Teaching Methods of Foreign Languages Teaching and learning of Spanish language in Kabul

Freshta Zahir

Faculty of Arts and Social Science

Subject: Education

Points: 15

Supervisor: Pia Karlsson

Examiner: Maria Jansdotter

Date: 6 February 2014

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ABSTRACT

Second languages which are also called foreign languages are learnt beside native spoken languages and

they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the

globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in

teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools

where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As

the embassy got informed that there is the Spanish department, they immidiately got interested and

wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only

one school in Kabul city.

Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul

University; the researcher therefore, conducted this study to compares English and Spanish language

teachers in the university and a private school. Moreover, students’ perceptions as regards learning a

second language are explored as well as their experience and motives.

Data for this research is collected with the help of ready-made questionnaire which was distributed

to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international

school, 50 students of Spanish department and 50 students of Kabul international school. In addition to

this, five classes were observed in university and five in private school, which helped the comparison of

teachers’ perceptions and factual teaching performance in the class.

It was found that there are both similarities and differences among teachers of English and Spanish

teachers when teaching these foreign languages. In schools these languages are taught superficially and

teachers lack professional knowledge while in the university vice versa. This research also found that

nearly all the staff and students in Spanish department are grown up in urban areas and none of the

students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school

were concerned about the impact of Spanish on Afghan society while students in the university and

Spanish teachers had the counter idea.

Moreover, it was found that in university students were given articles, assignments and topics from

magazines and newspapers apart from daily lessons for the intention that students strengthen their

Spanish language while this practice was hardly visible in school classrooms. In school Spanish language

was taught on lecture based where students rarely found any chance for practice of the language and most

of the time was allocated for the translation of Spanish.

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ACKNOWLEDMENT

Above all, I would sincerely like to thank kindness of Almighty Allah , and the extraordinary

opportunities the Almighty has granted me. It is certain that I am one of the few females who has

acquired such astonishing opportunity in gaining graduate level studies in Afghanistan. This thesis would

not have been possible without the help, support and supervision of my thesis director, Dr. Pia Karlsson,

Dr. Amir Mohammad Mansory.Specific thanks to all the people who helped me in collecting the data,

helping me with the search and responded to the survey questions.

It would not have been possible to complete this thesis without the help and support of the

thoughtful professors and students around me, to only some of whom it is possible to give particular

mention here. I would like to thank my husband and my daughter Kausar, for their personal support and

great patience while I was away during the day for teaching at the university and at nights busy on my

Master thesis and couldn’t give them much of my time. I also thank the Spanish Department of Kabul

University and Karlstad University for their support and assistance.

The good advice, support and acquaintance of my co-workers, colleagues and friends have been

invaluable on both an academic and a personal level, for which I am extremely grateful.

Last, but by no means least, I thank my parents for their continuous support and constant

encouragement.

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Table of Content ABSTRACT .................................................................... Error! Bookmark not defined.

ACKNOWLEDMENT .................................................... Error! Bookmark not defined.

Background....................................................................................................................1

Introduction....................................................................................................................1

Problem area .................................................................................................................. 2

Objectives ...................................................................................................................... 2

Research questions ........................................................................................................ 2

LITERATURE REVIEW .................................................................................................. 3

Teaching and learning of a foriegn language ................................................................ 3

Culture effects on language ........................................................................................... 4

Motivation of students in learning foriegn language .................................................... 5

Textbooks and curriculum.............................................................................................5

METHODS ........................................................................................................................ 6

Limitations of the study ................................................................................................. 6

FINDINGS ................................................................................................... .....................8

Comparison of English and Spanish teaching...............................................................8

Spanish teachers’ and students’ backgrounds, motives and experiences……………..11

Similarities and differences of Spanish teaching in university and schools................13

DISCUSSION...............………………………………………………………………...15

CONCLUSION ............................................................................................................... 17

REFERENCES................................................................................................................18

ANNEXES ...................................................................................................................... 19

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LISTS OF TABELS

Table 1: Speaking in native and foreign language…………………………………………………..8

Table 2: The usage of teacher guide and textbook guides……………………………………….....9

Table 3: Pre-prepared or Self-prepared lectures………………………………………………….....9

Table 4: Translation into native tongue …………………………………………………………...10

Table 5: Visit to Spain by teachers and students………………………………………………......11

Table 6: Why learn Spanish language...............................................................................................12

Table 7: Fathers’ occupational background………………………………………………………..12

Table 8: Dialogue and speaking Spanish in the class ……………………………………………..13

Table 9: Questioning and translation of Spanish…………………………………………………..14

Table 10: It is preferable to have Native Spanish teachers ………………………………………..14

LISTS OF FIGURES

Figure 1: use of tape recorded materials in classes………………………………………………….....10

Figure 2: Making the learning goals clear for the students……………………………………………10

Figure 3: why teachers teach Spanish………………………………………………………………….11

Figure 4: Mothers’ occupational background………………………………………………………….13

ABBREVIATION

KU: Kabul university

MA: Master of arts

BA: Bachelor of arts

ISAF: International Assistance Security Forces

GTM: Grammar translation method

L2: Second language

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INTRODUCTION

Background

In the past the foreign languages such as English, French, and German had influence in Afghanistan, and

were taught to the students in school. English language was taught in all public schools as forieng

langauge. Apart from being a subject in public school curriculum, English has been taught in Kabul

University since long.

Recently, Spanish language also became familiar in university of Kabul and it is now part of the

language department. After that the Spanish military came to Afghanistan as part of ISAF, Spanish

became familiar and the students became interested in learning the language. Afterward, private schools

were also established in Kabul and few of these schools have Spanish as part of their curriculum. Spanish

is also one of the vast spoken languages around the world; over 350 million people speak this language

(Penny, 2002). It is widely used in education, commerce, communication and other areas internationally

(ibid.).The contexts of second language and foreign language might be a little confusing here, according

to my studies, they are often used interchangeably. In Afghanistan, as stated in some books the second

languages are the languages which are the national language and the other languages are foreign

languages.

Second language is claimed to be a language that people learn beside their native language or first

spoken language and Second Language learning (L2) is the process or systematic approach through which

people learn the second language (Hinkel, 2005). It is referred to as foreign language also, and the words

(foreign language and second language) have been used interchangeably in this research paper. It was

only after the World War II that scholars started researching second language, its complexity and

diversity. The researchers realized that it is not only about learning to speak the foreign language, but it

includes other important aspects such as social, cultural and political characteristics that form its context.

The capability of learning second language can be different for one learner to another, depending on their

social and geographical background (ibid.).

Long and Richards (1987) define the language learning method in terms of three interrelated levels:

“approach, design, and procedure. Approach, they say, refers to the theory of language learning

underlying a method. Design refers to the objectives, syllabus, and the roles of teacher, learners, and

materials in a method, while procedure is concerned with the techniques and instructional practices in a

method. Methods are seen to differ not only in the solutions they adapt to questions of approach, design

and procedure, but also in the degree to which they make explicit their underlying assumptions” (p. 117).

Spanish Language learning in Kabul

Spanish department was established in 1979 in Kabul University. In the early years it was supported by

the government of Cuba, and it has been one of the most demanded departments in the literature faculty.

During that period, the department had teachers from Cuba and Uruguay (Government of Afghanistan,

2002). It was affiliated with the University of Havana in Cuba, and final year students were sent to Cuba

to finish their graduation. Unfortunately during the long civil in Afghanistan the department was closed.

In 2002 when the interim government of Afghanistan was established, the Spanish department was

reopened and supported by the Spanish Embassy in Kabul (ibid). Teachers from Spain, Mexico and

Argentina were amongst the faculty members of the department, but now all the faculty members are

Afghans. The department now has one library and a teaching laboratory. It offers a Bachelor’s degree in

Spanish literature in a period of four years of study. Students graduating from the department move on to

working in different fields requiring their Spanish language ability like working for the Spanish embassy

in Kabul, translation services, interpretation, writing articles, and teaching Spanish language in some

private schools. Spanish is also being taught in the International School of Kabul to over 4000 students,

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the project supported by the Spanish embassy and it is the only school in Kabul where Spanish is taught

as a foreign language

English language learning in Kabul

English is another language that is being widely taught in the Literature department of Kabul University.

It was fist taught in 1963 in the education faculty but in 1974 the department of English literature was

established. The goal of the department was to prepare students to use and teach English language and

also allow them to continue their education abroad. Moreover, to enable students to work with

international organizations and to teach English in secondary schools of the country. It has been one of

the most demanded departments since its establishment (Government of Afghanistan, 2011).

English as compared to Spanish language is more familiar to students and overall to people in

Afghanistan. The learning material of English language compared to Spanish language is also more

readily available. In general the faculty members of foreign languages in Kabul University are not able to

teach their students the way they may want due to lack of proper teaching material (ibid.).)

Problem area

Research on learning and teaching of foreign language recognizes that “some learners undertake language

study as a hobby and others need to learn the language to earn their livelihood” (Hinkel , 2005, p.3).

As mentioned earlier English language is more common and familiar to the Afghan people than the

Spanish language for various reasons. This research is an effort to give a general overview of what are

these differences of methods in teaching English and Spanish in Kabul University. How does the

motivation in learning these languages make them approached differently? This research is intended to

find out some practices in the teaching and learning methods of foreign languages in Afghanistan.

Textbooks also have influence on understanding and applying foreign languages Harmer (2009).

