Improving first year technikon students' listening practices to promote academic success : a case study

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.