An evaluation of literature learning strategies at three selected secondary schools Grootfontein circuit, Namibia
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Date
2024-07-31
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Namibia University of Science and Technology
Abstract
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.
Description
THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENGLISH AND APPLIED LINGUISTICS
SUPERVISOR: PROF. HAILELEUL Z. WOLDEMARIAM
CO-SUPERVISOR: DR. SYLVIA ITHINDI
Keywords
literature, pedagogical stylistics, stylistics, linguistics, curriculum, syllabus, Namibia
Citation
Haupindi, P. N. (2024). An evaluation of literature learning strategies at three selected secondary schools Grootfontein circuit, Namibia [Master's thesis, Namibia University of Science and Technology].