Browsing by Author "Biseko, John Misana"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    A Study of the nature of morpho-syntactic errors in Tanzanian English language classrooms
    (The University of Dodoma, 2013) Sebonde, Rafiki Yohana; Biseko, John Misana
    This paper is designed to examine issues related to the nature of morpho-syntactic errors among secondary school students in Tanzanian English Language Classrooms particularly in the Dodoma region. Documentation was a research technique used to collect written morpho-syntactic errors from students’ exercise books while classroom observation technique was employed to collect data related to spoken students’ morpho-syntactic errors. The study revealed seven morpho-syntactic errors among the students including: errors related to wrong use of verbs, subordination and coordination errors, pronoun errors, preposition errors, double subject marking errors, determiner errors and plural formation errors.
  • Thumbnail Image
    Item
    Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania
    (Politeknik Negeri Bali, 2020) Biseko, John Misana; Manyilizu, Majuto; Mwaipape, Joshua; Nyinge, Daud; Utenga, Adriano
    This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.