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All Journal E-Journal of Linguistics ELT Forum: Journal of English Language Teaching LET: Linguistics, Literature and English Teaching Journal
Farisani Thomas Nephawe
University of Venda, South Africa
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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en Farisani Thomas Nephawe
e-Journal of Linguistics Vol 16 No 2 (2022): ejl-July
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2022.v16.i02.p01

Abstract

Nouns are one basic component of the syntactic category of the English language because they can be used as subjects, direct objects, indirect objects, subject complements, object complements, appositives, or adjectives of sentences. Transforming regular nouns from singular to plural forms is comprehensible since the usual patterning is used. Converting irregular nouns from singular to plural forms causes difficulties to non-native learners of English since conversion does not follow the usual patterning. The study examined English second language strategies for teaching irregular plural noun morphological inflection to Grade 8 learners. The researcher used a quantitative research design because the results could be analysed mathematically and statistically. A probability technique was used to randomly sample 25 participants whose ages ranged from 14 to 16 at Ndaedzo Secondary School in Limpopo Province, South Africa. A statistical Package for Social Sciences version 22 was utilised to interpret the findings. Initially, the participants were incompetent in this regard but after utilising the ‘irregular plurals reversi memory game’, and ‘irregular plural nouns in movement game’ strategies, learners’ performance improved remarkably. The research recommends teaching irregular plural noun morphological inflection using the games.
Online teaching strategies for conversational English by university lecturers Farisani Thomas Nephawe
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i2.65780

Abstract

Numerous strategies for teaching conversational English online are utilised although some have less value for money due to constraints including poor connectivity, constant ‘load shedding’, and lack of computing device systems. The paper investigated a suitable strategy for teaching conversational English online to English Communication Skills students registered for Module 1141 in the 2022 academic year at the University of Venda, South Africa. A qualitative research approach was adopted as in-depth knowledge and a wide range of speech exchange systems could be obtained. Three lecturers were purposively selected from a pool of seven lecturers to participate in the paper because they were easily approachable and had been teaching the module for over five years. Data were collected using observations and semi-structured face-to-face interviews. Atlas ti version 22 software was used to analyse the data as it locates codes and interprets the findings in primary data material, weighs and evaluates their importance, and visualises the often-complex relationships between them. The pilot study results indicated that the lecturers were not comfortable with using the videoconferencing strategy for teaching conversational English online. But after showing them steps for using the identified strategy, the lecturers revealed extreme indebtedness towards the process. Using the identified strategy for teaching conversational English online is highly recommended.
Investigating Strategies for Mitigating and Avoiding Expert Blind Spot Development in Teaching English Attributive Adjectives Farisani Thomas Nephawe
LET: Linguistics, Literature and English Teaching Journal Vol. 13 No. 1 (2023)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v13i1.9343

Abstract

Teaching is a prominent paraphernalia that brings numerous insights for developing learners’ competence in educational concerns. However, teaching English to non-native learners poses challenges as innovative strategies are scant. Sometimes teachers overlook the difficulties experienced by novices when they approach a new English grammatical domain. Psychological expert blind spot sporadically and intuitively develops due to teachers’ ignorance. The paper investigated strategies for mitigating and avoiding expert blind spot in teaching English attributive adjectival phrases at Khwevha High School in Limpopo Province, South Africa. Quantitative and qualitative research approaches were adopted to corroborate the findings. A questionnaire was used to collect data from 35 selected Grade 10 respondents using a simple random sampling technique. Qualitatively, semi-structured interviews were conducted on two purposely sampled schoolteachers from Dzindi Circuit, based on the researcher’s preference for obtaining an in-depth understating of the topic. Initially, learners were incompetent in using adjectives but after employing ‘points of entry’, offering ‘explanations’, presenting ‘structures’ and checking ‘comprehension’ strategies, learners improved considerably. The paper underscores using the identified strategies to mitigate and avoid the advancement of the expert blind spot in teaching English attributive adjectives.
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