- Title
- Exploring the interplay of sociolinguistic factors in the teaching of esl at secondary school level in Zimbabwe
- Creator
- Jhamba , Duren
- Subject
- Sociolinguistics
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10353/15770
- Identifier
- 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.
- Format
- 341 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 Download | SOURCE1 | Duren Final 2019.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |