Challenges of cooperative techniques in improving English language competence: a case of Namtumbo district

Lulemi, Lambert Clemence

dc.creator	Lulemi, Lambert Clemence
dc.date	2019-08-18T07:59:35Z
dc.date	2019-08-18T07:59:35Z
dc.date	2015
dc.date.accessioned	2022-10-20T13:54:33Z
dc.date.available	2022-10-20T13:54:33Z
dc.identifier	Lulemi, L. C. (2015). Challenges of cooperative techniques in improving English language competence: a case of Namtumbo district. Dodoma: The University of Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/743
dc.identifier.uri	http://hdl.handle.net/20.500.12661/743
dc.description	Dissertation (MA Linguistics)
dc.description	This study focused on Challenges of Cooperative Techniques in Improving the English Language Competence in Secondary Schools particularly in Namtumbo District. The study was based on the Interaction Model which stipulates that 'the development of language competence is promoted by face to face interaction or communication.' The study was qualitative and quantitative in nature. Descriptions presented qualitative data and tabulations demonstrated quantitative data. The subjects for this study were 50 in number including 40 students, 8 English language teachers and 2 school inspectors from the same district. Both probability and non probability sampling techniques were used in locating respondents. Data collection instruments included the questionnaire, the interview, Documentary Review, and Non Participant observation. The study was based on the fact that, despite their understanding of the benefits of cooperative techniques, teachers still prefer lecturing even if they know weaknesses of this non interactive technique. The main constraints include among others high enrollment, insufficient in service courses and shortage of instruction materials. Similarly, teachers were afraid of using a lot of classroom time teaching with cooperative techniques for fear of being unable to cover all the topics suggested in the syllabus. Consequently, students were given limited time to practice the newly introduced classroom input. As they got out of the class they found Swahili in government offices and vernacular languages or Swahili at home. This situation created Students’ incompetence in the English language which also stimulated failure in examinations. Tanzanians will be comfortable only if these problems are settled.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Cooperative techniques
dc.subject	English language
dc.subject	English language competence
dc.subject	Namtumbo district
dc.subject	Secondary school
dc.subject	Communication
dc.title	Challenges of cooperative techniques in improving English language competence: a case of Namtumbo district
dc.type	Dissertation