APTITUDE AND ACADEMIC TRAINING FOR TEACHER DEVELOPMENT IN ELT

Abstract

This paper seeks to explore the two dimensions of teacher development: Aptitude and acquisition of appropriate proficiency level in English through academic training. The study focuses on the nature and extent of problems perceived by teachers in teaching English as second language at the secondary schools. The samples were 80 ESL secondary school teachers. The tools used for
the study were: ‘Battery of differential aptitude tests’ by Bennett, Seashore and Wesman (1996) and ‘Problems perceived by teachers teaching English as Second language’. The results indicated: that there is significant negative relationship between problems perceived in teaching content and grammar and their aptitude in language, teachers who had not opted for English methodology in B.Ed and teachers who had not undergone ELT training had perceived problems in teaching English. The study suggests that higher aptitude of the language will result in effective teaching and training is needed to improve the effectiveness of ESL teachers.