-ISSN:2455-7730
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Paper Details


Vol. 8, Jul-Dec 2019 | Page: 105-124

Selamawit Zewdie Yenesew
College of Social Science and Humanities Department of English Language and Literature University of Gondar, Ethiopia

Received: 15-07-2019, Accepted: 23-08-2019, Published Online: 07-09-2019

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One way of providing solution to English language learners listening skill problem can be focusing on EFL teachers’ belief and practice of listening instruction. Even if teacher cognition researches provided substantial new insights in to what EFL teachers believe and do in practice very few studies have gathered evidence of what teachers believe and practice in the classroom for teaching listening. Thus the present study attempts to investigate two EFL secondary school teachers’ belief and practice of teaching listening .Two EFL teachers who teaches in grade nine in University of Gondar Community School in 2018/19 were selected by purposive sampling for the study. Data was gathered through observation and unstructured interview. A qualitative approach was utilized to analyze the data gathered .The result showed that the EFL teachers’ belief of teaching listening was fairly good where as their practice was found to be poor. It was seen that there is a gap between the teachers’ belief and practice of teaching listening. Hence the study recommends EFL teachers to treat the listening sessions that are included in the textbooks regularly, to up to date themselves with the current methods of teaching listening so that they could benefit their students most, to use different techniques of teaching listening so that they can persuade their students about the importance of learning listening.

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