A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing

2021 ◽  
Vol 54 (1) ◽  
pp. 215-233
Author(s):  
Isaac Mndawe
Keyword(s):  
Creative Writing ◽  
Language Teaching ◽  
Morphological Structure ◽  
Communicative Language Teaching ◽  
Further Education ◽  
School Level ◽  
Secondary School Level ◽  
Image Grammar ◽  
Teaching Grammar

This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts. Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

scholarly journals Principals’ Perceptions of Deteriorating Quality of Education at Secondary School Certificate Level in Khyber Pakhtunkhwa, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 263-270
Author(s):  
Dr. Mohammad Javed ◽  
Prof. Dr. Syed Manzoor Hussain Shah ◽  
Dr. Habib Elahi
Keyword(s):  
Secondary School ◽  
Structured Interview ◽  
School Level ◽  
Quality Of Education ◽  
Examination System ◽  
Khyber Pakhtunkhwa ◽  
Secondary School Level ◽  
Common Objection ◽  
Excellence In Education

This descriptive study was carried out in six different districts of KP province of Pakistan and they were Mansehra, Malakand, Kohat, Dera Ismail Khan, Charsadda, and Bannu. There was the common objection that the quality of education has declined at various stages of education. This study focused on the analysis of the main causes of deterioration of quality at the Secondary School Level in the province of KP, Pakistan. These major causes of deterioration of excellence in education were revealed by a review of the study. Some key factors, considered to be the foundation of quality education, were highlighted. The methodology of the study was properly described. The researcher himself visited the sampled institutions and administered the questionnaire to the respondents to collect the data. Out of six different districts of Khyber Pakhtunkhwa, 440 Principals of Government Boys' Secondary Schools were selected as the population of this study. The sample contained 132 principals (30%). The tool of the study included a structured interview containing six open-ended items. Both qualitative and quantitative treatment was given to the analysis of data and presented in graphical and tabular forms. The study uncovered major causes of deterioration about quality at the secondary level, which is an ineffective system of monitoring and accountability, flawed examination system, insufficient infrastructural facilities, congested classrooms, lack of competent and trained teaching faculty, un-warranted political involvement, outdated teaching methods, and inadequate latest teaching facilities. The study also suggested various teaching strategies, which are suitable for various types of learners and could be applied in classrooms.

scholarly journals Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

2019 ◽  
Vol 8 (5C) ◽  
pp. 1159-1164
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Real ◽  
English Teaching ◽  
Efl Context ◽  
Subsequent Investigation

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

scholarly journals Analysis of requirements of labour market and preparedness of university students

2006 ◽  
Vol 54 (3) ◽  
pp. 27-36 ◽  
Author(s):  
Jiří Duda ◽  
Tomáš Kotrba
Keyword(s):  
Communication Skills ◽  
Further Education ◽  
Foreign Languages ◽  
Skills Development ◽  
Problem Solution ◽  
University Graduates ◽  
Further Training ◽  
Quality Of Teaching ◽  
Teaching Grammar

Educated university graduates are demanded by employers. Requirements of employers on graduates are high; most required are communication skills, decision-making skills, problem solution skills. Very often demand is graduates’ willingness to further education, knowledge of foreign languages. The paper describes the opinions of students of Faculty of agronomics and Faculty of business and economics MUAF in Brno on the possibilities to deepen selected skills. Students of both faculties realize the necessity of further training. More than 96% of students consider the knowledge of foreign languages to be very important and prefer teaching grammar and conversation. Students evaluated the quality of teaching foreign languages at MZLU in Brno, too. Almost 40% of students of Faculty of agronomics and 70% of students of the Faculty of business and economics consider the teaching of foreign languages as insufficient. These negative views were probably influenced by a small extent of teaching languages during their studies. Communication skills represent another significant factor, and students evaluated the possibility to develop these skills, as well. 50% of respondents from the Faculty of agronomics evaluate these skills as necessary for practice and positively evaluate the development of these skills within teaching at MUAF in Brno. Positive evaluation of communication skills development was also found nearly in three quarters of respondents from Faculty of business and economics.

scholarly journals “Passport to The World 1” Based on Communicative Language Teaching Principle

2017 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Ayu Putri Prihatiningsih ◽  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
Junior High School ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Principles ◽  
The World ◽  
Data Source ◽  
Descriptive Method

<p>The purposes underlying this study are (1) to describe an English textbook entitled “Passport to the World 1” in general; (2) to analyze the quality of the English textbook in developing communicative tasks and types of communicative materials. This research used a descriptive method. The data source of this research is the textbook for seventh grade of Junior High School, published in 2009 by PT Tiga Serangkai Pustaka Mandiri. In collecting data, this study takes four of ten units in the textbook randomly. The study uses theory of Cunningsworth (1995) to analyze the textbook in general and Communicative Language Teaching principles to analyze the tasks and material of the textbook. The result of the study shows that (1) the description of the textbook in general is fairly good (62.5 %); (2) the quality of communicative tasks is good (68.7%), and the quality of types of material in CLT is very good (75.03%). The textbook has all criteria of communicative tasks and materials, but each unit of the the textbook is still not complete. It means that the textbook is appropriate to be used and it  will be better if the teacher also completes each unit which is not appropriate communicative criteria by using other sources in order to develop students’ communicative competence.</p>

scholarly journals Les Difficultés D’apprentissage En Éducation Physique Et Sportive: Une Étude De Trois Cas D’enseignement De La Course De Haies Au Bénin

2018 ◽  
Vol 14 (31) ◽  
pp. 370
Author(s):  
Agbodjogbe D. Basile ◽  
Ogueboule Bachar M. ◽  
Attiklemé Kossivi ◽  
Kpazaï Georges
Keyword(s):  
Action Theory ◽  
School Level ◽  
Physical Education Teachers ◽  
Anthropological Theory ◽  
Documentary Analysis ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Teaching Learning

This study explored the functioning of the in-situ didactic system to highlight the difficulties experienced by students in the third year of the secondary school level when performing the activities suggested by their Sport and Physical Education Teachers. Based on the logic of the ternarity of the didactic system (Amade-Escot, 2008; 2003), the interactions between the teachers and students during the teaching/learning of the race were the subjects of study. A triangulation method was utilized whereby data was collected by extracting information from various sources including (Leutenegger, 2009; Van Der Maren, 1996): documentary analysis, interviews conducted pre-session, post-session, and post-cycle, as well as audio-visual recording of the class sessions. Central concepts within the anthropological theory of didactic (Chevallard, 1992) and didactic joint action theory (Sensevy, 2007) were used to analyze and interpret the results of which the most salient revealed that the students have difficulty with crossing and resuming the race after the hurdle. The inter-hurdle race does not occur at regular intervals. These are difficulties previously noted by Lamote (2002) and Aubert (1994). Within the context of our investigation, the agglomeration of the contents of the program, the number of sessions (03) devoted to the teaching/learning cycle of this physical activity, the quality of the material used, and the personal interactions between the participants, were all factors shown to account for the difficulties experienced by the students.

Sign in / Sign up

Export Citation Format

Share Document