Factors affecting learning of English as a second language in South African schools

Notshulwana, Lamla Augustin

Title: Factors affecting learning of English as a second language in South African schools
Creator: Notshulwana, Lamla Augustin
Subject: English language -- Study and teaching -- Foreign speakers
Subject: Second language acquisition
Subject: English language - Study and teaching (Secondary)
Date Issued: 2024-04
Date: 2024-04
Type: Master's theses
Type: text
Identifier: http://hdl.handle.net/10948/63440
Identifier: vital:73359
Description: The aim of this study was to identify the factors that are affecting the learning of English as a second language in South African schools. Although many South African learners are not fluent or native speakers of the English language, they are required to learn the content of their subjects in English. This is because there is a lack of resources in South Africa to teach other languages and English is seen as the language that grants access to better education and job opportunities, and it is the language that is used to communicate worldwide. The input, output, interaction and sociocultural theories were used to inform the theoretical framework of the study. This study used both qualitative and quantitative methods in order to answer the research question. The participants for this study consisted of individuals who matriculated in South Africa within the period of the past five years and were taught English as a second language. The participants were approached through social media platforms. One hundred participants responded to the questionnaire and 14 were interviewed. The methods of conducting interviews and distributing questionnaires were used to help the researcher to gain a better understanding of the topic. The findings of this study indicate that there are still teachers in South African schools who are not well qualified or proficient in the English language. In addition, learners face a variety of challenges in learning English as a second language. These challenges are found not only within the school context but also outside of school. The learners’ external environment also influences their learning of English as a second language. These external influences include overcrowding at schools, lack of resources such as libraries or books, and parents who are not involved in their children’s learning of English. Being proficient in L1 is important in order develop L2 because a learner can use their L1 skills to learn L2. There are also affective factors such as motivation, confidence and anxiety that play a role in in learning a second language. One of the reasons that some learners perform better than others when it comes to learning English is because of the motivation and self-confidence that they possess. Anxiety related to learning English as a second language is seen as a threat to an individual’s self-concept. This is because learners might find it difficult to communicate well in a language they have not learnt completely. Learners need to be encouraged to achieve their best level in their English skills so that their learning outcomes can be improved. Also, in order for the literacy rate of poor performing schools in South Africa to be improved, teachers should be trained to teach the English language better, parents need to be involved actively in their children’s learning of English as a second language and the Department of Basic Education needs to develop programmes and a policy that puts emphasis on the use of English as a LoLT.
Description: Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 2024
Format: computer
Format: online resource
Format: application/pdf
Format: 1 online resource (xiv, 177 pages)
Format: pdf
Publisher: Nelson Mandela University
Publisher: Faculty of Humanities
Language: English
Rights: Nelson Mandela University
Rights: All Rights Reserved
Rights: Open Access

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