Issue 1 (JULACE Vol. 1)

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http://hdl.handle.net/11070/1913

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Browsing Issue 1 (JULACE Vol. 1) by Author "Hamakali, Hafeni P."

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    Assessing students in English Second Language courses: The role of alternative assessment tools in language instruction
    (University of Namibia, 2016) Hamakali, Hafeni P.; Lumbu, Simon D.
    This conceptual paper is an analysis of the role of alternative assessment (AA) tools in English language instruction. AA tools tend to be less formal than traditional testing; they gather information rather that at one point in time; and they are rather formative than summative in nature (Alderson & Banerjee, 2001). There has been increasing criticism of standardized test and examinations and it has brought into question the value of other indirect approaches to language assessment. Research has shown that these approaches provide a wealth of information which can inform a more valid interpretation of standardized test or examination results. The results of this analysis could be useful in informing language instructors, language material developers, language teacher trainers, as well as curriculum designers.
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    Exploring the problems of second language learners’ English pronunciation: A contrastive analysis of English and Oshiwambo (Oshikwanyama)
    (University of Namibia, 2016) Hamakali, Hafeni P.; Mbenzi, Petrus A.
    English is the official language of Namibia. The majority of Namibians have to learn English as a second language because their mother tongue is either one of the Namibian indigenous languages or a different foreign language. Learning English has been a challenge to many learners and several studies attribute the high failure rate in Namibia to poor proficiency in English. In particular, contrastive analysis studies attribute some of the second language learners’ learning difficulties to their first language influence on the target language, English. This study, also a contrastive analysis, focuses on the difficulties which the native speakers of Oshiwambo encounter in learning to speak English, with particular reference to the Ovakwanyama. The study attempts to identify common errors which Oshikwanyama speakers would make in English and establishes the grounds for such errors. Finally, the study makes suggestion for the intervention strategies to remedy the situation.