Ounongo Repository
The Ounongo Repository (OR) is the institutional repository of Namibia University of Science and Technology. Ounongo means "knowledge. in the Oshiwambo and Otjiherero languages. The OR is administered by the Library, with technical assistance from DICT, and its aim is to collect, organize, manage, store, preserve, publish and make accessible worldwide, the knowledge assets or intellectual output of the University's researchers, staff and post-graduate students. Users may set up RSS feeds to be alerted to new content.
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Recent Submissions
An exploration into the pragmatic competence of the TVET workforce at the National Youth Service
(Namibia University of Science and Technology, 2024-10-31) Shilemba, Elias Opena
This thesis explored the pragmatic competence of the Technical and Vocational Education and Training (TVET) workforce at the National Youth Service (NYS) by emphasising the problems of the lack successful communication in a multicultural and multilingual workforce. The study addressed the issue of communication discrepancies, a lack of clarity in instructions, and insufficient feedback mechanisms, which impede workforce performance and reduce organisational efficiency. The study is significant because it emphasised the need for enhanced communication tactics to increase productivity and cooperation in the workplace, hence contributing to the efficiency of NYS training programmes. This is a qualitative study and a semi-structured interview guide. A Pragmatic Competence Discourse Completion Tests were used to collect data, with three primary objectives: analysing pragmatic competence, investigating politeness principles, and measuring the consequences of pragmatic failure. The findings indicate modest levels of pragmatic competence, with politeness methods being helpful in conflict resolution and collaboration. However, the workforce faces considerable hurdles due to communication breakdowns and pragmatic failures, which cause operational disruptions and reduced team cohesion. The findings further reveal that the TVET workforce at the NYS has moderate pragmatic competence, with politeness strategies enhancing collaboration and reducing conflict. However, challenges like unclear instructions and delayed feedback lead to inefficiencies and lowered team cohesion. The study concluded that structured communication and regular feedback are essential to enhance productivity, morale, and teamwork at NYS.
An evaluation of literature learning strategies at three selected secondary schools Grootfontein circuit, Namibia
(Namibia University of Science and Technology, 2024-07-31) Haupindi, Paulina Ndeshihafela
This study evaluated literature learning strategies at three selected secondary schools in Grootfontein Circuit. The study aimed to investigate the challenges caused by written literature as a non-examinable component in Grades 10, 11, and 12 English Second Language. It evaluated literature learning strategies currently being used in Grootfontein Circuit and determined the pedagogical relevance of studying literature. A mixed approach data was gathered using both qualitative and quantitative methods. The study used pragmatism as a paradigm since it involves research designs that made operational decisions based on ‘what will work best’. The study's sample consisted of 270 learners’ participants from grade 10-12 selected using systematic random sampling, and nine (9) English teachers were selected through purposive sampling. Data collection involved interviewing teachers with structured guides, administering questionnaires to learners, and corroborating qualitative data by observing English lessons and examining learners' books. The researcher gathered 270 questionnaires from learners at three selected secondary schools, held nine interviews with teachers, and observed one lesson from each of the nine interviewed teachers, resulting in a total of nine lesson observations. Thematic analysis was employed for qualitative data, while quantitative data were analysed statistically.
The findings indicate that teaching and learning literature does not adhere to a uniform approach. Teachers employ various methods to teach literature in the three selected secondary schools in Grootfontein Circuit, the strategies that were used most are language model approach and cultural model. In addition, they encounter significant hurdles, notably that literature is not assessed in grades 10 to 12, leading to a decline in interest among teachers and learners. Additional challenges include a scarcity of literature resources. Despite data indicating that the majority of teachers incorporate literature into their ESL (English as a Second Language) lessons, their methodologies are at odds with feminist, pedagogical, semantic, pragmatic, and other stylistic approaches. Additionally, the study revealed the intrinsic worth of integrating literature into the study of English as a second language (ESL), with advantages such as improved literary abilities, personal engagement, cultural enrichment, and language growth.
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According to the report, curriculum designers should reconsider their current approach and consider conducting a formal assessment of literature for learners in grades 10 through 12. It also suggests that literature be taught in schools as a stand-alone subject as opposed to only an ESL focus. It is advised that teachers of literature use a stylistic approach since it strengthens readers' interpretive abilities and helps them deduce meaning on their own instead of relying just on explanations.