Textbooks are guiding tools for both learners and teachers; it helps students with applying their

understanding in the real context. For teachers textbooks are means of time saving, facilitation with

assignments, guidance, and self-assurance (ibid). In this research I will also discuss the difference

between two foreign languages which are taught in Kabul University, if they are using textbooks or other

materials and whether they have guidance for their textbooks or not?

Some of the foreign language teachers at the University of Kabul are native-speaking teachers but

most of them are former students, who have graduated from the language faculty (non-native speaking

teachers). Harmer (2009) argues that non-native-speaking teachers have many advantages that native

speaking teachers do not have since the non-native speaking teachers have experienced the same learning

difficulties as the current students are facing now. Thus, this would give them a better understanding of

what their students are going through.

Harmer (2009) believes that non-native speaking teachers are more familiar and updated with

learning styles than the native speakers. But on the other hand, the native speakers have advantage of

linguistic confidence about their language.

It is a fact that since long time, in Afghan schools, TTCs and universities teachers use traditional

methods for teaching even language. Teachers go on with theoretical and lecture based approaches and

rarely the students get chance for conversation and practice though, it is clear that foreign languages are

almost not possible to be learnt without discussions, conversations and practice of that language. This is

obviously possible if the students are probably put in to groups e.g. pair or group works to find the chance

of communication with other students. This is the bold reason that students after many years of study still

not seem capable of successfully speaking a foreign language. Additionally, since both English and

Spanish are foreign languages I found it interesting to explore if what/what kind of similarities and

differences are there when teaching these two foreign languages from teaching and learning perspectives.

Nevertheless, there is so few knowledge about Spanish in the country while English has been taught and

learnt for some long time before in Afghanistan. Moreover, it will be interesting to find out if there is any

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difference in teaching Spanish in a school and university though, they teach a similar book. It will be even

interesting to explore the possible effects of Spanish language which is a foreign language on Afghan

society and the perceptions of teachers whether they are satisfied with their duty as teachers.

Aim

The aim of this research study is to explore teaching and learning methods of foreign languages in Kabul.

Research questions

1) What are the similarities and differences between teaching English and Spanish as regards

methods and textbooks?

2) What are the socio-cultural backgrounds, motives, and experiences of students and teachers at the

Spanish language Department?

3) What are the differences between teaching Spanish language in Kabul University and in a private

school?

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LITERATURE REVIEW

Teaching and learning of a foreign language:

According to Falk (2004) a child acquires his native language by performing an active role and trying to

pronounce the words as the native people do. Similarly, the learner whenever s/he wants to learnt the

foreign language s/he must also get the acquisition aspects of the foreign language. It means that one has

to acquire knowledge about the language, not just learn it; because knowing a language is more than

being knowledgeable, it is a skill. Practicing, talking and listening are the successful ways of acquiring

knowledge (ibid.). The learner of a foreign language must learn the psychological and sociological

aspects of that language (ibid.).

“Between the 1880s and the 1980s, there was a quest for what was popularly called methods that

would be used to successfully teach students a foreign language. A succession of methods came up each

one for un effectiveness rejected as a new one took its place. The past century therefore, shows an

interesting and varied picture of interpretations of the best methods to teach a foreign language” (Brown,

2001, p.14).

The first method to be known in the 19th

century was the Grammar Translation Method (GTM).

According to Harmer (2009), Grammar Translation Method is usually used by teachers. The teachers

translate the sentences in the lessons or instruct the students to write their own sentences with the help of

grammar. It means that students become able to write complete sentences. In the GTM method the written

form is considered most important aspect of teaching methodology. In the English department at Kabul

University the grammar translation method is used since long.

After this method came series of methods that later became known as the direct method. It was

method that taught learners without any translation, or grammar rules (Brown, 2000). As Freeman (2000)

explains, through the direct method students practice conversation in a foreign language. The students

always talk in the same language and write their own topics and also discuss different aspects of daily

life.

Additionally, Falk (2004) claims that in direct method of teaching the students also understand the

soul of a language and also the correct use of foreign language according to the situation and different

events of life. In this method of teaching the students interact with the foreign language. As Lightbown &

Spada (2010) argue, in using such kind of methodology the teacher must be a native speaker of the

concerned language or the teacher must have language fluency similar to the native speaking teacher.

According to Vivion (2001), in direct method a teacher must be creative and must inspire the

students also, the teaching must be effective and give a good output.

This method was later revised leading to the Audio-Lingual method which emphasized “a great deal

of oral activity – pronunciation and pattern drills and conversation practice – with virtually none of the

grammar and translation found in traditional classes” (Brown, 2000, p.22). According to Falk (2004), in

this method the students are encouraged to repeat a word they listen to or to act as they are instructed by a

movie or video. The students are given a task to perform a situation they listen to by the audio lingual

devices. This approach is similar to the direct method of teaching but it is the most complicated

methodology of teaching because the students will always try to understand and get the acquisition

(ibid.).

After a year, another method came up, the communicative approach. Here, the students must be

allowed to communicate with one another and talk about different aspects of their lives for the purposes

that they become creative and also be able to write something of their own (Harmer, 2009). According to

Vision’s (2001) point of view the communicative approach is the most perfect and precious method for

learning a foreign language. When the students talk with one another and discuss different issues they will

try to speak fluently. A time will come when they feel no problem in the acquisition of second language

(ibid).

For learning foreign language writing is also very important. Falk (2004) stated that we can focus

on the output of writing or we can focus on the process of writing. To concentrate on the output, we are

only interested in the aim of task and end result. Making students to focus on the process of writing does

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actually take some time. Brainstorming of ideas, reorganizing them in another way and drafting the

writing with the help of teacher and then reviewing and editing in various ways, rethinking and changing

ideas, generating more ideas, redrafting, reediting and so on are what the writing process is about. For

most teachers it is difficult to give time to such a process; rather, they prefer to quickly finish a piece of

writing (ibid.). In the Spanish Department at Kabul University (KU) the students have one subject in

which they are writing articles in Spanish and the teachers are giving time to finish the articles and then

collecting them and checking.

Harmer (2009) argues that listening is a complex process that allows a person to understand a

spoken language. Listening includes “receptive, constructive, and interpretive aspects of cognition that

are used for both first language and second language” (ibid. p. 303).

Students can improve their listening skills through the combination of both extensive and intensive

listening materials. Extensive listening takes place when the teacher encourages students to choose

whatever they want to listen for the improvements of their language. On the other hand intensive listening

is when a teacher use audio materials like CD in the class, and wants the students to hear different voices;

in big classes, however, the listening is not so advantageous (ibid.).

Falk (2004) refers to conversation in the classes as very important factor, where students are

speaking with each other in small groups. At the start it will be difficult but as time passes, the teacher

and the students will get familiar with it (ibid.). Although, Campell & Kryszewska (2008) claim that

reading is a part of learning a foreign language and to benefit from reading, the students must take part in

extensive and intensive writing. Research done by Post and Rathet (1996) suggests that using contents

which come from native culture for teaching foreign language can be much more comprehensive and

understandable to students. The reason is because the students have familiarity with the content and have

greater sensitivity towards it that makes it easier for students to grasp and it can motivate the language

learning a lot.

This can be very true in the case of Afghanistan. Spanish is a completely unfamiliar language and

comes from a distant culture. Yet still there are a lot of student who are willing to study the language and

learn the language.

Cultural effects on language

According to Byram (1997), foreign language teachers should be familiar with both the foreign and the

national culture (the context in which the foreign language is taught), because it directly affects the

language learning process. It is very important that teachers know their own culture well and possess

general cultural knowledge as this can help them to explain similarities and differences between cultures

to the learners and through this way the learners can learn a foreign language easier. Teachers must select

convenient texts, learning tasks and materials to help language learners to become skilful in the concerned

language since it is important in teaching a foreign language to know the foreign culture as well (ibid.).

The Spanish language has a relation to the culture of Islam. When the Muslims invade Spain in 711,

they called Spain by the Arabic name: al-Andalus. Islam was present till1492 in al-Andalus. The first

Mosque was built in Cordoba. During the nineteenth century the city of Cordoba was a centre of trade and

learning and a home of different nationalities (Penny, 2002).

The view of language as communication is the base for learning foreign language, which means that

“language is seen as a social tool that speakers and writers use to make meaning” (Savignon, 2002,

p.639). Culture is an instrument to use for shaping speakers communication either orally or in written

(ibid.).

Talking about the culture of the target language (Kramsch, 1993) says “foreign language learners in

educational settings have been socialized and schooled to view the acquisition of knowledge in various

ways, according to the values prevalent in their society” (p.257). She thinks, “foreign language teaching

and learning is subservient to the goals of institutions that impose their values and their definition of the

educational challenge on all subjects in the curriculum” (ibid.).

Motivation of students in learning foreign language

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“In simple terms motivation is an internal process that makes a person move toward a goal” (Niemiec&

Ryan, 2009, p.137). More specifically, all human beings have needs that are more or less inherited;

however their intensity is environmentally conditioned (ibid.). Motivation is divided into two types,

instrumental and integrative or intrinsic motivation. Instrumental motivation is a process in which the

motivator acquires a language for means of achieving instrumental goals, such as career enhancement

(ibid.). Unlike the instrumental motivation, integrative motivation on the other hand is a process of

integration. In this process the learners integrate themselves within the culture of a second language group

and to maintain an integrative motivation is a prerequisite for successful language learning (ibid.).

