Submitted in fulfillment for the requirements of the Degree of Doctor of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1994. / This study investigates the teaching of English composition in Zulu secondary schools which are in the KwaZulu Department of Education and Culture. Of special importance in this study is to determine the extent to which insights from composition research have informed classroom practice regarding composition teaching in a sample of secondary schools.
In assessing the current state of composition teaching in KwaZulu, a two-pronged approach is followed: Linguistics and Didactics. The analysis is underpinned by three linguistic theories of composition (current-traditional, expressionistic and social) and five didactic principles: individualisation, socialisation, control, active participation and motivation.
A questionnaire was administered to 68 teachers of English as a Second Language (ESL) out of the 100 targeted ESL teachers drawn from three circuits: Umlazi North, Umlazi South and Umbumbulu.
To place the study of composition teaching in didactic context, Chapter 2 contains a formulation and substantiation of the five didactic principles: individualisation, socialisation, control, active participation and motivation. In essence, these principles are used as yardsticks to explain what constitutes effective teaching and learning.
Regarding the linguistic dimension of the study, Chapter 3 outlines three linguistic theories (current-traditional, expressionistic and social). Each of these-theooesriabased on a different epistemological and philosophical orientation, and, consequently, each results in a different composition paradigm or model.
Chapter 4 presents a theoretical discussion of the basic tenets of the process approach to composition writing - an eclectic approach which captures the essential features of both the expressionistic and social composition paradigms. The process approach is presented as a didactically-justifiable approach to composition writing which promotes all strategies, techniques and methods which are in line with the expressionistic and social composition paradigms. In this approach, the current-traditional composition paradigm is negated.
Chapter 5 presents qualitative and quantitative results of the empirical study. The major findings of this study are:-
o the need to teach composition writing using techniques that accommodate individual learner needs, fears and frustrations (and sometimes joy) regarding composing in a second language, e.g., English.
o the need to harness and channel peer pressure positively by making learners work in
peer groups during all the stages of the writing process; planning, drafting and
revision. In this context, learners are socialised as they collaborate rather than
compete to successfully produce composition pieces that communicate
effectively.
o the need to abandon the dominant current-traditionalcomposition paradigm in favour of the expressionistic and social paradigms which encompass techniques associated with the process approach - as against the product approach - to composition teaching.
o the need to address composition teaching problems emanating, mainly from the Apartheid education dispensation regarding black schools, e.g., overcrowding and high teacher - pupil ratios which are demotivating factors militating against efficient composition teaching.
Chapter 6 uses the five didactic principles as criteria to assess the didactic efficacy of linguistic theories and current practices regarding the teaching of composition writing. With regards to individualisation and socialisation didactic principles, the results are not promising. Control and motivation presented results which were negative and positive in some respects. The results were positive regarding active participation didactic principle.
Chapter 7 places the empirical results of the study in linguistic context. It uses teachers' responses regarding their use of certain composition techniques to establish the dominant composition paradigm. The analysis shows that the current-traditional paradigm dominates. The chapter concludes with a discussion of the damaging long-term effects of the current-traditional paradigm of composition writing.
Chapter 8 concludes this study with in-depth recommendations to teachers, teacher educators and administrators who have all been identified as agents who frequently act as catalysts to promote educational change.
The five didactic principles are used as a reference framework for the recommendations. In other words, for each of the five didactic principles, there are recommendations for teachers, teacher educators and administrators.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/765 |
| Date | January 1994 |
| Creators | Shezi, Goodman Sizabantu Thamsanqa |
| Contributors | Jacobs, M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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