Investigating the learner-centred approach in language teaching in Lesotho

1445 644 1046 5 16392 document 1046 Matsau.pdf application/pdf 924675 2011-09-09 10:21:41 https://vuir.vu.edu.au/1445/1/Matsau.pdf 1445 1 application/pdf text en public

Matsau.pdf

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/71998 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/71998 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/71998 archive 116 disk0/00/00/14/45 2008-10-22 00:41:29 2021-08-27 07:41:25 2008-10-22 00:41:29 thesis show Matsau 'Mamonaheng Amelia Investigating the learner-centred approach in language teaching in Lesotho unpub Education 420000 Lesotho, learner-centred approach, English language, Sotho language, secondary schools 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. 2007 submitted 71998 2 2413729 dark_document 71998 Matsau, Mamonaheng.pdf application/pdf 3a7ec99c3d3fd5d31c02f1fb1ceb73b3 MD5 63325 2020-10-27 06:02:19 1445 3 3 application/pdf text VURR permission form en staffonly

Matsau, Mamonaheng.pdf

other public 185 Victoria University School of Education rmaster Includes bibliographical references: pp. 152-156 FALSE