Furthermore, effective teachers are thought to be enthusiastic, warm, adaptive, stimulating and

imaginative and students who lack intrinsic motivation need a variety, excitement and novelties and

teachers who deal with such students should choose different teaching methods like for example popular

culture and learning materials than can motivate their students (Comfort et al., 2009). Guay et al. (2008)

stated languages are means of communication for better understanding between human beings, so the

need and urge to communicate properly through language is a constant stimulus need of human beings.

However, it should be kept in mind that sometimes motivation conflict can also occur if urges, desires,

wants, needs, ideals and values are combined in a motivation process the motivator will select to act only

on some of them. Wada (2005) on this issue claims that good textbooks can inspire and motivate students

very well too.

Textbooks and curriculum

According to Government of Afghanistan (2011) most of the curriculum which relates to the teaching and

learning foreign languages is based on the vocabulary and grammar and also to the structure of the finite

and non finite sentences. Even in the communicative approach the preferred teaching methodology is

based on the textbook or lectures (premade). Students should try to read the textbooks and create their

own sentences. The students benefit from the textbook because it is the source of words and vocabulary

which is available to the students.

The communicative approach of teaching is containing on the targeted textual contents. The

teachers give the students the vocabulary of daily life use. It means the teacher always tries to teach the

daily life needs vocabulary by which the students learn the names of the ordinary things and also try to

say some sentences which match to the eventual need of vocabulary (Campell & Kryszewska, 2008).

Similarly, Harmer (2009) views the textbook as important and crucial, particularly when the

curriculum addresses the needs of students and matches the culture of the learners. For teachers the

textbook and the lesson plan have a crucial position and importance. The teachers must be creative and

must be critical in selecting the books for the learners (ibid.). The books which cover the needs of the

learners are said to be the most precious and should be considered the treasure of knowledge for the

learners. The teacher must select an easy and attractive book for the learner and if possible the teacher

must prepare his/her own book or curriculum, then it will give a good result (Government of Afghanistan,

2002).

Hinkel (2005) is concerned with the quality of syllabus when teaching a second language. The

syllabus must not be complicated. It must be the key of presenting a subject. Syllabus must not be

confused with the teaching methodology, even for each method the syllabus must be changed and varied.

The learning environment will be successful and cooperative and the learner gets the learning as well as

the acquisition.

To sum up, methods are “a generalized set of classroom activities for accomplishing linguistic

objectives” (Brown 2001, p.14). Textbooks provide some kind of interaction between the learner, the

teacher and the material in the teaching syllabus. They act as a guide in helping teachers and learners

organise their teaching and learning both in and outside the classroom. Textbooks should be able to attract

or motivate students to learn the language through the kind of material and activities they provide and

students should be able to enjoy learning a language from the prescribed course book ( Hinkel ,2005),

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METHODS

For my thesis task, I have collected the data at the Spanish and English departments of Kabul University,

and at Kabul international school. The first step was to translate the English version questionnaire into

Dari which consisted of yes/no questions, multiple choice questions and a couple of open questions

(which were not answered by most of the respondents).

This research is a social research which has been conducted using structured observation and ready-

made questionnaires (see Annex 2 and 3). Questionnaire is a tool to collect quantitative data, which is

undeniably important, particularly to get the responses of different people in various and far distant areas

and also to get the perceptions of more respondents in a short time period (Bryman, 2012; Denscombe,

2010). Besides, classrooms were observed based on annex to get factual and tangible information from

the involved teachers e.g. to find out the dialogue between students and teachers or find out whether and

to what extent Spanish is spoken by different teachers (Bryman, 2012). Structured observation is a very

important data collection tool which is used as a typical quantitative research which helps the researcher

to get first hand, reliable and convincing information (ibid.). Observation helps the researcher to collect

the information which is live and takes place in front of the researcher (ibid.).

The school and university were distant but not difficult to cover. It therefore took 7 days to collect

and compile all the data. Five students helped me to distribute the questionnaires. Then I numbered every

questionnaire and accordingly that I put the data in excel sheet and gave codes. After that I made tables,

graphs according to the research questions and then compared the data.

There were three kinds of questionnaires, one was for 20 English teachers (15 male and five

female), the second was for seven Spanish teachers, both of the university, and in addition five teachers of

Spanish at Kabul international school and the third questionnaire was for 50 students of the Spanish

department (37 male, 13 female) and 50 students (30 male, 20 female) of Kabul international school. All

the respondents were selected based on convenient research design. Researchers use this design for easily

accessible respondents during data collection (Bryman, 2012). In addition, I observed five classes at

Spanish department and five at Kabul international school.

Eventually, administrations were informed for permission regarding the entrance and the safe

purpose of data collection from students and teachers both in the form of questionnaire and class

observation.

Limitations of the study

There were no major limitations which could have affected my research study but I did experience some

difficulties while filling up my questionnaires by students and teachers. People in Afghanistan are not

very familiar with survey questionnaires like the ones used for this research.

When I went to Kabul international school to give the questionnaire to students they thought that I

was from the Spanish Embassy and about to give them scholarship by filling this questionnaire. But after

I introduced myself some of them understood and a couple of them didn’t and they wanted to write their

name, however there wasn’t any option to write their names in questionnaires, some of the students

thought it was an exam. Finally, since there was no space for writing their names the students then

realized that it can neither be scholarship program neither an exam. This neutralization almost removed

the scare of any effect on my study. For the teachers of the school it was easier for me to give it because

they are my ex-students from the university. When I was giving the questionnaire to the students of

Spanish department, they thought that I would give them a job.

Giving the questionnaires to English professors was a little bit difficult because they referred to lack

of time. But if I could have made separate questionnaire according to the subjects which are taught in

both Departments – such as grammar, conversation, literature - that could have provided more

information on these very specific subjects.

Because there are very few teachers in the Spanish Department of Kabul University my data

collection as well as my findings are been limited.

8

Open ended questions were not responded. For example, none of the Spanish teachers and only 1

out of 20 English teachers responded to the question if why/why not they usually follow the instruction

they get in the textbook and teacher guide (question 11 and 12 in English teachers’ questionnaire and 19

and 20 in the questionnaire for Spanish teachers, see Annex 2). Additionally, 3 out of 20 English teachers

responded to question 15 and too few Spanish teachers responded to question 14 and 22.

As an observer I ensured teachers and students that their personal information will never be

revealed. As Cohen et al. (2011) adviced anonymity is where the researcher does not show or record the

respondents’ personal information and help the researcher to get the precise and real information.

Assuring teachers and students that their inforamtion will not be revealed that convinced teahcers and

probably acted as routine and I am sure it has not affected my research.

9

FINDINGS

This chapter describes findings that were collected from ready-made questionnaires which were

distributed to 50 Spanish school students, 50 Spanish students at the university, 12 Spanish teachers and

20 English teachers. It starts with a comparison of English and Spanish teaching; moreover, students’

motives, experiences and backgrounds are briefly reported from the following tables and charts.

Additionally, 5 school and 5 university classes were observed.

The three aspects of learning a language (approach, design, and procedure)

Comparison of English and Spanish teaching

This research study compares the teaching of English teachers and Spanish teachers from the three

aspects of learning a language i.e. approach, design and procedure based on a couple of variables i.e. sex

and educational background. They are described in the following tables.

Language in the class

It is often seen in Afghanistan that teachers speak in their own languages although they teach foreign

language. The main reason is to transmit the information in understandable way. Considering the MA,

BA and grade 12 graduated teachers, it was found that from top to lower education background the

practice of speaking the foreign language varied considerably. As seen in table 1 and table 10 in Annex 1,

the study found that as the educational level of teachers increased the more practice of foreign language

was used in the class – according to the teachers’ responses.

Table 1: Speaking in native and foreign language

Language used

in class

English Teachers SpanishTeachers

BA MA BA MA

# # # #

Native 0 0 2 1

Foreign 5 7 3 3

Both 5 3 3 0 Total 10 10 8 4

Table 1 shows that English as well as Spanish teachers, regardless of educational background, seem to

prefer talking in the foreign language or at least use both languages when teaching. Three out of 12

Spanish teachers at school used native language. Teachers with MA degree to a slightly higher extent

seem to use foreign language more than teachers with BA degrees.

All English and Spanish teachers use textbooks when teaching and almost all of them have got the

textbook from abroad (See table 10 in Annex 1). In addition, all English and more than half of the

Spanish teachers reported that all the students have access to those textbooks (see figure 5 in Annex 1).

Teacher and textbook guide and lecture use

This study also strived to find whether English and Spanish teachers used instructions given by textbooks

and teacher guides. Spanish teachers had a separate teacher guide and so had English teachers for some

subjects e.g. Grammar, Phonetics etc. Since Spanish language is considered a bit complicated language

compared to English it might be the reason for Spanish teachers to mostly follow the instructions they

received in textbook. Majority of English teachers did not seem interested in giving time to read teacher

guide, maybe because English teachers have also attended private English learning courses which have

10

enabled them to be more capable in teaching their subject. It was found that a majority of the English and

Spanish teachers prepared lectures themselves. Table 2 and 3 elaborates more upon this.

Table 2: The usage of teacher guide and textbook guides

textb

oo

k

gu

ide

En

glish

Tea

chers

Sp

an

ish

Tea

chers

teach

er

gu

ide

En

glish

Tea

chers

Sp

an

ish

Tea

chers

Yes 11 8 Yes 7 6

No 9 4 No 13 6

Total 20 12 Total 20 12

As table 2 shows, around half of the English and two thirds of the Spanish teachers used textbook guide

when teaching. More than half of the English teachers and half of the Spanish teachers did not use teacher

guide when teaching in the class.

