Teachers’ Perceptions Of The Levels Of Difficulty Of Aspects Of English Language For O-level Students In Zimbabwe And Their Perceptions Of The Use Of Literature In English In Teaching English Language

Maposa, Farai (1992) Teachers’ Perceptions Of The Levels Of Difficulty Of Aspects Of English Language For O-level Students In Zimbabwe And Their Perceptions Of The Use Of Literature In English In Teaching English Language.

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Official URL: http://hdl.handle.net/10646/1560

Abstract

This paper mainly describes and presents the results of a survey carried out in 1990to record teachers’perceptions of the most difficult aspects of English for High School students in Zimbabwe. The 59 questionnaires teachers returned indicated that students.have difficulty with all aspects of English langj.age.They have the greatest difficulty with composition and summary writing andboth written and spoken grammar. The responses also indicated that although reading comprehension is comparatively the least difficult for students, it is also quite a problem to the students. The study also sought, teachers’ views on the use cf literature in teaching English. Although teachers, agreed that literature could be used in teaching most aspects of English, they were uncertain about whether literature could be used in teaching sentence-level grammar. In light of the above findings, this paper presents recommendations on teaching various aspects of English and using literature to teach English language

Item Type: Article
Uncontrolled Keywords: Education
Divisions: Universities > State Universities > University of Zimbabwe
Depositing User: Mr. Edmore Sibanda
Date Deposited: 13 Dec 2015 00:00
Last Modified: 13 Dec 2015 00:00
URI: http://researchdatabase.ac.zw/id/eprint/1805

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