Browsing by Author "Ndinga-Koumba-Binza, Hugues Steve"

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    An analysis of english academic writing in a Libyan university
    (University of the Western Cape, 2020) Hadia, Gharnasa M; Ndinga-Koumba-Binza, Hugues Steve
    This study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
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    Teachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
    (University of the Western Cape, 2023) Arend, Mareldia; Ndinga-Koumba-Binza, Hugues Steve
    This study investigates the instructional strategies employed in teaching reading comprehension in Grade Three. The aim is to address gaps in knowledge by identifying teachers’ reading comprehension strategies. A deeper understanding of these strategies contributes to literacy development and enhances our understanding of reading and associated policies. This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s social constructivism. It demonstrates how diverse reading instructional strategies mediate the process of reading, aiming to improve reading skills and foster comprehension. Using a qualitative approach and a multiple case study design, nine participants were purposefully selected from three primary schools in the Western Cape. Data were gathered through document analysis, observations, and semi-structured interviews, with thematic analysis employed for data analysis. Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum and Assessment Policy. However, the study findings do not necessarily correlate with improved literacy outcomes. The participants predominately relied on the questioning strategy, with research-based reading strategies not consistently recognized or utilised. Several factors negatively impacted reading comprehension, including a lack of pedagogical knowledge, motivation issues, and misconceptions about reading comprehension, inadequate support, reading difficulties, comprehension challenges, limited technical support, policy shortcomings, and lack of parental support exacerbated by poverty. The study concludes that establishing a network of support mechanisms is crucial for the success of reading comprehension initiatives.
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    Teachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
    (University of the Western Cape, 2024) Arend, Mareldia; Ndinga-Koumba-Binza, Hugues Steve
    This study investigates the instructional strategies employed in teaching reading comprehension in Grade Three. The aim is to address gaps in knowledge by identifying teachers’ reading comprehension strategies. A deeper understanding of these strategies contributes to literacy development and enhances our understanding of reading and associated policies. This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s social constructivism. It demonstrates how diverse reading instructional strategies mediate the process of reading, aiming to improve reading skills and foster comprehension. Using a qualitative approach and a multiple case study design, nine participants were purposefully selected from three primary schools in the Western Cape. Data were gathered through document analysis, observations, and semi-structured interviews, with thematic analysis employed for data analysis. Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum and Assessment Policy. However, the study findings do not necessarily correlate with improved literacy outcomes. The participants predominately relied on the questioning strategy, with research-based reading strategies not consistently recognized or utilised.
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    Towards a comprehensive dictionary of Gabonese french
    (Buro van die WAT, 2022) Mavoungou, Paul A.; Ndinga-Koumba-Binza, Hugues Steve; Assam, Blanche Nyingone
    The present article reports on the conceptualization of the Dictionnaire G�n�ral du Fran�ais Gabonais. The dictionary project is a first of its kind in Gabonese lexicography. As an outcome of the inception of Gabonese French lexicography, the dictionary project arose from a discussion on the definition of Gabonese French, which Gabonese French lexicography should account for. In this article, the project background as well as the interests for the planned dictionary are presented. The article also deals with two key aspects of the dictionary conceptualization plan, i.e., lexicographic processes and the dictionary basis.
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    What French for Gabonese French lexicography?
    (SUN, 2016) Assam, Blanche Nyangone; Ndinga-Koumba-Binza, Hugues Steve; Ompoussa, Virginie
    This paper is a response to Mavoungou (2013a) who has pleaded for the production of a dictionary of Gabonese French as variant B of the French language. The paper intends to comprehend the concept of "Gabonese French". It gives an outline of the situation of French within the language diversity of Gabon as a contribution to the theoretical perspective toward the inception of Gabonese French lexicography. Answers are given to the following questions: What French is described in existing Gabonese French studies? What French is and should be presented in Gabonese French dictionary production?