Table 3: Pre-prepared or Self-prepared lectures

Pre-p

repared

En

glish

Tea

cher

s

Sp

an

ish

Tea

chers

Self-p

repa

red

En

glish

Tea

cher

s

Sp

an

ish

Tea

chers

Yes 6 5 Yes 20 8

No 14 7 No 0 4

Total 20 12 Total 20 12

As seen in table 3, six out of 20 English and 5 out of 12 Spanish teachers used lectures in their teaching

which are prepared by someone else while all English teachers and nearly all Spanish teachers reported

that they prepared lectures by themselves – a somewhat contradictory finding. The teachers used other

books to make their own lectures which they had compiled from those books and they don't follow any

guidance from the books because in many cases the Spanish language books do not have guidance for

teachers.

Figure 1: Making the learning goals clear for the students

0

2

4

6

8

10

12

14

Spanish Ts. English Ts.

Always

Sometime

Never

11

Figure 1 shows that nearly all the teachers always made the learning goal clear for their students while

very few 6 out of 20 English and 2 out of 12 Spanish teachers sometimes did so.

Use of audio and video material

It was found that Spanish and English teachers use different audio and video materials for distinguished

purposes. For example, for conversation teachers put a video on the projector and then ask students for

comments and conversation. English teachers have videos which they receive from different foreign

universities while Spanish teachers have to search different search engines to find instructional films.

Both teachers have audio CDs for language books which they frequently use. The following figure entails

more.

Figure 2: Use of tape recorded materials in the class

Figure 2 shows that around half of the English and the Spanish teachers never used tape recorded

materials in teaching while so few as 6 out of 20 English and 3 out of 12 Spanish teachers did so every

day. Comparing this to the use of video recorded materials, half of the English and Spanish teachers never

used video materials in teaching while half of English teachers did so on weekly basis (see table 11 in

Annex 1).

Language translation

Upon the question about the use of translation in learning a foreign language, some teachers perceived

language translation as a prerequisite for learning a foreign language. Spanish teachers translated Spanish

into Dari and vice versa while English teachers also did so to some extent. As table 4 shows, all the

English and half of the Spanish teachers did not agree that it is helpful to translate each sentence into

native language in order to learn a foreign language while half of the Spanish teacher did believe so. The

reason might be that it would take students to rote memorization and that translation should be integrally

used along with other important factors like pronunciation, rich vocabulary, grammar, conversation etc. to

enhance English or Spanish learning.

Table 4: Translation into native tongue

Translation is good for learning foreign language

Teachers Spanish

Teachers English

Teachers Strongly agree 5 0

0

2

4

6

8

10

12

Daily Weekly Monthly Never

Spanish Teachers.

English Teachers.

12

Agree 2 0 I don’t know 0 3 Disagree 1 15 Strongly disagree 4 2 Total 12 20

Spanish teachers’ and students’ backgrounds, motives and experiences

This part of the study provides information about the different backgrounds and experiences of Spanish

students and teachers. They are clearly visible in the following tables and figures.

Why teach Spanish?

As shown in figure 3 and table 5, it was found that half of the teachers teach Spanish because they were

offered good jobs. Interestingly, some teachers taught Spanish due to their own interest in this language.

Moreover, Spanish was not considered a simple and easy language and teachers believed that it cannot

help someone get good salary. Some teachers had a job before being employed as Spanish teacher while

some had not. None of the students had visited Spain while 4 out 12 Spanish teachers those (who had MA

degrees) had been to Spain. The following figures and tables give a precise picture.

Figure 3: why teachers teach Spanish?

Figure 3 shows that half of the Spanish teachers taught Spanish because they were offered the job while

nearly half taught Spanish because of their personal interest in this language. None of the teachers

reported that it is easy or that they got a good salary. In addition, six out of 12 teachers have had other

jobs while the same number of teachers reported the opposite (see figure 6 in Annex 1).

All Spanish teachers and students were born in urban areas. 1/3 of the male students at university and

only 2 out of 13 female students at university were born in rural areas (see table 12 in Annex 1). In

addition, half of the Spanish students at school and almost 1/3 of the students at university believed that

Spanish language can affect Afghan culture while more than half of the Spanish students at university

thought the opposite and half of the Spanish teachers did not know about the impact of Spanish on

Afghan culture (see table 13in Annex 1).

Why learn Spanish

Students at school and university almost had similar views as regarding the reason for learning Spanish.

They reported that they learn Spanish to get good jobs. The research found that there were also some

students who were impressed by their relatives and friends who know Spanish. One third of the students

at school and university had other reasons behind learning Spanish. It is at university entrance exam that

they chose this department.

50%

0%

42%

0% 8%

Spanish Teachers

Offered job Good salary Like the language

Easy Other reason

13

Table 5: Why learn Spanish language?

Reason Spanish

Studentss at

University

Spanish

Studentss in

school

# % # %

To get a job 27 54 15 30

Visited Spanish countries 0 0 0 0

Have friends and relatives 6 12 16 32

Other reason 17 34 19 38

Total 50 100 50 100

Table 6 shows that half of the Spanish students at the university and 1/3 of the students at school learnt

Spanish in order to get good jobs. None of the students reported that they learnt Spanish because they had

visited Spain, since no students had been to Spanish yet.

Spanish students’ parents’ occupational and educational background

In a couple of questions in the questionnaire, students were asked to state what their parents do and to

what level they are educated. It was found that mothers of school and university students were

housewives or teachers while most of the fathers worked with the government, as businessmen or had

another job not listed in the table. Fathers of the students were educated to university and TTC level. The

following table and figure gives a clear description.

Table 6: Fathers’ occupational background

Students Spanish School

Students. Spanish university

Students

# % # %

Farmer 0 0 2 4

Business man 22 44 2 4

Gov. employee 5 10 21 42

Other 23 46 25 50

Total 50 100 50 100

As table 7 shows, almost half of the fathers of the Spanish students at school were businessmen and the

same amount of the fathers of Spanish students at university work as government employees. Half of the

fathers of the students at both school and university have another duty except from the ones mentioned in

the table. Considering the educational backgrounds of these fathers, half of the fathers of Spanish students

at school had higher education while ¼ of the fathers of Spanish students at university had passed TTCs

and the same amount had higher education (see table 14 in Annex 1).

14

Figure 4: Students’ mothers’ occupational background

Figure 4 shows that nearly all the mothers of Spanish students are housewives while very few, some 10%

of the mothers of Spanish students at the university are teachers.

Similarities and differences between Spanish teaching in university and schools

In the following tables and figures it is described some differences that were observed among Spanish

teachers in university and schools.

Teaching methods

In the class observations it was found that teachers applied some well known teaching methods e.g.

Grammar Translation Method (GTM), direct method and audio methods while teaching foreign

languages. In school, teachers mostly practice translation of native language into foreign or vice versa,

but gave little time to studentss to ask questions or create any dialogic and interactive environment. In

university, teachers though on the one hand, translated grammar and wasted some time in grammar

translation, on the other hand, they implemented this process of grammar learning into practice. To some

extent students were given oppurtunaties to create and involve Spanish speaking conversations and ask

and answer each others’ questions.

Both in school and university teachers used audio and video method. Students were instructed to repeat

each word and sentence they hear in the result of audio material or what they watch in video. Although

the teachers tried to teach to their level best, but since they were not native speakers, therefore, they

lacked the proper application of direct method.

For example, as Spada (2010) and argues, for better consequences in this method the teacher must

be the native speaker and more creative and have language fluency, but teachers in school especially, on

the one hand did not have fluency, on the other hand, they only limited students’ learning of Spanish into

grammar and its translation. In school, students found less opportunity to ask teachers which means that

questioning was unilateral which took place only from teachers’ side. Moreover, students in school were

given much time to repeat teachers’ words while in university as mentioned above, students could have

conversation and asking and answering sessions.

Similarly, school teachers lacked the practice of the communicative approach where students

communicate with one another to become creative and be able to write something of their own ((Harmer,

2009). In the university, teachers after dividing students in pair or groups allowed students to present in

Spanish language the task of the group discussion or pair work and teachers interfered for the

grammatical and language corrections. Additionally, students were given articles and topics from

magazines and newspapers to translate into Spanish which created a good environment for conversation.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Teacher Businesswoman

Gov.employee

Housewife Other

Spanish School Students %

Spanish university Students %

15

The observation also conforms this when it was observed that the teacher divide the class into various

groups and then gave them a book of story. Each group was tasked to grasp the main points of the story in

the book which meant that the teacher used direct method, because the teacher wanted the student to

come up with main ideas of the story.

The following tables will give a clearer picture:

Dialogue, questioning, translation and Spanish speaking in class

In the observed five classes, it was found that university teachers contributed a lot in dialogue with

students and spoke Spanish a lot in the class. University teachers reflected in Spanish to the questions of

students and gave feedback in Spanish. It was witnessed that university teachers in order to strengthen

students’ Spanish speaking ability, made students write articles and assignments after the class. These

observations were dissimilar with school teachers when considering dialogue and the practice of Spanish

language in the class. The observation also showed that school teachers were honest in the

implementation of questioning but dishonest in claiming about the wide practice of Spanish in the class

and holding more dialogue between teachers and students in Spanish language. Table 8 and 9 describe

more.

