Exploring the interplay of sociolinguistic factors in the teaching of esl at secondary school level in Zimbabwe
- Authors: Jhamba , Duren
- Date: 2019
- Subjects: Sociolinguistics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15770 , vital:40522
- Description: The researcher noted that earlier second language teaching models tended to treat language as an artefact to be scrutinised and adhered to with grammatical precision. This tended to reduce all language learning to the mere acquisition of grammatical skills. However, since all language behaviour is embedded in sociocultural and contextual frameworks, all teaching should provide cross-cultural awareness of that complexity as well as of the internal variation within language. Therefore, the research explored the interplay of sociolinguistic factors in the teaching of English in Zimbabwe. The Mixed Methods design; a combination of the descriptive survey and the case study was adopted. The questionnaire, interview, observation and document analysis methods were used to collect both qualitative and quantitative data to assess the role of sociolinguistic factors in second language teaching pedagogy. A combination of convenient sampling and stratified random sampling was used to come up with a sample representative of the school categories and the gender of teachers in the 38 secondary schools in Gweru District. The data for the research was collected from a random sample of 50 teachers. The data analysis supported the need for a reconceptualisation of ESL teaching in Zimbabwe. Notably, language teaching tended to be exam-centric, unimaginative and not well linked to the needs of the learners in the communicative environment outside the school. This confirmed the initial observation that the secondary school graduates generally lacked sociolinguistic competence skills. The teachers were, however generally not motivated to include culture and sociolinguistics in their teaching. The research therefore recommended a revisit of the 7 | Page allowance for the interplay of sociolinguistic factors at all the planning stages of the ESL curriculum; the status, corpus and acquisition stages.
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- Authors: Jhamba , Duren
- Date: 2019
- Subjects: Sociolinguistics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15770 , vital:40522
- Description: The researcher noted that earlier second language teaching models tended to treat language as an artefact to be scrutinised and adhered to with grammatical precision. This tended to reduce all language learning to the mere acquisition of grammatical skills. However, since all language behaviour is embedded in sociocultural and contextual frameworks, all teaching should provide cross-cultural awareness of that complexity as well as of the internal variation within language. Therefore, the research explored the interplay of sociolinguistic factors in the teaching of English in Zimbabwe. The Mixed Methods design; a combination of the descriptive survey and the case study was adopted. The questionnaire, interview, observation and document analysis methods were used to collect both qualitative and quantitative data to assess the role of sociolinguistic factors in second language teaching pedagogy. A combination of convenient sampling and stratified random sampling was used to come up with a sample representative of the school categories and the gender of teachers in the 38 secondary schools in Gweru District. The data for the research was collected from a random sample of 50 teachers. The data analysis supported the need for a reconceptualisation of ESL teaching in Zimbabwe. Notably, language teaching tended to be exam-centric, unimaginative and not well linked to the needs of the learners in the communicative environment outside the school. This confirmed the initial observation that the secondary school graduates generally lacked sociolinguistic competence skills. The teachers were, however generally not motivated to include culture and sociolinguistics in their teaching. The research therefore recommended a revisit of the 7 | Page allowance for the interplay of sociolinguistic factors at all the planning stages of the ESL curriculum; the status, corpus and acquisition stages.
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Teachers’ beliefs and classroom practices about their oral and written corrective feedback strategies in selected peri-urban and rural schools in Umguza district in Zimbabwe.
- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
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- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
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English first additional language teachers' understanding and implementation of reading strategies in senior classes of Mthatha District : South Africa
- Authors: Madikiza, Nophawu
- Date: 2017
- Subjects: Reading (Secondary English language -- Study and teaching English language
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6422 , vital:29671
- Description: Reading is a skill that teachers have to enthusiastically teach to encourage learning of complex set of reading skills, knowledge and understanding. Teaching of reading strategies to students to improve their reading ability is very important. However, surveys conducted in South Africa during 2001 and 2004 by the Department of Basic Education to establish literacy and numeracy levels in primary schools showed shockingly low levels of reading ability across the country. Therefore, the purpose of this study was to ascertain English First Additional Language teachers’ understanding and implementation of reading strategies. Obtaining teachers’ perceptions and challenges on reading strategies was vital for this study as a way of establishing their competency towards teaching reading. Four research questions were sought to determine namely; reading strategies currently adopted by teachers in their classes, teachers’ perceptions of reading strategies, reading problems or challenges that teachers were facing. A mixed method research was chosen for this study which involves both the qualitative and quantitative approaches. The study followed a survey research design and a case study research design. A purposive sampling was used to select 126 teachers from which questionnaires were administered to collect data and 10 teachers were randomly drawn from the sample to be interviewed and observed in class. Both qualitative and quantitative data were analysed concurrently using coding and categorization of themes for qualitative data and Statistical Package for Social Sciences (SPSS) for quantitative data. The results indicated that a majority of teachers seemed not to understand and implement certain reading strategies and there were few teachers who asserted to the understanding and implementation of these strategies. The teachers mentioned that they were not trained continuously on reading strategies and the schools had no libraries. A majority of teachers highlighted that there were indeed problematic reading strategies and they simply did away with the strategies that were not suitable for their learners and would try the ones they found relevant or suitable. The study presents a proposed reading enhancement model to assist teachers in the teaching of reading. English First Additional Language teachers may benefit from the model and incorporate some or all of the aspects to develop their reading strategy use programmes.
