The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills
Loading...
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The purpose of this study was to evaluate the University of Namibia’s module ‘Teaching Methods of English’ and establish its relationship with the Grade 11 and 12 English Second Language Ordinary and Higher level Syllabi in the focus area of writing skills. The study followed a qualitative method of programme evaluation by evaluating the content and structure of the University module in relation to the school syllabus. Effectiveness of the student teachers’ competency to teach writing was also looked at through lesson observations of six students selected randomly. Determining the students’ overall knowledge on theories of writing and how the module prepared them to teach writing skills was done through completion of questionnaires by the sample of 23 students. Students’ own writing competency as well as their competency in marking written work was also examined. The main findings from the study show that the relationship between the Teaching Methods of English Module of the University of Namibia and the Grade 11 and 12 English Second Language Ordinary and Higher Level Syllabi is inconclusive as content in the university module is ‘concealed’. Therefore, it needs to spell out some of the key concepts pertaining to the teaching of the writing domain. Student teachers demonstrated that they can teach most of the writing tasks featuring in the school syllabi, but their lesson presentations lacked chronology, rich teaching-learning aids and methods, practical writing activities and awareness of process-writing stages in the lessons. In general, students have a vague understanding of theories underpinning writing. Their own writing proficiency present a mixture of originality, right structure and style on the one hand, while on the other, language errors continue to persist.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education.
Keywords
Teaching methods