Table 7: Dialogue and speaking Spanish in the class

Use of

dialogue

University

Teachers School

Teachers

Spanish

spoken by

Teachers

University

Teachers School

Teachers

1-3

minutes 0 4

1-3

minutes 0 3 4-6

minutes 4 1

4-6

minutes 4 2 7-8

minutes 1 0

7-8

minutes 1 0

Total 5 5 Total 5 5

According to this observation teachers at the university spent more time on dialogue and they also talked

Spanish for longer periods that the teachers in school did.

Table 8: Questioning and translation of Spanish

Questioning

by

Teachers

University

Teachers School

Teachers Teachers' translation

University

Teachers School

Teachers

1-3 minutes 0 0 1-3 minutes 0 0

4-6 minutes 0 1 4-6 minutes 4 0

7-8 minutes 5 4 7-8 minutes 1 5

Total 5 5 Total 5 5

Similarly, the teachers at the university spent more time on questioning than the school teachers did. The

teachers in school seem to translate the text more frequently than the university teachers did.

Preferable to have Native Spanish teachers

This research study also found interesting responses to the question whether it is good to have a Spanish

native speaker or not. Many students in both school and university agreed upon having a native Spanish

speaker to teach Spanish. Table 10 explains more.

16

Table 9: It is preferable to have Native Spanish teachers

Native Teachers University Students School Students

# % # %

Strongly agree 16 32 17 34

Agree 19 38 17 34

I don’t know 11 22 10 20

Disagree 3 6 4 8

Strongly disagree 1 2 2 4

Total 50 100 50 100

Table 10 shows that more than half of the university and school students (majority I gave the

questionnaire was female students) found it preferable to have native Spanish teachers while an average

of 10% did not think so.

(As a personal experience of having been a student of Kabul University’s Spanish department, I preferred

having native teachers. In the beginning we would understand very little of what the teacher wanted to tell

us but the teacher would put effort with acting and gestures in order to make us understand. When we

wanted to ask something we would do the same, or use English language to some extent or Dari language

but eventually ideas were communicated).Curriculum, syllabi and textbooks of English and Spanish

in school and university

As English is a compulsory subject in afghan curriculum at school, so when a student come to English

department they already know the language. From seventh class they have English subject and they have

their specific book that are given by ministry of education. There are lots of private schools that they

study their all subjects in English. So the English teachers can use different kind of books and ways for

the students.

But Spanish there isn’t any course nor is the subject at school, so it s very difficult when for the first

time they learn this language. In university as the findings shows that the majority of teachers made their

own lectures (made chapters) putting mixed materials from net and from the Spanish books which they

have, the teachers made a chapter which is on the level of the students especially the history of Spain,

which the student can learn about the country, the other one Spain literature, which are all about the

poems and the authors of Spain, so they are the subject that maybe very difficult for the student if we

directly give them a big book which the students will get confused so because of that a teacher made of

100 or less pages chapters on the level of the students and of course these difficult subject starts from

third years after two years when they become very familiar with the subject. At the first page of the

chapters the teacher writes the syllabus for the student that according this plan they will finish the chapter.

There are two subjects which the teachers are teaching from one book, it s the only one book that we want

that from the university of Spain, this book includes the reading and the conversation subjects, this book

have four level for four years of university and includes the guiding book for the teachers and students.

The private school which starts the Spanish has one subject from class seven, the books that they

are teaching they took from our department they are teaching just one subject.

Every class have Spanish subject three times a week, and not forget to say that till now they didn’t

put Spanish subject in afghan curriculum as English because it is the only one school that started to teach

Spanish for students since two years, will see that they will continuo or stop the teaching.

Overall, the major findings show that there are more similarities than differences in teaching and

learning English and Spanish as foreign languages in Kabul University. There is a lack of professional

knowledge among the teachers in schools who teach Spanish while university teachers seem to practice

student-learning approaches to a higher degree. It was boldly preferred to have Spanish teacher for

Spanish language while not a problem if an Afghan teaches English.

17

DISCUSSION

This research suggests that there are various methods of teaching foreign languages in Afghanistan as

implemented in the university and a private school in Kabul. As the research mainly focused on English

and Spanish languages in Kabul university and Spanish language in school in Kabul, I would like to

discuss the findings in three main headings as following:

Comparisons between teaching methods of English and Spanish languages from

Approach, design and procedure aspects

Harmer (2009) on the definitions of learning methods i.e. approach, design and procedure argues that

approach is a set of theories which can promote successful language learning, Design is more like

methods, the textbooks and the syllabus and the procedures according to Long and Richards (1987)

defines a student to first do this work and than continue with doing another task but also using audio-

lingual method.

Based on these specifications of the mentioned aspects it is found in this research that English and

Spanish teachers made clear the learning goals for the students.

Spanish teachers used teacher guide and textbook guide more than English teachers did. Hence, the

design worked better for Spanish teachers. On the contrary, the books or the self-lecture are prepared

lectures was more prevalent among English teacher comparing to Spanish teachers. From the observation

it was found that Spanish teachers used more the procedures at classrooms and there was a difference

between learning English and learning Spanish in Kabul with regards to this method according to the

observations of five classes.

English language is a more familiar language to the Afghans in comparison to the Spanish

language, and it is probably easier for the students to engage in English language than in Spanish.

Moreover, this difference maybe because of the widely availability of English courses which enable

students to develop their English capability and almost no availability of Spanish language courses in

Kabul which could have helped them to strengthen their Spanish language as English students do.

An important part of the learning process of a foreign language is the material being used and the

curriculum or syllabus. The findings of this research confirm the fact of the use of established foreign

material such as Oxford publications. It contradicts the literature review part which suggests that the

contents of the material being taught should be tailored according to the culture and needs of the students

being taught (Comfort et al., 2009). It could be a need for establishment of a curriculum by the Kabul

University using established international material as a reference and tailoring it in accordance with the

Afghan students’ culture and background. But till then there is a need to use international publications,

establishing equipped libraries for teachers and students reference.

The next part to be discussed is the cultural aspects of the language being taught and the students

learning of the language. In other words there are two parts to this phenomenon; one concerns the teacher

and the other part concerns the students. According to Byram (1997) it is very necessary and helpful

when the teacher of the foreign language has an understanding of the culture concerning the foreign

language being taught and the national culture of the students being taught to, as this affects the whole

language learning process to a great extent Comparing English and Spanish culture, they are both very

different compared to Afghan culture. But English has been a more familiar language to Afghans and of

course largely being used in Kabul. A large part of this is due to the use of English language in a lot of

offices in Kabul and media whether TV, social media or other sources. Hence, there is a need to promote

understanding of the culture of the languages being taught, keeping in mind the limited possibilities of the

Afghan students. A part of this can be done through material and environment created in the language

departments of Kabul University. This can be a further research area that needs to be looked into.

Having a strong motivation to learn a language drives one’s ability to learn the language. The

literature review discussed instrumental and integrative motivation and the teacher’s role in motivating

the students with various methods of teaching (Niemiec& Ryan, 2009). As the finding of this research

18

describes the instrumental motivation of getting a career in the language being learned is stronger

amongst students of English compared to Spanish language. This is not surprising keeping in mind the

various career choices present in English language at the moment in Afghanistan. Another reason of

selecting Spanish language could be more unfortunate is the fact that many students of the Spanish

department just study the language because they had been chosen for the program after getting through

university entrance exam and they had no choice but to continue with this study. This aspect is related to

policies at the governmental level, to change the selection criteria while choosing to study at the

university level, giving students independence in choosing their major and to provide job opportunities to

the graduates of the various departments. Intrinsic motivation techniques on the other hand can be

promoted in the departments by the use of teaching material and qualified teachers.

Teaching methods

The first most important aspect of successful learning of a foreign language is the method of teaching.

This research suggests that the Direct Method of teaching has been more common according to the

findings, where the students are largely involved in communicating the language being taught especially

in university level. Though, if we look at literature review, the most important aspect of this method is the

teacher being a native speaker of the language being taught (Freeman, 2000), maybe this was the weak

point of the teachers in school who restricted Spanish learning only to the translation of this language

word by word or repeating the words after audio or video instrument. Moreover, especially at the

university level, it was considered important to have foreign teachers, Engaging students during lectures

to participate in the learning process is an important aspect of the communicative approach of teaching

(Harmer, 2009).

Campell & Kryszewska (2008) states that a teacher can better find the students’ mistakes, throught

traslating the texts from native langauage to Spanish since the difficulties of speaking could be appeared

this way. These kind of activities also help the students to bring some texts of their knowledge and culture

for practicing in class work but findings from classroom observation in school found it somehow

contradictory to what Campell & Kryszewska mentioned. Most of the students declared that all the time

tanslating the texts of the books word by word directly in to another language by the teacher, makes it

boring for them and thus they really dont show much interest in asking many questions and definitly it

will lead to an end where students wont learn much.

One of the most interesting findings of this research is the fact that the female students in the Kabul

University were more in favour of having native language teachers (foreign teachers) because they found

the native teachers to be extremely helpful and kind to them. This may touch on the aspect of culture. The

socio-cultural conditions of Afghanistan have largely affected the learning and teaching processes as well

as every other aspect of life (Kramsch, 1993). The female students seem to find the foreign teachers easily

approachable and personally engaging in helping them learn. Further research could be very interesting

and helpful in this area. To find out what are the shortcomings of the Afghan teachers while dealing with

the female students and what are the approaches needed.

