Grade 4 english first additional language teachers’ experiences of teaching listening comprehension skills: a case study of selected schools in the Ugu district in Kwazulu Natal.

Abstract

Listening for comprehension is one of the fundamental skills in language learning. It is crucial because it interacts with other language skills such as speaking, reading, and writing. Teaching and learning methods across all subjects need to consider the central role of listening comprehension in language acquisition. However, it has been noted that listening comprehension is the most challenging skill to teach to English First Additional Language (EFAL) learners. This research aimed to contribute to the existing literature on the experiences of EFAL teachers when teaching listening comprehension to Grade 4 learners. The study focused on exploring the experiences of EFAL teachers in the Ugu district as they taught listening comprehension skills to Grade 4 learners. Guided by Schema Theory, this qualitative case study examined the experiences of seven female Grade 4 EFAL teachers in the Ugu district as they navigated the complex task of teaching listening comprehension. Using classroom observations, semi-structured interviews, and document analysis, the study identified four key themes: rote teaching, the use of resources, instructional techniques for teaching listening comprehension, and challenges affecting the effective teaching of listening comprehension. Rote teaching was highlighted as a significant strategy for activating learners' background knowledge and enriching vocabulary. The second theme emphasised the importance of using diverse resources, particularly visual aids, to create an immersive learning environment. The third theme focused on instructional techniques, revealing innovative approaches that go beyond traditional methods, enhancing engagement and comprehension in the learning process. The final theme uncovered various challenges faced by teachers in teaching EFAL. The research provides insights that can be used to address obstacles that hinder the effective teaching of listening comprehension. While the study specifically targeted Grade 4, its findings have broader implications for teaching and learning in content subjects. The researcher advocates for mandatory English training for all teachers, recognising the pivotal role language plays in effective teaching. Additionally, the study highlights the importance of creating dynamic and engaging learning environments and recommends that the Department of Education provide essential audiovisual resources. Lastly, the call for more listening programmes in primary schools underscores the importance of fostering active listening skills from an early educational stage, contributing to comprehensive language development.