SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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Chitipa 77.3 22.7 25.0 75.0 Karonga 64.5 35.5 21.8 78.2 Rumphi 69.0 31.0 18.4 81.6 Mzimba 68.4 31.1 23.2 76.6 Nkhata Bay 78.6 20.9 16.8 82.7 Table 55 above shows that the majority of pupils do find problems studying English on the one hand while, on the other hand, an overwhelming majority do not find problems studying in Chichewa. This scenario can easily be explained by the fact that English is an alien language which is structurally different from the mother tongues of the pupils while Chichewa is very close to the mother tongues of the pupils both in structure and vocabulary. As a supplementary question the pupils were requested to indicate the nature of their problems. The following results were obtained <strong>for</strong> English and Chichewa: Table 56: Nature Of Problems In Studying English District DW GR SPG RDG SPKG COMP IB COMPR WTG TR A Chitipa 25. 8 Karonga 15. 7 Rumphi 13. 0 Mzimba 12. 4 Nkhata Bay 16. 4 3.0 7.6 5.3 3.8 1. 5 3.6 5.6 2.4 3.2 2.0 0. 4 PRO NMT FU OTHE R 4.5 0.8 1.5 0.8 1.5 18. 2 2.8 1.2 0.8 1.2 24. 6 8.0 4.6 2.3 3.4 6.9 4.6 2.3 2.3 20. 7 3.8 2.2 4.3 2.9 1.9 0. 2 1.7 2.4 0.7 1.2 31. 1 4.6 7.3 4.1 1.8 0.9 4.5 1.8 1.4 0.5 31. 4 N/A 1.1 31.1 0.9 20.9 Key: DW = Difficult words GR = Grammar SPG = Spelling RDG = Reading COMP = Composition SPKG = Speaking IB = Inadequate books CMPR = Comprehension WTG = Writing PRO = Pronunciation 60
TRA = Translation NMT = Not mother tongue FU = Failing to Understand N/A = Not applicable According to Tables 56 above, the most common problems pupils face in studying English are “failing to understand”, followed by “difficult words”, and “spelling” respectively. These problems are related and may, in fact, reflect on the teaching style the teachers adopt at this level. There may be more emphasis put on rote learning than understanding. Table 57: Nature Of Problems In Studying Chichewa District DW GR SPG RDG SPKG COMP I B COMPR WTG TR A PRO NMT FU OTHE R Chitipa 6.8 0.8 0.8 3.0 1.5 0.8 2.3 2.3 0.8 75.6 Karonga 3.6 2.0 1.2 0.8 0.8 0.4 0.8 0.8 0.8 6.9 79.4 Rumphi 4.6 4.6 1.1 1.1 1.1 3.1 81.6 Mzimba 5.0 2.2 0.2 1.9 1.0 0.5 0.2 0.5 0.2 0.7 0.2 5.3 77.5 Nkhata Bay 5.6 0.9 0.9 0.9 0.5 0.5 0.5 0.5 0.5 2.7 82.3 N/A Key: DW = Difficult words GR = Grammar SPG = Spelling RDG = Reading COMP = Composition SPKG = Speaking IB = Inadequate books CMPR = Comprehension WTG = Writing PRO = Pronunciatio TRA = Translation NMT = Not mother tongue FU = Failing to understand N/A = Not applicable Table 57 indicates that pupils find Chichewa “vocabulary” to be the most difficult aspect in their study of the language followed by “spelling” and “pronunciation” respectively. However, it should be noted that a very high percentage of the responses were not applicable. This may suggest that as compared to English most of the pupils were not quite sure of the nature of their problems with Chichewa. A further question requested pupils to indicate whether or not science would be much easier if it was taught in a mother tongue. The following results were obtained: 61
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SOCIOLOLINGUISTIC SURVEYS OF FOUR M
Page 3 and 4:
4.5.1 TEACHER’S RESPONSES 23 4.5.
Page 5 and 6:
A Note from the Director on Socioli
Page 7 and 8:
1 INTRODUCTION The availability of
Page 9 and 10: instance, a mother tongue literacy
Page 11 and 12: level of understanding, whether the
Page 13 and 14: In relation to religions affiliatio
Page 15 and 16: there is l and w are repalced by d
Page 17 and 18: the survey that people from outside
Page 19 and 20: Above form 4 1 3 0.5 Other 3 0.3 Th
Page 21 and 22: REASONS GIVEN Easy communication Mo
Page 23 and 24: Chilomwe Chisena Chinkhonde English
Page 25 and 26: 50. It has been observed that those
Page 27 and 28: Chichewa. This has arisen from the
Page 29 and 30: the most crucial informants because
Page 31 and 32: and pressing issues to handle e.g.
Page 33 and 34: Table 13: District Acceptance Of Ch
Page 35 and 36: The figures above clearly indicate
Page 37 and 38: Teachers were also requested to ind
Page 39 and 40: Rumphi 75.0 25.0 Mzimba 84.7 11.1 N
Page 41 and 42: Bay Table 24 shows that English is
Page 43 and 44: preferred language is Chilambia (17
Page 45 and 46: Rumphi 17.3 Pure Tumbuka 6.7 Henga
Page 47 and 48: Pure 1.5 Mmbelwa 1.5 Euthini 1.5 Ka
Page 49 and 50: Chichewa is the most favoured langu
Page 51 and 52: Respondents were also requested to
Page 53 and 54: Table 43: Whether To Be Taught In C
Page 55 and 56: % Resdpondentys District Chichewa C
Page 57 and 58: N/A 19.5 On the corollary question
Page 59: Table 53 shows that most pupils pre
Page 63 and 64: Table 60: Language To Be Used In Ne
Page 65 and 66: Rumphi 41. 4 Mzimba 23. 9 Nkhata Ba
Page 67 and 68: case for Nkhata Bay is that Chitong
Page 69 and 70: Table 68 reveals that there is an i
Page 71 and 72: Chitumbuka, the same cannot be said
Page 73 and 74: (vii) (viii) To establish whether t
Page 75 and 76: the villagers would also ask the re
Page 77 and 78: Chiradzulu 1 0.3 Mozambique 22 6.2
Page 79 and 80: Undecided 1 0.3 The results present
Page 81 and 82: There were 19 cases of respondents
Page 83 and 84: On the question of whether the resp
Page 85 and 86: Chitakhwani 2 6.9 Chikokhola 2 6.9
Page 87 and 88: 5.5.4.1 SUMMARY Although this categ
Page 89 and 90: 6 CHISENA SURVEY 6.1 BACKGROUND TO
Page 91 and 92: ii) proficiency in Chisena and othe
Page 93 and 94: Table 80: Age Groups Age Group Freq
Page 95 and 96: Age Group Frequency % 09 20 4.9 1
Page 97 and 98: Tengani 11 2.7 Nsanje 35 8.6 Phodzo
Page 99 and 100: The majority of the pupils have cle
Page 101 and 102: 6.5.2.3 VARIETIES Asked bout where
Page 103 and 104: mentioned the Nsanje variety, anoth
Page 105 and 106: 6.5.4 “OTHER” RESPONDENTS’ RE
Page 107 and 108: grammars and dictionaries. (iv) The
Page 109: 109
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