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Papers by Thapelo Vincent Lebona
International Journal of Language and Literary Studies
This study explored the challenges that undergraduate tertiary students encounter in the developm... more This study explored the challenges that undergraduate tertiary students encounter in the development of communicative competence skills in three selected tertiary institutions in Lesotho. Adopting the qualitative approach, the study employed a case study design for data collection strategies which included face-to-face interviews with lecturers (n=11), focus group discussions with students (n=100) as well as classroom observations (n=2). The findings from face-to-face interviews revealed that traditional methodologies which are mostly employed in the language classrooms because of large classrooms do not enhance students’ communicative competence. Furthermore, the findings from focus group discussions showed lack of motivation to learn English language and the anxiety caused by the fear to speak the target language. Further noted from the observations is that lack of language exposure due to scarcity of interactive activities in the classrooms may further render students communicati...
National University of Lesotho, Jun 1, 2019
International Journal of Language and Literature, 2022
This study explores the challenges that teachers encounter in enhancing learners' communicative c... more This study explores the challenges that teachers encounter in enhancing learners' communicative competence in English Language. The study was conducted in three high schools in the Maseru District, and the design of the study necessitated the adoption of qualitative approach in order to probe the multifaceted phenomenon of English language teaching in its natural setting (the classroom situation). Data in this study were collected through face-to-face interviews with (n=9) teachers from three selected high schools. The findings of the study reveal that English Language teachers employ traditional teaching approaches in their classrooms due to a number of reasons. One of the reasons is that teachers do not teach according to the Curriculum and Assessment Policy standards because the LGCSE English Language Syllabus only accommodates writing and reading, and thus leaves out the other skills; speaking and listening which is why many students are communicatively incompetent. It is hoped that the study will encourage critical reflection from the LGCSE English Language Syllabus developers to equally assess all the four language skills, so that teachers cannot focus on teaching learners for examinations but towards enhancement of learners' communicative competence in English language.
International Journal of Language and Literary Studies
This study explored the challenges that undergraduate tertiary students encounter in the developm... more This study explored the challenges that undergraduate tertiary students encounter in the development of communicative competence skills in three selected tertiary institutions in Lesotho. Adopting the qualitative approach, the study employed a case study design for data collection strategies which included face-to-face interviews with lecturers (n=11), focus group discussions with students (n=100) as well as classroom observations (n=2). The findings from face-to-face interviews revealed that traditional methodologies which are mostly employed in the language classrooms because of large classrooms do not enhance students’ communicative competence. Furthermore, the findings from focus group discussions showed lack of motivation to learn English language and the anxiety caused by the fear to speak the target language. Further noted from the observations is that lack of language exposure due to scarcity of interactive activities in the classrooms may further render students communicati...
National University of Lesotho, Jun 1, 2019
International Journal of Language and Literature, 2022
This study explores the challenges that teachers encounter in enhancing learners' communicative c... more This study explores the challenges that teachers encounter in enhancing learners' communicative competence in English Language. The study was conducted in three high schools in the Maseru District, and the design of the study necessitated the adoption of qualitative approach in order to probe the multifaceted phenomenon of English language teaching in its natural setting (the classroom situation). Data in this study were collected through face-to-face interviews with (n=9) teachers from three selected high schools. The findings of the study reveal that English Language teachers employ traditional teaching approaches in their classrooms due to a number of reasons. One of the reasons is that teachers do not teach according to the Curriculum and Assessment Policy standards because the LGCSE English Language Syllabus only accommodates writing and reading, and thus leaves out the other skills; speaking and listening which is why many students are communicatively incompetent. It is hoped that the study will encourage critical reflection from the LGCSE English Language Syllabus developers to equally assess all the four language skills, so that teachers cannot focus on teaching learners for examinations but towards enhancement of learners' communicative competence in English language.