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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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TOWARDS INTEGRATING TELEVISION MATERIALS INTO ENGLISH TEACHING AND LEARNING AT THE NATIONAL UNIVERSITY OF RWANDA: AN EXPLORATORY CASE STUDY OF THE SECOND YEAR ENGLISH COURSE.

By Pravda Mfurankunda

A mini-thesis presented in partial fulfillment of the requirements for the degree of

Master's in Applied Linguistics/ Language Education in the Faculty of Education

at the University of the Western Cape, South Africa

Supervisors: Professor Zubeida Desai

The late Professor Prevot van der Merwe

Date: November 26, 2004.

Declaration

I declare that this mini-thesis is my own work, that it has not been submitted for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete references.

Pravda Mfurankunda

Date: November 26, 2004

Signed:

Dedication

To

the Almighty God

my late father Muswahili Paulin

my late mother Mukakigeri Prisca

my brothers and relatives

my beloved wife Kayitesi Marie Louise

for your love and patience

I affectionately dedicate this mini-thesis.

Acknowledgements

It is difficult to express in writing my sincere appreciation to several people who directly or indirectly helped me in completing this work.

Foremost, I wish to extend my heartfelt thanks to my lecturer and supervisor Professor Zubeida Desai, for her unwavering support and for containing my anxiety during times of uncertainty. Without her insightful remarks, this work would not have been possible.

I cannot fail to acknowledge the assistance of the late Professor Prevot van der Merwe for having guided the initial steps to my research.

I am also indebted to the Rwandan Government for assisting me with funding for my Master's programme.

May all the lecturers and staff at UWC receive here my admiration for nurturing my intellectual growth.

My thanks also go to all students and colleagues in the National University of Rwanda who enthusiastically contributed to this research.

Lastly, I acknowledge the unconditional support of my family.

Abstract

This study explores the possibility of integrating television materials into English teaching and learning at the National University of Rwanda for the benefit of second year English students in the Faculty of Arts and Humanities. Television materials offer Rwandan EFL/ESL students the authentic language input they need as they are not exposed to native speakers of English. Such materials can improve their oral and aural abilities in the language. It is believed that television as a learning tool can captivate the learners' interest as it communicates through sound and image. Incorporating TV materials (i.e. live as well as recorded materials from several TV programmes such as news, documentaries) can contribute to the acquisition and development of the students' language skills.

Different research techniques were used to obtain the data for this study. These included interviews, questionnaires and document analysis. The interviews were conducted with English lecturers in the Department of English at the NUR. The latter also responded to a questionnaire. The second year English students, the target group of this study too completed a questionnaire directed at them. Additional data was collected from the analysis of the content of academic English programmes in use at the NUR.

The findings reveal that students and lecturers acknowledge the importance of using TV in the English class and support the integration of television materials into the English teaching and learning processes. However, the lecturers expressed their disappointment with the lack of facilities to implement this. The findings also led to the conclusion that students encounter listening difficulties in relation to TV programmes in English. The main reasons for such difficulties could be the following: unfamiliarity with various English accents, in particular American accents and lack of exposure to native speakers' culture and intonation. Furthermore, the data reveals that there are attributes of TV materials that constitute a starting point for the teaching plan and its implementation. According to both students and lecturers, through TV materials, language learners are exposed to English culture, to a variety of accents, registers and paralinguistic features. In addition, the materials can be good sources of a model of English structures and pronunciation.

As far as exploiting these materials in class is concerned, lecturers recommend the selection of adequate instructional materials and judicious use of TV. This study concludes that TV materials can help students to improve their speaking and listening skills. Students can acquire these skills through different practical activities such as summaries, debates and group discussions on topics aired on TV. An examination of the English programmes at the NUR through analysis of the content of selected courses shows that there is provision for use of television materials in English class. However, a traditional approach to language teaching still prevails in this institution. Therefore, this mini thesis advocates the promotion of a communicative approach to language teaching (CLT) where a focus on activities that promote fluency rather than accuracy in English should be the guiding principle.

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