Browsing by Author "Nyinge, Daud"

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    Assessment of English language input in Tanzanian community-based secondary schools: the case of Dodoma region
    (The University of Dodoma, 2012) Nyinge, Daud
    The present study assessed English language input in Tanzanian Community-based Secondary Schools. Specifically, it sought to examine whether the input is both adequate and accurate. The study was carried out using questionnaires and interview techniques. Observation and documentation techniques were also employed for the same. A total number of 55 form three students and 9 English teachers drawn from Dodoma urban, Bahi, Chamwino, Kongwa and Mpwapwa districts in Dodoma region constituted the sample of the research in question. Data analysis involved descriptive analysis and simple statistics using tables and charts to indicate the frequencies. The findings revealed problems pertaining to inaccurate English language input in terms of pronunciation, grammar, vocabulary and communicative function (meaning). Similarly, it was also discovered that students are hardly exposed to English input both at school and in the informal setting. Such situations gravely deter the students from mastering the language. To arrest such situations, all educational planners and practitioners have to address such discrepancies with vigour and zeal
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    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.