In the comparison of teaching Spanish language at school and University is a little bit different,

because Spanish language is one subject in the curriculum of school while at University it is being taught

through the whole curriculum. While doing an observation in five classes of school, it was proved that the

school teachers don’t force much the students for learning a separate language such as Spanish, although

in University, students learn the subject very well on the concrete bases. In the class where I did the

observation, they were translating their native language to Spanish language or vice versa. It was

experianced that they are getting more familiar with the grammar of their native and Spanish language.

The teachers used to give texts from the newspapers, articles and magazines as excersie to the students for

better learning the language. Besides the students showed more interest in participating in class and

asking questions this way as well.

The research also confirms the fact that native teachers of foreign languages do engage students to

try and communicate in the language being taught to a high extent. In the beginning it looks to be difficult

for the students but as they continue and keep on improving, it becomes very effective and makes the

19

process of learning the foreign language much more easy and interesting. Since, English language a much

more familiar language to the Afghans in comparison to the Spanish language therefore, the English

teacher can use this method easily because sometime they need to talk in their own language but the

Spanish teacher as I observed, when the teachers are talking in foreign language he/she should say a little

bit in their own language especially for the first and second year students as they are not very much

familiar.When talking about the comparison of teaching Spanish language at school and University yet

we encounter another different result, because Spanish language is one subject in the curriculum of school

while at University it is being taught through the whole curriculum. While doing an observation in five

classes of school, it was proved that the school teachers don’t pressure much the students for learning a

separate language such as Spanish, although in University, students learn the subject very well on the

concrete bases. The class observation was at a time when semester eight of university and the last

semester of the year were in progress, and they had the interpretation class, they were translating their

native language to Spanish language or vice versa. So for doing this the students must learn all the

grammar of the target language, which conform the suggestion of Harmer (2009) who stated that it is

effective if teachers translate the target language sentence by sentence and write in a more academic

language. It was experienced that they are getting more familiar with the grammar of their native and

Spanish language. The teachers used to give texts from the newspapers, articles and magazines as

exercise to the students for better learning the language. Besides the students showed more interest in

participating in class and asking questions this way as well.

Writing process which according to Falk (2004) consist in reorganizing the ideas in another way

and drafting the writing with the help of teacher and then reviewing and editing in various ways,

rethinking and changing ideas, generating more ideas, redrafting, reediting, is also radical in successfully

learning a language. Though, it is for most of the teachers difficult to give time to such a process; rather,

they prefer to quickly finish a piece of writing. Optimistically, it was found that in the Spanish

Department at Kabul University (KU) the students have one subject in which they are writing articles in

Spanish and the teachers are giving time to finish the articles and then collecting them and checking. It

helps students to rethink of the use of the language and make corrections in the second attempt and thus

enhance their Spanish learning capability as Harmer (2009) also suggested that the procedures which

have many steps to do a work is better here for a student to do so. While in school teachers did not know

this method of learning. When observing the fifth class in school, the teacher were reading and translating

word by word, and the students were just listening and not using much of the language and more

precisely they hardly practice language. This word by word translation without any involevement of

language practice as previously mentioned, made the studetns boring and uninterested in the learning

process. This is also what made the students not learning so much.

According to this research it has been found that mostly Spanish teachers agree to translate sentence

by sentence than English teachers. This method mainly requires the teacher to talk almost all the time in

the language being taught in class and not any other language.Though according to Freeman (2000) the

most important aspect of this method is the teacher being a native of the language being taught. The

findings of this research suggest that there are few English native teachers at the time in the English

department and there are no Spanish native teachers in Spanish department which obviously affects the

methods of teaching in the university. As an example of such an effect we can refer to the table 9 in the

previous chapter.

Audio methods

In the literature review it was found that the use of audio-lingual methods help to engage students in

listening to audios or viewing videos and learning from them in a great extent. For example, according to

Harmer (2009) listening and watching films is the reinforcement to learn a foreign language. But

according to the findings of this research due to the limited demand of the subject the teachers are

responsible to put audio or video material so there is not much use of this method in Kabul University and

in schools not at all. The teachers hardly used this method. Especially the Spanish department of Kabul

University and the school where none of the teachers used this method lacks these materials. Hence, as

20

Harmer suggest, there is a need for expanding the use of audio and video methods in classrooms to make

the learning acheivement of foreign language higher. The lack of wide practice of this method can also be

due to the fact that Spanish teachers have to search different search engines in interenet for finding

appropraite materials relavent to the topics which causes teachers’ time consume.

Overall, this research has been limited by time and scope and there is a lot more that can be

researched in this area very particular to the Afghan society. It is noteworthy that the background of the

students also impacts the learning process. The research was limited in this regard because most of the

students being surveyed were from identical backgrounds. Moreover, the findings of this kind of research

can be used to improve the quality of teaching foreign languages. The findings of my research point out

some of the deficiencies in the teaching systems in Afghanistan.

.

21

CONCLUSION

This study found many interesting findings. For example, in applying the teaching methods e.g. direct

method or communicative method or GTM.There were some similarities and differences among Spanish

and English teachers when considering their teaching methods. Most of the times, Spanish teachers in the

university to some extent leaded in appropriate implication of these teaching methods comparing to

teachers in school. It was found that teaching Spanish in the university differs from teaching Spanish at

school. Teachers at school were not professional enough to fulfil their duty successfully, e.g. they gave

less time for discussion in Spanish language, the teachers made students translate each word and sentence

rather than practice the language as interaction and dialogue. University teachers to a little extent had this

problem since the teachers were more professional and their methodology was far rich than of that school

teachers.

The research study answers the set aim and research questions. The research took place in only one

university in Kabul and one private school; therefore, it cannot be seen as a general overview of all the

universities and schools around the country. There is a need to conduct more social and academic

research on this topic to find comparisons and explore for antidotes to facilitate learning foreign

languages in different settings. I think more locations, respondents, schools and universities should be

selected for a different and more comprehensive outcome.

As far as I know, there have not been studies on this topic in Afghanistan before, therefore, it

cannot be compared with previous research study but still it can be a significant study in Afghan context.

As it was found that teachers lack teaching methods which facilitate students’ learning achievements,

therefore, there is a need to change teachers’ teaching approaches and a need for Spanish speaking

countries to support in different spheres i.e. textbooks, internet facilities, projectors and so on to help the

staff and students in easily learning foreign language, particularly, Spanish.

There is a lot that needs to be done and can be studied in this research area particular to Afghan

society. For instance how can the text books from abroad are tailored in accordance to the culture of

Afghanistan? How can the Spanish culture be introduced to the students in classes? How can the school

students be involved more in learning process in class? What is the best method of teaching a foreign

language to the Afghan students? What different approaches can make female students learn more and

ease their approach to the teachers?

This study may be quite helpful for the language and literature faculties in different universities,

students and teachers, Ministry of Education Teacher Training Colleges around the country because this

study entails that learning a foreign language will have a weak quality when there is a lack of professional

teachers in both university and schools. Additionally, students will come up with lots of problems in

learning foreign languages until the traditional approaches are integrally used with learner-centered

approaches.

22

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Bryman, A. (2012) Social Research Methods Oxford: Oxford University press.

Byram, M. (1997) Teaching and Assessing intercultural Communicative Competence. Clevedon,

UK: Multilingual Matters.

Campbell, C. & Kryszewska, H. (2008) Learner-Based Teaching. New York: Oxford University press.

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Denscombe, M. (2010) The Good Research Guide for small-scale research projects. Milton Keynes:

Open University Press.

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University press.

Government of Afghanistan, 2002

Government of Afghanistan, 2011

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Determination in Education,Canadian Psychology,Vol. (49)

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University Press.

Kramsch, C. (1993) Context and Culture in Language Teaching. UK: Oxford University press.

LightBown, P & Spada, N. (2010) How Language are Learned.UK: Oxford University Press

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Niemiec, C.P., & Ryan, R.M.(2009) “Autonomy,competence, and relatedness in the classroom:Applying

self-determination theory to educational Practice,” theory Research in Education.Vol (7).

Penny,R. (2002) A History of the Spanish Language..London: Cambridge University Press

Pierce,BN (1995) Social Identity, Investment,and Language Learning. TESOL Quarterly, (29)

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Classroom” in English Teaching Forum. Vol (34).

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teacher Education.New Haven,CT:Yale University Press.

Vivion,C.(2001) Second Language Learning and Language Teaching. New York. Oxford: University

Press.

Wada, M.(Ed). (2005) The course of study for senior high school:Foreign languages.

Tokyo: Kairyudo.

Wajnryb, R. (2005) Classroom Observation Tasks. London: Cambridge University Press.

23

ANNEXES

Annex 1:

Table 10: Spanish and English teachers’ responses on whether they use any textbook while teaching

Spanish and where have they got it from

Tea

ch

ers

En

glis

h T

s.

Sp

an

is

h T

s.

Tea

ch

ers

En

glis

h T

s.

Sp

an

is

h T

s.

Yes 20 11 From MOE 3 0

No 0 1 From abroad 17 12

Total 20 12 Total 20 12

Table 11: Teachers’ responses on the use of video recorded materials in the class

Teachers Spanish Ts. English Ts.

Daily 2 0

Weekly 2 8

Once/month 2 5

Never 6 7

Total 12 20

Table 12: Students’ and teachers’ growth

Teachers

and

Students Spanish Ts.

Spanish

STs. At

school

Spanish Sts

at university

Male Female

Rural 0 0 12 2

Urban 12 50 25 11

Total 12 50 37 13

Table 13: University Spanish teachers, university students and school students’ perceptions on the

impact of Spanish language on Afghan culture

Teachers and Students

School STs.

Of Spanish Spanish Ts.

