- Title
- Assessing teaching strategies of grade four English second language teachers in Amathole District, Eastern Cape Province, South Africa
- Creator
- Adegoriolu, Emmanuel Tobi
- Subject
- Education--South Africa English language--Study and teaching--Foreign speakers Second language acquisition
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- Applied Linguistics
- Identifier
- http://hdl.handle.net/10353/15474
- Identifier
- vital:40411
- Description
- The intention of this study was to assess the teaching strategies of Grade 4 English second language teachers in the Amathole district of the Eastern Cape. The objectives of the study were firstly, to identify the teaching strategies currently employed by Grade 4 teachers in the teaching of English as a second language in selected schools in Amathole district of the Eastern Cape in South Africa. Secondly, the study sought to establish how the existing teaching strategies impacted on the performance of the learners of English as a second language in the selected schools in Amathloe district of the Eastern Cape, and to establish the teachers‟ perceptions on the most effective teaching strategies in the selected schools. The study used translanguaging and communicative language teaching as the theoretical lens and guide in data collection and analysis. The study employed the use of mixed methods of both quantitative and qualitative research design. Data was collected through the use of eight comprehensive classroom observations and eight teacher questionnaires in four different primary schools. The conclusion of the study as established in the outcome of data showed that there was no recommended teaching strategy by the Department of Education for English second language teachers teaching Grade 4. The study observed that the language teachers made use of various teaching strategies in the instruction of Grade 4 learners. In addition, it was concluded that the placement of the English language subject on the timetable affected the performance of young learners during the summer period. Moreover, the absence of teacher-learner cordial relationship compromised learning outcomes and performance of Grade 4 learners in the skills of English second language. The study recommends that teachers of English as a second language be trained on communicative language teaching in order to achieve positive outcomes in the classroom.
- Format
- 155 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Social Sciences and Humanities,
- Language
- English
- Rights
- University of Fort Hare
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UFH Department of English & Comparative Studies
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | ET Adegoriolu MA Dissertation 22 September 2018.pdf | 1 MB | Adobe Acrobat PDF | View Details |