Investigating the vocabulary levels in both Otjiherero (L1) and English (L2) of grade 1 Otjiherero speaking learners in the Khomas education region
| dc.contributor.author | Mutjavikua, Ewaldine U. | |
| dc.date.accessioned | 2015-05-12T17:22:56Z | |
| dc.date.available | 2015-05-12T17:22:56Z | |
| dc.date.issued | 2015 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education | en_US |
| dc.description.abstract | The vocabulary levels that children acquire during the early years of development play a significant role in their reading and overall academic success. Reading is perceived as one of the major challenges in Namibian schools. This study investigated the Otjiherero and English vocabulary levels of grade 1 Otjiherero speaking learners in the Khomas region. The researcher also investigated the differences in vocabulary levels for boys and girls. A quantitative research design was employed and participants for the study were selected through purposive criterion sampling. The sample included two schools that offered a two language curriculum, with a total of 97 participants of which 25 were from one school and 72 from the second school. The average age of the sampled learners was 7 years and 5 months. The data was collected using the Peabody Picture Vocabulary Test (PPVT) which is a standardized test. Both descriptive and inferential statistics were used to analyse the data. The main findings for the Otjiherero Vocabulary Age (OVA) and English Vocabulary Age (EVA) were that participants obtained a mean score that was far below their chronological age in both languages. Mean differences between the chronological ages and the vocabulary age for both Otjiherero and English were statistically significant (p<0.05). Participants performed only slightly better in the Otjiherero test than in the English test. No statistically significant differences were found with regard to variables such as school type and sex. Clear trends were established in the study, but further research is required before any final conclusions can be made about the vocabulary acquisition of Otjiherero speaking children. Recommendations were made with regard to further research as well as strategies to improve vocabulary levels of pre-school learners | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/1478 | |
| dc.language.iso | en | en_US |
| dc.subject | Vocabulary levels | en_US |
| dc.subject | Otjiherero | en_US |
| dc.subject | English | en_US |
| dc.subject.lcsh | Vocabulary | |
| dc.subject.lcsh | Language acquisition | |
| dc.subject.lcsh | English language, Study and teaching | |
| dc.subject.lcsh | Herero language, Study and teaching | |
| dc.title | Investigating the vocabulary levels in both Otjiherero (L1) and English (L2) of grade 1 Otjiherero speaking learners in the Khomas education region | en_US |
| dc.type | Thesis | en_US |