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- Authors: Madikiza, Nophawu
- Date: 2017
- Subjects: Reading (Secondary English language -- Study and teaching English language
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6422 , vital:29671
- Description: Reading is a skill that teachers have to enthusiastically teach to encourage learning of complex set of reading skills, knowledge and understanding. Teaching of reading strategies to students to improve their reading ability is very important. However, surveys conducted in South Africa during 2001 and 2004 by the Department of Basic Education to establish literacy and numeracy levels in primary schools showed shockingly low levels of reading ability across the country. Therefore, the purpose of this study was to ascertain English First Additional Language teachers’ understanding and implementation of reading strategies. Obtaining teachers’ perceptions and challenges on reading strategies was vital for this study as a way of establishing their competency towards teaching reading. Four research questions were sought to determine namely; reading strategies currently adopted by teachers in their classes, teachers’ perceptions of reading strategies, reading problems or challenges that teachers were facing. A mixed method research was chosen for this study which involves both the qualitative and quantitative approaches. The study followed a survey research design and a case study research design. A purposive sampling was used to select 126 teachers from which questionnaires were administered to collect data and 10 teachers were randomly drawn from the sample to be interviewed and observed in class. Both qualitative and quantitative data were analysed concurrently using coding and categorization of themes for qualitative data and Statistical Package for Social Sciences (SPSS) for quantitative data. The results indicated that a majority of teachers seemed not to understand and implement certain reading strategies and there were few teachers who asserted to the understanding and implementation of these strategies. The teachers mentioned that they were not trained continuously on reading strategies and the schools had no libraries. A majority of teachers highlighted that there were indeed problematic reading strategies and they simply did away with the strategies that were not suitable for their learners and would try the ones they found relevant or suitable. The study presents a proposed reading enhancement model to assist teachers in the teaching of reading. English First Additional Language teachers may benefit from the model and incorporate some or all of the aspects to develop their reading strategy use programmes.
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An investigation into English second language competence and performance of Shona and Ndebele first lanuage learners
- Authors: Nhongo, Raphael
- Date: 2015
- Subjects: Applied linguistics -- South Africa , Language and languages -- Study and teaching -- South Africa , Multilingual education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/12216 , vital:39198
- Description: The thrust of the study was to investigate the common ESL practices towards proficiency amongst O‟ level learners who are L1 speakers of either Shona or Ndebele and who are from either a rural or an urban setting. The aim of the study was to scrutinize how a learner‟s first language and the rural and urban environment influence ESL proficiency. The aim was to establish how rural and urban settings condition ESL proficiency and how ESL proficiency differs between these two settings. The other aim of the study was to establish the strategies that are used by teachers and learners in ESL teaching and learning and also to evaluate the effectiveness of such strategies. The study was qualitative in nature although a limited quantitative design was employed in the presentation of frequency tables. The study used a case study design. The information that was used in this study was gathered through the use of proficiency tests that were administered to forty O‟ level learners and through content analysis of learners‟ essays which were extracted from their essay exercise books. Sixteen O‟ level English language teachers, six English language examiners, one subject manager of English language and two curriculum developers were interviewed. The secondary data also played an important role in the study. The results of the study showed that teachers and learners use a number of strategies in the teaching and learning of ESL of which some of the strategies that they use have previously not been documented by other L2 researchers. It was also realized that learners in rural areas are at a disadvantage as compared to those in rural schools and such challenges include lack of exposure, inadequate reading materials, faulty instruction, unavailability of libraries and some other social issues. The major conclusion that was made in this study was that ESL learning and teaching strategies are of crucial importance to competence and performance in ESL proficiency.
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- Authors: Nhongo, Raphael
- Date: 2015
- Subjects: Applied linguistics -- South Africa , Language and languages -- Study and teaching -- South Africa , Multilingual education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/12216 , vital:39198
- Description: The thrust of the study was to investigate the common ESL practices towards proficiency amongst O‟ level learners who are L1 speakers of either Shona or Ndebele and who are from either a rural or an urban setting. The aim of the study was to scrutinize how a learner‟s first language and the rural and urban environment influence ESL proficiency. The aim was to establish how rural and urban settings condition ESL proficiency and how ESL proficiency differs between these two settings. The other aim of the study was to establish the strategies that are used by teachers and learners in ESL teaching and learning and also to evaluate the effectiveness of such strategies. The study was qualitative in nature although a limited quantitative design was employed in the presentation of frequency tables. The study used a case study design. The information that was used in this study was gathered through the use of proficiency tests that were administered to forty O‟ level learners and through content analysis of learners‟ essays which were extracted from their essay exercise books. Sixteen O‟ level English language teachers, six English language examiners, one subject manager of English language and two curriculum developers were interviewed. The secondary data also played an important role in the study. The results of the study showed that teachers and learners use a number of strategies in the teaching and learning of ESL of which some of the strategies that they use have previously not been documented by other L2 researchers. It was also realized that learners in rural areas are at a disadvantage as compared to those in rural schools and such challenges include lack of exposure, inadequate reading materials, faulty instruction, unavailability of libraries and some other social issues. The major conclusion that was made in this study was that ESL learning and teaching strategies are of crucial importance to competence and performance in ESL proficiency.
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