Spanish STs.

At university

High degree 24 2 14

I don’t know 15 5 5

To a small degree 6 3 13

Not at all 5 2 18

Total 50 12 50

24

Figure 5: Spanish and English teachers’ responses regarding students’ access to textbooks

Figure 6: Spanish teachers’ responses on whether they have had any another job

Table 14: Spanish students’ fathers’ educational background

Students

Spanish

School STs.

Spanish

university

STs.

# % # %

Grade 6 5 10 6 12

Grade 7-11 2 4 0 0

Grade 12 8 16 4 8

Grade 14 0 0 12 24

University 26 52 14 28

Islamic

education 5 10 6 12

None 4 8 8 16

Total 50 100 50 100

0

5

10

15

20

# #

Spanish Ts English Ts

No one

25%

50%

75%

All

50% 50%

Spanish Ts. Yes No

25

Annex 2:

Questionnaires

Spanish Teachers’ questionnaire

Questions for Spanish teachers

University background: Bachelor degree Master degree PhD

Teaching experience of Spanish: 1 year or less 2-4years more than 4years

Sex: Male Female Age: years

1) What is your mother tongue?

2) I was born in Afghanistan Other country, which?

3) I grew up in a a rural setting an urban setting

4) Where did you learn Spanish (if not your mother tongue)?

(You can select more than one option)

Afghan University

Spanish University

I have worked with Spanish speaking people in Afghanistan

In another way, how/where? …………………………………………………….

5) Have you visited Spain or any other Spanish speaking country?

Yes No

If yes, where? …………………………………when?

…………………………why?.........................................................

6) Why did you learn Spanish? ? (You can select more than one option)

I know Spanish speaking natives

I visited Spanish speaking countries

I have friends/relatives who studied Spanish

Good career possibilities

Other reason, what? ………………………………………

7) Why do you teach Spanish? (You can select more than one option)

I was offered the job

Good salary

I like the language

It is easy

Other reason, please indicate what…………………………….

8) Have you had any other job before you started to teach Spanish?

Yes No

9) If yes, what?

10) Are you using a textbook in your teaching?

Yes No

11) If yes, from where have you got this textbook?

Ministry of Education From abroad

12) How many students have access to this textbook?

No one around 25 % around 50 % around 75 % all

13) Are you using lectures prepared by other teachers in your teaching?

Yes No

14) Are you using lectures prepared by yourself in your teaching?

Yes No

15) Are you using other material, in that case what?.................

16) Do the textbooks include guidance for your teaching?

Yes No

17) Do you have a separate Teacher Guide?

26

Yes No

18) Do you usually follow the advice you get from the textbook or Teacher Guide?

Yes No

19) If yes – why?

20) If No, why not?.

21) Do your classes listen to tape recorded material?

On daily basis

On weekly basis

Once per month

Never

22) Do your classes view video recorded material?

On daily basis

On weekly basis

Once per month

Never

23) If you use tape or video recorded materials, from where have you got them?

24) To what extent do you make the learning goals for the students clear?

Always

Sometimes

Never

25) Are you talking in your own native or in the foreign language in the class?

In native language

In foreign language

Both

26) A good way to learn a foreign language is to translate each sentence into one’s own native

language.

Strongly agree agree I don’t know Disagree Strongly disagree

27) To know the grammar of a foreign language is very important.

Strongly agree agree I don’t know Disagree Strongly disagree

28) Students’ interaction in foreign language dialogue is very important.

Strongly agree agree I don’t know Disagree Strongly disagree

29) Learning Spanish Language has impact on the Afghan culture

To a high degree

I don’t know

To a small degree

Not at all

30) The Spanish language department requires more support from the government of Spain

Strongly agree Agree I don’t know Disagree Strongly disagree

31) An exchange program with Spanish Universities for teachers and students is necessary

Strongly agree Agree I don’t know Disagree Strongly disagree

English teachers questionnaire

27

Questionnaire for teachers of English department:

University background: Bachelor degree Master degree PhD

Teaching experience of English: 1 year or less 2-4years more than 4years

Sex: Male Female Age: years

1) What is your mother tongue? ……………………………………………

2) Are you using a textbook in your teaching?

Yes No

3) If yes, from where have you got this textbook?

Ministry of Education From abroad

4) How many students have access to this textbook?

No one around 25 % around 50 % around 75 % all

5) Are you using lectures prepared by other teachers in your teaching?

Yes No

6) Are you using lectures prepared by yourself in your teaching?

Yes No

7) Are you using other material, in that case what?.................

8) Do the textbooks include guidance for your teaching?

Yes No

9) Do you have a separate Teacher Guide?

Yes No

10) Do you usually follow the advice you get from the textbook or Teacher Guide?

Yes No

11) If yes – why? .......................................................

12) If No, why not? ……………………………………………

13) Do your classes listen to tape recorded material?

On daily basis

On weekly basis

Once per month

Never

14) Do your classes view to video recorded material?

On daily basis

On weekly basis

Once per month

Never

15) If you use tape or video recorded materials, from where have you got them?

16) To what extent do you make the learning goals for the students clear?

Always

Sometimes

Never

17) Are you talking in your own native or in the foreign language in the class?

In native language

In foreign language

Both

18) A good way to learn a foreign language is to translate each sentence into one’s own native

language.

Strongly agree agree I don’t know Disagree Strongly disagree

19) To know the grammar of a foreign language is very important.

Strongly agree agree I don’t know Disagree Strongly disagree

28

20) Students’ interaction in foreign language dialogue is very important.

Strongly agree agree I don’t know Disagree Strongly disagree

Students’ questionnaire

Questions for Spanish students at University and secondary school

Sex: Male Female Age: ….. Years

Education: I am in grade …………

What is your mother tongue? ………………………….

1, I was born in: Afghanistan - Other country, which? …………………………

2, I grew up in: a rural setting an urban setting

3, My father‘s occupation is

Farmer business man governmental employee other

4, My mother’s occupation

Teacher business woman governmental employee house wife other

5, My father’s education

Grade 6 or below grade 7-11 grade 12 grade 14 University Islamic education

none

6, My mother’s education:

Grade 6 or below grade 7-11 grade 12 grade 14 University Islamic education

none

7, Why do you learn Spanish? ? (You can select more than one option)

To get a job as Spanish teacher

I visited Spanish speaking countries

I have friends/relatives who studied Spanish

Other reason, what? ………………………………………

8, Have you visited Spain or any other Spanish speaking country?

Yes No

9, If yes, where? …………………………………when?

…………………………why?.........................................................

10, Learning Spanish Language has impact on the Afghan culture

To a high degree

I don’t know

To a small degree

Not at all

11, I prefer to have native Spanish speakers

Strongly agree Agree I don’t know Disagree Strongly disagree

29

Annex 3:

Observation form

Classroom observation form Teacher education: Less than grade 12 grade 12 grade 14 Bachelor degree Master

degree PhD

Experience of Spanish teaching: 1 year or less 2 to 4 years more than 4 years

Sex: Male Female

University class grade ………………..Secondary school grade ……………………… Date……….

Note: during 8 minutes teachers’ class will be observed and then during 2 minutes information will be

recorded to this form.

Ti

me

period 10minute

Te

acher

and

students speak in

native Language

Teacher speaks in

Spanish Language

Stude Students’ activities

My

Comments

t

r

eads or

lectures

ask

s

questions

com

ments,

expla

ins,

gives

feedback

re

ad

Spanish

ans

wer

questions

put

questions

tra

nslate

from/to

Spanish

dialo

gue w each

other

1st 8

minute

2nd

8 minute

3rd

8 minute

4th

8 minute

5th

8

Min

ute

6th

8

Min

ute

7th

8 minute

8th

8

minute

7: Dari translated Teachers’ questionnaire

سوالنامه برای معلمان دیپارتمنت انگلیسی:

30

پوهنتون: لیسانس سابقه ماستر داکتر

تجربه تدریس انگلیسی: یک سال کمتر از آن سال 4الی ٢ ٤اضافه از

سال

جنس: مذکر مونث عمر سال

__________________زبان مادری تان چیست؟ -1

درسی در تدریس تان استفاده مینمایند؟آیا از کتاب -2

بلی نخیر

اگر جواب بلی باشد از کجا کتاب را بدست می آورید؟ -3

وزارت معارف از بیرون

چند تن از شاگردان تان کتاب دارند؟ -4

هیچکس % 22تقریبا % 52تقریبا همه

آیا از لکچر های که معلمان دیگر تهیه نموده اند استفاده می کنید؟ -2

بلی نخیر

آیا از لکچر های که خود تان تهیه کرده اید در تدریس استفاده می -6

نمایند؟

بلی نخیر

آیاشما از دیگر مواد نیز استفاده مینمائید، در آن صورت از کدام -5

------------------------------------مواد

برای تدریس شما موجود است؟آیا درکتاب درسی رهنما -8

بلی نخیر

آیا شما یک رهنمای معلم جداگانه دارید؟ -9

بلی نخیر

آیا شما اکثرا از رهنمایی کتاب درسی و یا رهنمای معلم استفاده می – 11

نمایند؟

در صورت جواب بلی، چرا؟ -11

در صورت جواب نخیر، چرا؟ -12

آیا صنوف شما به مواد تایپ ریکاردر گوش می گیرند؟ -13

روزانه هفته وار ماهوار هیچکدام

راتما شما می کنند؟آیا صنوف شما مواد ویدوئی -14

روزانه هفته وار ماهوار هیچکدام

اگر شما از تایپ ویا ویدیو استفاده می کنید از کجا آنرا بدست می -12

آورید؟

اگردان واضح می سازید؟تابه کدام حد اهداف آموزشی درسی تانرا به ش -16

همیشه اکثرا هیچکاه

آیا شما در جریان تدریس به زبان خود داخلی صحبت مینمائید و یا به -15

زبان خارجی؟

به زبان داخلی به زبان خارجی به هردو زبان

بهترین راه آموزشی زبان خارجی این است که جمله به جمله به زبان -18

داخلی ترجمه گردد.

