Views of teachers of English as a second language (ESL) on the use of literature on learners' academic writing: A case of senior secondary schools in the Khomas educational region
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Date
2014
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Abstract
This study is a depiction and portrayal of the views of Namibian Grade 11 and 12 teachers of English as a Second Language (ESL) on the use of English literature in ESL classrooms. The study also presents the rationale and conceptualisation underlying the significance of the use of English literature in the quest to improve English proficiency levels of students. The study was premised on the social constructivist and communicative Approaches which are anchored in the Learner Centered Philosophy; a vanguard of Namibia’s epistemology for language learning and teaching. A questionnaire that contained both qualitative and quantitative items was used to gather data. The respondents in general agreed that the study of literature could be used to enhance learner proficiency in the ESL classroom. They agreed that the benefits of literature in an ESL classroom are multidimensional. These benefits include, among others; attainment of pragmatic skills, grammar and vocabulary expansion, extensive reading motivation, intercultural awareness, language skills and critical thinking skills.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education.
Keywords
Academic writing