Show simple item record

dc.contributor.advisor Singh, R. J. Maake, Moloko Jane 2018-06-25T09:51:31Z 2018-06-25T09:51:31Z 2017
dc.description Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 en_US
dc.description.abstract This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners. en_US
dc.format.extent vii, 100 leaves en_US
dc.language.iso en en_US
dc.relation.requires pdf en_US
dc.subject English First Additional Language Poetry en_US
dc.subject Teaching methods and Language acquisition theory en_US
dc.subject Collaborative learning en_US
dc.subject.lcsh Poetry -- Study and teaching (Secondary) -- South Africa. en_US
dc.subject.lcsh Literature -- Study and teaching (Secondary) en_US
dc.title Methods of teaching poetry to English First Additional Language (EFAL) secondary school learners in the Shiluvane Circuit en_US
dc.type Thesis en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ULSpace


My Account