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Some of the problems in first year students' academic writing in some SADC Universities

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dc.contributor.author Mpepo, M.V.
dc.date.accessioned 2020-01-24T09:13:18Z
dc.date.available 2020-01-24T09:13:18Z
dc.date.issued 2009-01
dc.identifier.citation Mpepo, M.V., 2009. Some of the problems in first year students’ academic writing in some SADC Universities. Inkanyiso: Journal of Humanities and Social Sciences, 1(1), pp.11-17. en_US
dc.identifier.issn 2077-2815
dc.identifier.uri http://hdl.handle.net/10530/1976
dc.description Peer reviewed article published under Inkanyiso, Volume 1, Issue 1, Jan 2009, p. 11 - 17 en_US
dc.description.abstract There are many problems that confront English as a Second Language (ESL) learners in academic writing in some Southern African Development Community (SADC) universities. Some observers and commentators have noted that most graduates from Historically Black Universities (HBUs) exhibit poor performance in English when compared to neighbouring countries like Lesotho and Swaziland. One of these problems is the low proficiency which manifests itself in numerous syntactic errors and inappropriate lexical selection in their use of the target language. The forms or varieties are simply mistakes or errors which can be eradicated by teaching. The learners need to learn and understand the structure and nature of the English language. The deviations and innovations arise owing to a number of processes which are sketched out in the paper. This article also argues that the problem stems from the fact that the burden has been placed on departments of English which seem not to want to abandon the literary tradition. It presents some of the problems that African learners of English in HBUs seem to exhibit in academic writing when they enter university education. It discusses what is done and what needs to be done for first-year students when they enter university in HBUs. In HBUs English language programmes are not mandatory or do not exist, as is the case with most SADC universities and some Historically White Universities (HWUs). The conclusion suggests that it becomes necessary to mount similar English language programmes at first year level in institutions which do not have these programmes. It is hoped that this would improve learners’ language proficiency and hopefully competence as well as the way students acquire their education. en_US
dc.language.iso en en_US
dc.publisher University of Zululand en_US
dc.subject students en_US
dc.subject Academic writing en_US
dc.subject English as a second language en_US
dc.subject Southern African Development Community en_US
dc.title Some of the problems in first year students' academic writing in some SADC Universities en_US
dc.type Article en_US

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