Teaching English First Additional Language Listening and Speaking Skills, in the Intermediate Phase, at Vhembe West Districtm Limpopo Province

The study sought to investigate how teachers of English First Additional Language (EFAL) develop learners’ listening and speaking skills at Intermediate Phase (IP). Through listening and speaking, learners collect information, construct knowledge, solve problems, and express ideas and opinions. The research objectives included - identification of challenges which confront EFAL teachers in their effort to teach listening and speaking skills, determining the competence of IP learners in listening and speaking skills as well as the teaching strategies for the development of EFAL listening and speaking skills. The study employed Transcendental and Hermeneutic Phenomenology as its research paradigm and a qualitative research design was adopted. The population comprised of EFAL teachers and Departmental Heads (DH) at IP from selected schools and the participants were selected through purposive sampling. The sample consisted of fourteen (8) Departmental Heads in EFAL and 14 EFAL teachers sampled from fourteen (14) Circuits in Vhembe District. Data was analysed thematically. The research findings revealed that in most school, teachers do not use the teaching strategies tabled in the National Curriculum Statement and that there is a dominant use of mother tongue in English lessons. The teachers often code switch to mother tongue when they give learners instructions as EFAL teachers encounter several challenges when they teach learners listening and speaking skills, hence, the study advanced appropriate ways of improving listening and speaking skills of learners at IP. The study recommends that proper training in teaching listening and speaking skills should be given to teachers during their years of training and that there should be continuous monitoring and support by subject advisors and departmental heads for teachers in IP. Time allocated for English teaching should be increased in both Foundation and Intermediate Phases and teachers’ competency in speaking English should be prerequisite for them teaching English. Formal assessment should be based on the different strategies of teaching listening and speaking skills as established in the National Curriculum Statement.

Author dc:creator

• Mulaudzi, Muofhe Sandra

Advisors dc:contributor.advisor

• Muthambi, S. K.
• Sinthumule, D. A.

• Communicative Competence
• First Additional Language
• Intermediate Phase
• listening and Speaking Skills
• Teaching Strategies

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

http://univendspace.univen.ac.za/handle/123456789/2730

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:123456789/2730