Browsing by Author "Zuma, Sanelisiwe Halala "

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Impediments to English literary competence: a case for English literature paper 2 in selected rural high schools in uMlalazi Circuit
    (University of Zululand, 2023) Zuma, Sanelisiwe Halala ; Gazu, K.A. and Mhlongo, H.R.
    Studying literature is an integral part of language learning. Literature provides learners with authentic material to learn a language, especially one that is not their home language. This study was conducted to identify the impediments towards literary competence, looking at Grade 12 learners from rural schools under the Umlalazi Circuit in the vicinity of Nzuza tribal authority. The study was conducted in five rural schools which use English as an additional language and whose home language is IsiZulu. The Transactional reader-response theory provides the theoretical framework for this study. The study employed the Interpretivist (constructivist) research paradigm through a case study design. The study followed Qualitative research approach through semi-structured interviews with a sample of four Grade 12 EFAL teachers from four different schools and focus group interviews with a sample of thirty-two (32) Grade 12 EFAL learners to explore their views on the teaching and learning of literature. The study used thematic analysis to provide concise descriptions and interpretations of the themes from the data presented. The teacher and learner participants' data revealed that many challenges impede literary competence. Those challenges include the volume of reading texts, affective and psychological factors, failure to read literary texts independently, learners’ inactivity during literature lessons, answers not backed up by textual evidence, negative attitudes towards literature, and inability to explain the effectiveness of literary devices. Based on the challenges above, the study recommends minimising the number of poems and short stories, developing positive attitudes, textual-evidence-based explanations, strategic teaching of literature, contextualizing literary devices, and simultaneous teaching of language and literature. It is recommended that future studies should thoroughly investigate the impact of linguistic competence on literary competence and how attitudes are incorporated into all of this.