- Title
- An investigation into the language factors affecting performance of grade 12 English second language learners in the Qumbu District
- Creator
- Mcengwa, Nomzi Florida
- Subject
- Language -- English language -- Performance
- Date Issued
- 2011
- Date
- 2011
- Type
- Thesis
- Type
- Masters
- Type
- M Ed
- Identifier
- vital:18418
- Identifier
- http://hdl.handle.net/11260/d1006622
- Description
- This study set out to investigate reading ability and language proficiency as factors that affect the performance of grade 12 English Second Language (ESL) learners. It was prompted by a deep concern about the poor reading ability and language proficiency of grade 12 ESL learners. While studies have been carried out on factors affecting the performance of grade 12 ESL learners, few studies have looked at the impact of reading and language proficiency in South African schools especially in the Qumbu district. This study has gathered data on factors affecting the performance of grade 12 ESL learners. The study seeked to: (a) investigate the extent to which reading ability affects the performance of grade 12 ESL learners, (b) establish the extent to which language proficiency affects the performance of grade 12 ESL learners, (c) ascertain differences in the reading ability of learners in the selected schools, (d) ascertain differences in the language proficiency of learners in the selected schools and (e) ascertain differences in the June and September performance scores of learners in the selected schools. The study employed the quantitative method in order to manage the data collection. The researcher used a survey design. The stratified random sampling procedure was used to select participants from the four senior secondary schools i.e. two in the rural areas and two situated in the urban areas, with 30 learners in each school. Data was mainly collected through standardized tests administered on sampled ESL learners. The researcher analyzed the data collected by means of Statistical Package for Social Sciences. Findings were that both Rural Schools performed better than both Urban Schools in Language Proficiency. In Reading Ability when Urban Schools are combined, they performed better than rural schools. The researcher made a few recommendations.
- Format
- vii, 156 leaves
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Walter Sisulu University
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