قویا موافق هستم موافق هستم نمی دانم

ار مهم است.دانستن گرامر زبان خارجی بسی -19

قویا موافق هستم موافق هستم نمی دانم

عمل و عکس العمل شاگردان در زبان خارجی ازطریق اجرای دیالوک بسیار -21

مهم است.

31

قویا موافق هستم موافق هستم نمی دانم

32

سواالت برای معلمان هسپانوی:

سابقه پوهنتون: لیسانس ماستر داکتر

تجربه تدریس هسپانوی: یک سال یا کمتر از آن سال 2-4 اضافه تر از

سال 4

جنس: مذکر مؤنث عمر سال

-------------------زبان مادری تان چیست؟ -1

محل تولد: افغانستان -2 کشور دیگر کدام کشور

من در محیط: اطرافی -3 شهری بزرگ شده ام.

شما هسپانوی را در کجا آموخته اید؟)در صورتیکه زبان مادری تان -4

نیست(

)شما میتوانید بیش از یک نظر را انتحاب کنید(

پوهنتون افغانستان پوهنتون هسپاوی من با مردم زبان هسپانوی در

افغانستان کار و وظیفه اجرا نموده ام یا کدام راه دیگر چطور و در کجا؟

آیا شما ازکشور هسپانیه و یا کشور های که به زبان هسپانوی صحبت می -2

کنند بازدید نموده اید؟

بلی نخیر

چرا شما هسپانوی را یاد گرفته اید؟)شما میتوانید بیش از یک نظر را -6

انتخاب نمائید(

می شناسممن اشخاص هسپانوی زبان ها را من به کشور های هسپانوی زبان

سفر و بازدید نموده ام من دوستان و خویشاوندان دارم که هسپانوی را

خوانده اند، امکانات خوب کاری دارند

------------------------------ا اند؟دالیل دیگری که موجود است کدام ه

--------------------------

چرا شما هسپانوی تدریس مینائید؟)شما می توانید بیش از یک نظریه را -5

انتخاب نمائید(.

برای من یک وظیفه پیشنهاد شده بود معاش خوب داشت من این زبان را

دارم دوست این زبان بسیار آسان است دالیل دیگر لطفا آنرا نشانی کنید.

آیا قبل از تدرس زبان هسپانوی به کدام وظیفۀ دیگر نیز مصروف بودید؟ -8

بلی نخیر

--------------------وظیفه مصروفیت داشتید:در صورت جواب بلی به کدام

----------------------------

آیا از کتاب درسی در تدریس تان استفاده مینمایند -9

بلی نخیر

اگر جواب بلی باشد از کجا کتاب را بدست می آورید؟ -11

وزارت معارف از بیرون

چند تن از شاگردان تان کتاب دارند؟ -11

هیچکس % 22تقریبا % 52تقریبا همه

می کنید؟ آیا از لکچر های که معلمان دیگرتهیه نموده اند استفاده -12

بلی نخیر

آیا از لکچر های که خود تان تهیه کرده اید در تدریس استفاده می -13

نمایند؟

بلی نخیر

آیاشما از دیگر مواد نیز استفاده مینمائید، در آن صورت از کدام -14

---------------------------------------------وادم

آیا درکتاب درسی رهنما برای تدریس شما موجود است؟ -12

33

بلی نخیر

آیا شما یک رهنماي معلم جداگانه دارید؟ -16

بلی نخیر

آیا شما اکثرا از رهنمایی کتاب درسی و یا رهنمای معلم استفاده می – 15

نمایند؟

در صورت جواب بلی، چرا؟ -18

در صورت جواب نخیر، چرا؟ -19

آیا صنوف شما به مواد تایپ ریکاردر گوش می گیرند؟ -21

روزانه هفته وار ماهوار هیچکدام

آیا صنوف شما مواد ویدوئی را تما شما می کنند؟ -21

روزانه هفته وار ماهوار هیچکدام

کنید از کجا آنرا بدست می اگر شما از تایپ ویا ویدیو استفاده می -22

آورید؟

تابه کدام حد اهداف آموزشی درسی تانرا به شاگردان واضح می سازید؟ -23

همیشه اکثرا هیچگاه

آیا شما در جریان تدریس به زبان خود داخلی صحبت مینمائید و یا به -24

ن خارجی؟زبا

به زبان داخلی به زبان خارجی به هردو زبان

بهترین راه آموزشی زبان خارجی این است که جمله به جمله به زبان -22

داخلی ترجمه گردد.

قویا موافق هستم موافق هستم نمی دانم

دانستن گرامر زبان خارجی بسیار مهم است. -26

قویا موافق هستم موافق هستم نمی دانم

الوک بسیار عمل و عکس العمل شاگردان در زبان خارجی ازطریق اجرای دی -25

مهم است.

قویا موافق هستم موافق هستم نمی دانم

آموزش زبان هسپانوی باالی فرهنگ افغانی تأثیر گذار است؟ -٢٢

به درجه عالی من نمی دانم به درجه کم به هیچ صورت

.دیپارتمنت زبان هسپانوی به حمایه دولت هسپانیه زیاد ضرورت دارد -29 قویا موافق هستم موافق هستم من نمی دانم موافق نیستم قویا

موافق نیستم

یک پروگرام تبادلوی استادان و شاگردان با پوهنتون های هسپانوی – 31

ضروری است؟

قویا موافق هستم موافق هستم من نمی دانم موافق نیستم قویا

موافق نیستم

سواالت برای شاگردان زبان هسپانوی در پوهنتون و مکاتب ثانوی

جنس ذکور اناث عمر ----------سال

هستم---------------تعلیم: من در صنف

----------------زبان مادری تان چیست؟

من تولد گردیده ام در افغانستان -1 کشور دیگر در کدام کشور؟

34

در محیط اطرافیمن در -2 شهری بزرگ گردیده ام.

وظیفه پدرم -3 دهقان تجار کارمند دولت و غیره میباشد.

وظیفه مادرم -4 معلم تجار کارمند دولت خانم خانه ویا غیره

می باشد.

تحصیالت پدرم -2 و یاکمتر ازآن 6صنف 11-5از صنف 12صنف 14صنف

پوهنتون تعلیمات اسالمی و یا هیچ کدام می باشد.

تحصیالت مادر -٦ و یاکمتر ازآن 6صنف 11-5از صنف 12صنف 14صنف

پوهنتون تعلیمات اسالمی و یا هیچ کدام می باشد.

می توانید بیش از یک نظر را چرا شما هسپانوی را یادمی گیرید) شما -٧

انتخاب نمائید.

: تا وظیفه معلمی هسپانوی را بگیرم.

: من از کشور های هسپانوی زبان بازدید نمودهام.

: دوستان و خویشاوندان من هسپانوی را یاد گرفته اند.

: دلیل دیگر کدام دلیل.

آیا شما از کشور های هسپانوی زبان و یا آینانیکه به زبان هسپانوی -٢

صحبت می کنند بازدید نموده اید؟ بلی نخیر

------------در چه وقت ----------------در کجا؟ -در صورت جواب بلی -٩

-------

آموزش زبان هسپانوی به فرهنگ تاثیر گدار است -٠١

به درجه عالی من نمی دانم به درجه کم به هیچ صورت

من ترجیح میدهم که با اشخاص هسپانوی زبان در تماس باشم. -٠٠

یا موافق هستمقو موافق هستم من نمی دانم موافق نیستم قویا

موافق نیستم

1

فورم مشاهده صنف

12تحصیالت استاد: کمتر از صنف صنف 12 ٠٤صنف لیسانس ماستر

داکتر

تجربه در تدریس هسپانوي: یک سال یا کمتر از آن سال 1-4 اضافه تر

سال 4از

جنس: مذکر مؤنث

---------------درجه مکتب ثانوی ----------درجه صنف در پوهنتون

-------------تاریخ

ت دو دقیقه دقیقه صنف معلم مشاهده می گردد و در مد 8در مدت یادداشت:

معلومات در فورمه خانه پری وثبت میگردد.

و

قت

1

1 دقیق

ه

م

علم و

شاگرد

ان به

زبان

خود

صحبت

می

کند

معلم به

هسپانوی صحبت می

کند

ن فعالیت های شاگردان

ظریا

ت من

خ

واند

ن و

لکچر

پ

رسید

ن

سوال

ن

ظریات

،

تشریح

ات

واصالح

ات

خ

وانش

هسپان

وی

ج

وابا

ت به

سواال

ت

س

وال

کرد

ن

ت

رجمه

از/

به

هسپان

وی

د

یالو

گ با

همدی

گر

ا

8ول) دقیق

ه(

د

8وم) دقیق

ه(

س

8وم)

دقیق

ه(

چ

هارم

(8

دقیق

ه(

پ

نجم)

8 دقیق

ه(

ش

8شم)

2

دقیق

ه(

ه

فتم)

8 دقیق

ه(

ه

شتم)

8 دقیق

ه(