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dc.contributor.authorMaposa, Farai
dc.coverage.spatialZimbabween_GB
dc.date.accessioned2014-10-06T09:36:36Z
dc.date.available2014-10-06T09:36:36Z
dc.date.issued1992-11
dc.identifier.citationMaposa, F. (1992) Teachers’ Perceptions Of The Levels Of Difficulty Of Aspects Of English Language For O-level Students In Zimbabwe And Their Perceptions Of The Use Of Literature In English In Teaching English Language. ZJER, Vol.3, No. 2. Harare, Mt. Pleasant: HRRC.en_GB
dc.identifier.issn1013-3445
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/4663
dc.descriptionA Journal Article.en_GB
dc.description.abstractThis paper mainly describes and presents the results of a survey carried out in 1990to record teachers’perceptions of the most difficult aspects of English for High School students in Zimbabwe. The 59 questionnaires teachers returned indicated that students.have difficulty with all aspects of English langj.age.They have the greatest difficulty with composition and summary writing andboth written and spoken grammar. The responses also indicated that although reading comprehension is comparatively the least difficult for students, it is also quite a problem to the students. The study also sought, teachers’ views on the use cf literature in teaching English. Although teachers, agreed that literature could be used in teaching most aspects of English, they were uncertain about whether literature could be used in teaching sentence-level grammar. In light of the above findings, this paper presents recommendations on teaching various aspects of English and using literature to teach English languageen_GB
dc.language.isoenen_GB
dc.publisherHuman Resourse Research Centre, (HRRC), University of Zimbabwe.en_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en_GB
dc.subjectEducationen_GB
dc.titleTeachers’ Perceptions Of The Levels Of Difficulty Of Aspects Of English Language For O-level Students In Zimbabwe And Their Perceptions Of The Use Of Literature In English In Teaching English Languageen_GB
dc.typeArticleen_GB
dc.rights.holderUniversity of Zimbabween_GB


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