{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:1445"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:1445","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"Investigating the learner-centred approach in language teaching in Lesotho","abstract":"In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach.","abstract_html":"In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach.","abstract_has_math":false,"creators":["Matsau, 'Mamonaheng Amelia"],"institution":"Victoria University","degree_name":null,"degree_level":"rmaster","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007","date_published":"2007","updated_at":"2026-07-24T06:33:00Z","subjects":["School of Education","420000 Language and Culture"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Matsau, 'Mamonaheng Amelia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007"]},{"key":"dc:date.issued","label":"Date","values":["2007"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/1445/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["rmaster"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of Education","420000 Language and Culture"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/1445/1/Matsau.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Investigating the learner-centred approach in language teaching in Lesotho"]}]}],"canonical_facts":{"dc:creator":["Matsau, 'Mamonaheng Amelia"],"dc:date":["2007"],"dc:date.issued":["2007"],"dc:description.abstract":["In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/1445/1/Matsau.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/1445/"],"dc:subject":["School of Education","420000 Language and Culture"],"dc:title":["Investigating the learner-centred approach in language teaching in Lesotho"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["rmaster"]},"updated_at":"2026-07-24T06:33:00Z"}