The use of communicative approach in selected primary english classes
| dc.contributor.author | Jerome, Sila | |
| dc.date.accessioned | 2021-08-27T08:32:49Z | |
| dc.date.available | 2021-08-27T08:32:49Z | |
| dc.date.issued | 2003 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1523.S5) | en_US |
| dc.description.abstract | The study assessed the effectiveness of use of the communicative teaching strategies in primary school classes. The study was guided by task-grid model from smith (1996), which analysed teachers’ lesson task/strategies in terms of participation structure and use the focus of the teaching strategies. The study was guided by five research questions that had been the source of data collection and analysis. This case study was conducted in four government primary schools located in Kinondoni Municipal in Dar es Salaam region. These primary schools were Makabe, Mbezi, Ubungo N.H and Mlimani. Subjects in this study were 315, 305 standard VI pupils and 10 English language teachers who were purposely selected. Four data collection instruments were used. They were documentary review schedules, questionnaires, interview schedule, and classroom observation schedules. The study revealed that most primary English language teachers preferred and used the teaching strategies that foster the promotion of communicative approach. It was found that the teachers’ studied were mostly integrated the communicative teaching strategies in the schemes of work, lesson plans and in the classes as opposed to non-communicative teaching strategies. However, the study found various constraints that hinder the use of the communicative teaching strategies in the classrooms. The major ones included: large number of pupils in one class, lack of adequate instructional materials, teachers unable to involve all pupils in the learning process and poor classroom management caused by overcrowding classrooms. In light of the findings and conclusions, several recommendations were advanced, among them being the need to rationalize the number of pupils in one class, provision of adequate instructional materials, particularly the textbooks, and undergoing intensive in-service training courses to orient English Language teachers on communicative approach. Then the study made suggestions for further research. | en_US |
| dc.identifier.citation | Jerome ,S (2003) The use of communicative approach in selected primary english classes, Master dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/15476 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Primary education | en_US |
| dc.subject | Communication approach | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The use of communicative approach in selected primary english classes | en_US |
| dc.type | Thesis | en_US |