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.
- Full Text:
- Date Issued: 2019
- 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.
- Full Text:
- Date Issued: 2019
Uphicotho nzulu lobunzululwazi bolwimi olusetyenziswa kwimiyalezo emifutshane yesiXhosa sisini esahlukeneyo
- Authors: Gwavu-Peter, Yoliswa Ruby
- Date: 2019
- Subjects: Xhosa language -- Grammar , Applied linguistics , Sociolinguistics , Linguistic change -- Social aspects
- Language: Isixhosa
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39653 , vital:35343
- Description: Olu phando luza kuthi lubeke umnwe kwindlela ulwimi negrama ezithi zisetyenziswe ngayo kumakhasi onxibelelwano zizini ezahlukileyo. Imiyalezo emifutshane iye yathatha unyawo kule mihla sikuyo. Ukanti kukho nokugxekwa kwayo ngenxa yokuba inempembelelo kuphanzo lolwimi. Olunye uphando olwenziweyo luyaphikisana nale mbono njengokuba lungqina ukuba itextism* ayonakalisi lwazi lwamntu kulwimi. Umahluko ophawulekayo kwimiyalezo ethunyelwa ngamadoda nabafazi awukabonakali uphandiwe esiXhoseni, nto leyo ethe yakhuthaza umphandi ukuba akhe avule indlela. Olu phando lujolise ekuphononongeni igrama yesiXhosa kwimiyalezo emifutshane ethunyelwa zizini ezahlukeneyo. Abathathi nxaxheba kolu phando bayikhethe ngokwabo imiyalezo eza kuthi isetyenziswe kolu phando. Uhlalutyo luza kuthi lujonge ikhophasi engangemiyalezo elikhulu linamashumi mahlanu (150) ethunyelwe ngabathathi nxaxheba abangamashumi amahlanu anesihlanu (55), amadoda angamashumi amabini anesihlanu (25) kunye namabhinqa angamashumi amathathu (30). Abantu abanikezele ngemiyalezo baza kunikwa uxwebhu oluchaza ngeenjongo zolu phando nesizathu sokusebenzisa imiyalezo emifutshane njengomsimelelo wolu phando. Kuza kufuneka batyikitye noxwebhu lwesivumelwano. Yonke le miyalezo ivela kubantu abathetha isiXhosa njengolwimi lwasekhaya. Iminyaka yabantu abanikele ngemiyalezo yabo ngokukhululekileyo iphakathi kwama-25 kunye nama-48. Isizathu sokuba amabhinqa ibe ngawona maninzi anikezele ngemiyalezo kunamadoda sesokuba amadoda ebemadolwa-nzima ukunikezela ngemiyalezo yawo kunamabhinqa. Injongo ibikukufumana amanani alinganayo kwisini ngasinye. Olu phando luza kuthi luthathe indlela yentyila-lwazi njengoko kuza kuthi kuhlalutywe, kucakacwe kuchazwe le miyalezo ikhethelwe uphando. Umphandi uza kuthi asebenzise ingcingane yobunzululwazi yolwimi yoluntu (sociolinguistics*) njengengundoqo kolu phando ze ezinye iingcingane ezifana nefonoloji, isintaksi kunye netextism zisetyenziswe ukuxhasa le ingundoqo.
- Full Text:
- Date Issued: 2019
- Authors: Gwavu-Peter, Yoliswa Ruby
- Date: 2019
- Subjects: Xhosa language -- Grammar , Applied linguistics , Sociolinguistics , Linguistic change -- Social aspects
- Language: Isixhosa
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39653 , vital:35343
- Description: Olu phando luza kuthi lubeke umnwe kwindlela ulwimi negrama ezithi zisetyenziswe ngayo kumakhasi onxibelelwano zizini ezahlukileyo. Imiyalezo emifutshane iye yathatha unyawo kule mihla sikuyo. Ukanti kukho nokugxekwa kwayo ngenxa yokuba inempembelelo kuphanzo lolwimi. Olunye uphando olwenziweyo luyaphikisana nale mbono njengokuba lungqina ukuba itextism* ayonakalisi lwazi lwamntu kulwimi. Umahluko ophawulekayo kwimiyalezo ethunyelwa ngamadoda nabafazi awukabonakali uphandiwe esiXhoseni, nto leyo ethe yakhuthaza umphandi ukuba akhe avule indlela. Olu phando lujolise ekuphononongeni igrama yesiXhosa kwimiyalezo emifutshane ethunyelwa zizini ezahlukeneyo. Abathathi nxaxheba kolu phando bayikhethe ngokwabo imiyalezo eza kuthi isetyenziswe kolu phando. Uhlalutyo luza kuthi lujonge ikhophasi engangemiyalezo elikhulu linamashumi mahlanu (150) ethunyelwe ngabathathi nxaxheba abangamashumi amahlanu anesihlanu (55), amadoda angamashumi amabini anesihlanu (25) kunye namabhinqa angamashumi amathathu (30). Abantu abanikezele ngemiyalezo baza kunikwa uxwebhu oluchaza ngeenjongo zolu phando nesizathu sokusebenzisa imiyalezo emifutshane njengomsimelelo wolu phando. Kuza kufuneka batyikitye noxwebhu lwesivumelwano. Yonke le miyalezo ivela kubantu abathetha isiXhosa njengolwimi lwasekhaya. Iminyaka yabantu abanikele ngemiyalezo yabo ngokukhululekileyo iphakathi kwama-25 kunye nama-48. Isizathu sokuba amabhinqa ibe ngawona maninzi anikezele ngemiyalezo kunamadoda sesokuba amadoda ebemadolwa-nzima ukunikezela ngemiyalezo yawo kunamabhinqa. Injongo ibikukufumana amanani alinganayo kwisini ngasinye. Olu phando luza kuthi luthathe indlela yentyila-lwazi njengoko kuza kuthi kuhlalutywe, kucakacwe kuchazwe le miyalezo ikhethelwe uphando. Umphandi uza kuthi asebenzise ingcingane yobunzululwazi yolwimi yoluntu (sociolinguistics*) njengengundoqo kolu phando ze ezinye iingcingane ezifana nefonoloji, isintaksi kunye netextism zisetyenziswe ukuxhasa le ingundoqo.
- Full Text:
- Date Issued: 2019
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