An investigation into the interlanguage pragmatic competence of learners at Eenhana Secondary School
(Namibia University of Science and Technology, 2025-04-08) Namundjebo, Ndeutila Uunyuni
The purpose of this study was to investigate the interlanguage pragmatic competence of learners at Eenhana Secondary School. The study sought to analyse the strategies employed by learners when performing the speech acts of request, apologising and refusal, as they interact with their teachers and fellow learners. The causes of interlanguage pragmatic failure among the learners were examined, and the different strategies to enhance the learners’ pragmatic competence were also assessed using the interlanguage pragmatics theoretical framework. A mixed method approach was used for data collection and analysis. The study made use of a random sampling method to collect quantitative data, while purposive sampling was employed to gather qualitative data. The study employed two instruments for the data collection process; A Written Discourse Completion Test which was administered to a study sample of 165 Grade 11 learners, and an interview guide containing structured questions was given to 7 English teachers to elicit data for the factors of interlanguage pragmatic failure and the linguistic strategies to enhance pragmatic competence. The findings of the investigation revealed that interlanguage pragmatic failure is present at Eenhana Secondary School, as learners tend to use direct strategies when formulating the speech acts of request and refusal. Moreover, the findings showed that learners are able to offer expressions of apologies, however, they tend to overuse one particular strategy the most. Furthermore, the study demonstrated that there is a limitation of pragmalinguistic and sociopragmatic knowledge as well as a lack of sociocultural awareness among the learners, resulting from ineffective language teaching and limited exposure to the target language. The study concluded that for effective interactions to take place, then the learners need to develop a culture of reading English literature, as it reflects real life interactions, incorporate pragmatic content into the four English language skills and to use multimedia content, as they offer authentic instructional input.
Evaluation of the linguistic relevance of Namibian literature through technology-enhanced language learning at Oupumako Combined School
(Namibia University of Science and Technology, 2024-11-18) Evalistu, Mirjam N. N.
This study examines the effectiveness of integrating Namibian literature with technology-enhanced language learning (TELL) tools to improve language skills at Oupumako Combined School in northern Namibia. This study provides the significance of using TELL tools and literature in language learning and further investigates the challenges that are encountered by language teachers and learners when using TELL tools. For data collection, the research utilised a mixed-methods approach. Quantitative data were collected through pre-and post-tests, completed by 44 Grade 9 learners, while qualitative data were collected from three English teachers at the school. The pre-and post-tests were used to assess the impact of integrating literature on a TELL tool to improve learners' vocabulary knowledge. The integration of literature on the TELL tool was only exercised during the post-test while the pre-tests were completed in the absence of the integration. A paired t-test of the findings confirmed that post-test scores (M = 13.11/20, SD = 3.50) were significantly higher than pre-test scores (M = 6.18/20, SD = 2.75), t (43) = 14.62, p < .001, d = 2.20, this was gained after the TELL-based literature intervention. The results that integrating literature on TELL tools can be effective in improving vocabulary. The qualitative result collected from interviews with 3 English teachers presented that literature provides a meaningful context for language learning through which learners can learn through exposure to real-life situations. Apart from that the interviews also presented challenges experienced by learners such as a lack of technological resources for learners to use, and a lack of digital literacy skills, they experienced difficulties with listening comprehension due to various accents used on digital platforms for language learning. Apart from that, the results also show challenges experienced by teachers such as insufficient educational resources, and limited training opportunities for teachers. The study recommends teachers to strengthen teaching language skills using literature context, implementation of programmes enhancing both learners' and teachers' digital literacy skills and schools to be assisted with technological infrastructure and ICT training for teachers. The researcher concluded that using literature on TELL tools can be effective in improving vocabulary.
An interlanguage study of fossilisation in a multilingual Namibian classroom: A case study of Karundu Secondary School in Otjozondjupa Region
(Namibia University of Science and Technology, 2024-11) Moshana, Anna Lineekela
The study sought to investigate the interlanguage fossilisation phenomenon in a multilingual Namibian classroom. English language performance has consistently been among the lowest in Namibia’s National Senior Secondary School leaving examinations, highlighting persistent challenges. In multilingual classrooms, learners often develop an interlanguage that is transition linguistic system shaped by their first language(s) and the target language. However, this interlanguage can become fossilised, where certain linguistic errors persist despite exposure to and practice with the target language. The objectives of the study were to investigate the causes of lexical interlanguage fossilisation in a Namibian multilingual high school classroom, to analyse interlanguage fossilisation at the level of sentences as well as to examine grammatical interlanguage fossilisation in the high school learners’ essays. The study adopted an explanatory research design, and data were collected through a Focus Group Discussion with English teachers, as well as through documentation by conducting an Error Analysis of the errors that the learners committed in the essays. Through the stratified sampling method 68 learners’ essays were analysed for errors. Data was analysed qualitatively, and through a thematic analysis approach, as well as through explications of Corder’s (1976) Error Analysis Theory. The study observes that lexical interlanguage fossilisation results from the mispronunciation of words, mother tongue influence, overgeneralisation of the target language rules, lack of appropriate feedback and lack of interest to learn appropriate language rules. The results from the Error Analysis (EA) conducted on the learners’ essays evinced that learners fossilised errors of lexical, grammatical and syntactical aspects such as spelling, omission, auxiliaries, word order, verb tense, word choice,punctuation, concord, fragmentation, coherence, and cohesion. The study concludes by submitting that interferences from mother tongue, overgeneralisation of TL rules, developmental issues, ignorance of TL rules and limited vocabulary prompted error fossilisation in learners’ writing. Therefore, these findings underscore the need for target instruction strategies to address fossilised errors in multilingual classrooms.