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Improving first year technikon students' listening practices to promote academic success : a case study
Author(s)
Kese, Pamela Phumla
Date Issued
2003
Type
Thesis
Publisher
Peninsula Technikon
Abstract
Using a case study approach, this thesis describes the listening practices of tirst year
students at a technikon in the Western Cape. The research was conducted over a period of
two years, from 2002 - 2003. Research data are gleaned from an analysis and
interpretation ofresponses from several ethnographic tools: questionnaires (completed by
lecturers and students), notes on class observations, oral interviews and audio-visual
samples ofstudents' gestures and actions in class. Oral and written lecture recall
assessments are analysed and interpreted with a view to describing students' listening
practices.
Six first year students, whose home languages are Xhosa and Afrikaans, are selected for
research. The impact oftheir listening and learning through the medium ofEnglish is
considered, as well as the influence ofchange in a learning culture, socio-cultural and
socio-economic factors. Their life stories are analysed in depth to consider how factors in
their lives influence their listening in class.
Pairs ofselected students are compared to try to identify the qualities ofeffective listeners.
The impact oflistening on these students' academic performance is examined and the role
ofeducators as facilitators is considered.
It is concluded that both students and staffhave a role to play in improving students'
listening and English proficiency in order to promote academic success.
students at a technikon in the Western Cape. The research was conducted over a period of
two years, from 2002 - 2003. Research data are gleaned from an analysis and
interpretation ofresponses from several ethnographic tools: questionnaires (completed by
lecturers and students), notes on class observations, oral interviews and audio-visual
samples ofstudents' gestures and actions in class. Oral and written lecture recall
assessments are analysed and interpreted with a view to describing students' listening
practices.
Six first year students, whose home languages are Xhosa and Afrikaans, are selected for
research. The impact oftheir listening and learning through the medium ofEnglish is
considered, as well as the influence ofchange in a learning culture, socio-cultural and
socio-economic factors. Their life stories are analysed in depth to consider how factors in
their lives influence their listening in class.
Pairs ofselected students are compared to try to identify the qualities ofeffective listeners.
The impact oflistening on these students' academic performance is examined and the role
ofeducators as facilitators is considered.
It is concluded that both students and staffhave a role to play in improving students'
listening and English proficiency in order to promote academic success.
Additional information
Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003
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