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All Journal Journal of English Language Studies LET: Linguistics, Literature and English Teaching Journal JETL (Journal Of Education, Teaching and Learning)
Farisani Thomas Nephawe
University of Venda
Aerospace Engineering Education Languange, Linguistic, Communication & Media Social Sciences

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Approaches for Mastering Coordinative Appositions Exceptions in Simple Present Tense Farisani Thomas Nephawe; Matodzi Nancy Lambani
JETL (Journal of Education, Teaching and Learning) Vol 7, No 1 (2022): Volume 7 Number 1 March 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.031 KB) | DOI: 10.26737/jetl.v7i1.2819

Abstract

Coordinative appositions bring coordination between words, phrases, and clauses in communication. They are one grammatical feature requiring second language learners’ competence in its usage. However, the use of the coordinative appositions exceptions in English language is concerning. They usually deviate from the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense. In South African schools, English First Additional Language learners are affected by this learning adversity. The research paper aimed at investigating a suitable approach for mastering the coordinative appositions exceptions in the simple present tense. A quantitative research approach was used by the researchers because the findings could be reduced to numbers and percentages using statistical procedures. Using a questionnaire, data were collected from the respondents. Statistical Package for Social Sciences version 22 and IBM SPSS version 25 both were utilised to analyse data after the findings from each software were collated for validity purposes. A random sampling technique was used to sample 8 respondents from an overall enrolment of 65 Grade eight learners at Andries Mugaguli Secondary School in Limpopo Province, South Africa. Although pre-test findings showed poor performance in using ‘Hangman’ approach, after utilising the ‘coordinating conjunction board game, learners’ performance improved remarkably. The research recommends regular practise in the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense.
Grade 10 English First Additional Language Learners’ Strategies For Past Tense Irregular Verb Inflection Mastery Farisani Thomas Nephawe; Matodzi Nancy Lambani
JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v6i2.2654

Abstract

Abstract. The mastery of the irregular form of verbs in the past simple tense poses challenges to non-native learners of English all over the world. The objectives of this study were to identify the types of learners’ strategies useful for mastering the irregular verb inflection, to describe and evaluate them, and to establish why the English First Additional Language learners face difficulties in mastering those strategies. The study followed a quantitative research design. A questionnaire was used as an instrument for data collection from the respondents. Data were analysed using the Statistical Package for Social Sciences version 22 to ensure valid interpretations. Subsequent themes were placed in a table and a graph dealing with the inflection of irregular verbs. The target group of this study comprised 21 Grade 10 learners who were attending Dimani Secondary School in Limpopo Province, South Africa during the academic year 2021. From the data analysis, the initial study findings established that the respondents were incompetent in mastering the inflection of irregular verbs in the past simple tense when using the suppletion principle and the terminal consonants phoneme changes. The researchers used the grouping of common irregular verbs and the learning of irregular verbs in sentences strategies because learners were different and learned irregular verb inflection differently. Although it was previously found that learners could not understand the inflection of irregular verbs in the past simple tense, after having utilised these two strategies, the inflection of irregular verbs in the past simple tense improved with tremendous results. Keywords: Inflection; irregular verbs; past simple tense; strategies
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.
Approaches for Deviant English Competence Repair in Written Research Proposals at a Rural-Based University Farisani Thomas Nephawe
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19155

Abstract

Research proposals are the main benchmark for assessing postgraduate students' competence in different disciplines at a university. Nevertheless, writing a research proposal in the English language can be a daunting challenge for both students and their supervisors if they lack grammatical mastery of the language usage. The paper investigated Honours English students’ grammatical competence in their written research proposals. A qualitative research approach was followed because it provides an in-depth understanding of the research topic. Data were collected using students' written research proposals presented in the 2022 academic year in the Department of English, Media Studies and Linguistics at the University of Venda in Limpopo Province, South Africa. A document analysis was used to obtain insights from students' use of English grammar in their written proposals. Three purposively selected students’ written research proposals were scrutinized based on the researcher’s preference. Preliminary and final investigations both revealed students’ deviant English competence. Nevertheless, after employing the 'Humanistic approach-based didactic strategy for rural-based students’ and ‘Discourse-based grammar approach’, research proposal writers’ performance improved preternaturally. Therefore, it is high time that students adhered to the guidelines and procedures for composing an informed research proposal paper.
Analysing Indispensability of Scaffolding Strategies to Enhance the Teaching of English Syntactical Structures to Grade 10 Learners Farisani Thomas Nephawe; Munyadziwa Sylvia Nemakhavhani
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.24837

Abstract

Although numerous research has been conducted on the versatility of the strategies for teaching the English language, studies on the indispensability of scaffolding strategies to enhance the teaching of English syntactical structures are limited. The present study analysed the indispensability of these strategies for improving the synthesis of English syntactical structures at a South African secondary school. A qualitative research approach was adopted to obtain an in-depth understanding of the indispensability of using scaffolding strategies in teaching synthesis of syntactical structures to Grade 10 English First Additional Language (EFAL) learners. The population of this study comprised seven teachers who had more than five years of teaching experience at the secondary school level. Five purposively sampled teachers participated in this study because the researchers did not want to have abnormal findings and discussions. The sample was a true representative of the entire population because learners taught were from the same rural communities and share similar characteristics such as limited exposure to the appropriate use of the English. language. Data were collected using classroom observations and semi-structured face-to-face interviews. Using thematic analysis, a preliminary investigation was conducted on three schoolteachers who were not part of the target respondents and were reluctant to use scaffolding strategies in the classroom. Nonetheless, after applying scaffolding strategies, the respondents performed profoundly. The implication of the present study necessitates the indispensability of scaffolding strategies. This study argues for the constant use of scaffolding strategies in synthesising English syntactical structures.
Co-Authors Matodzi Nancy Lambani Munyadziwa Sylvia Nemakhavhani