AN INVESTIGATION ON THE UTILIZATION OF PRAGMATIC DEVICES IN THE CLASSROOM (A phenomenological Study in the Selected Secondary Schools in Petauke District, Eastern Province of Zambia)

SAKALA STANLEY, 12851021040 (2024) AN INVESTIGATION ON THE UTILIZATION OF PRAGMATIC DEVICES IN THE CLASSROOM (A phenomenological Study in the Selected Secondary Schools in Petauke District, Eastern Province of Zambia). [ Thesis ]

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Abstract

The thesis of this study entitled “An Investigation on the Utilization of Pragmatic Devices in the Classroom: A phenomenological Study of Selected Secondary Schools in Petauke District of Eastern Province, Zambia,” investigated the utilization of pragmatic devices in selected secondary schools in Petauke District of Eastern Province, Zambia. The study aimed to explore how pragmatic devices are used in the classroom and how they contribute to effective communication between teachers and students. In order to know that, the study used the following research questions: 1) How are pragmatic devices currently used in selected secondary schools in Petauke District, Zambia? 2), What are the perspectives of teachers and students regarding the use of pragmatic devices in the classroom? 3) What challenges do teachers and students face when implementing pragmatic devices? The study employed a phenomenological study approach and qualitative research methodologies. The study used a qualitative research approach, specifically a phenomenological method, to gather data from teachers and students in ten (10)selected secondary schools in Petauke District. Data were collected through classroom observations, interviews, content analysis and focus group discussionswith teachers and students. The study explored the challenges faced by teachers and students in using pragmatic devices in the classroom. The study found that pragmatic devices were not commonly used in the selected secondary schools and both teachers and students had limited knowledge and understanding of what they are. Teachers in Petauke district were not much aware of the significance of pragmatic devices and faced various challenges in their implementation. These challenges included: i) They do not know much about pragmatics and pragmatic devices, ii) They do not know pragmatic devices that are there in the teaching and learning materials, iii) lack of instructional materials iv) inadequate training in pragmatics on how to use pragmatic devices, v)restricted class duration and vi) lack of attention given to pragmatic instruction in teaching education programs, which explain the low levels of awareness and practice among teachers and learners. These results have implications for teachers’ professional development and the inclusion of explicit pragmatic activities in textbooks. The findings of this study contributed to the understanding of the use of pragmatic devices in the Zambian educational system and provided insights into how they could be effectively integrated into teaching and learning. Furthermore, the research offers practical recommendations to enhance communication strategies in countries with limited financial resources. The study suggests integrating pragmatic devices into the curriculum to improve students' pragmatic competence, thereby enhancing their language communication and comprehension skills. Additionally, the research recommends providing training for teachers in the effective use of pragmatic devices in the classroom. The study recommends the necessity for additional educational workshops for teachers. It proposes the design of learning tools and the allocation of dedicated classroom time for the practical application of pragmatic devices.Further research is needed to investigate the specific impact of pragmatic devices on learning outcomes and to examine students' pragmatic competence and teacher practices. Also, to compare the pragmatic devices in English, Cinyanja and Nsenga languages. The study is significant because it contributed to the understanding of the use of pragmatic devices in the classroom within the Zambian context. The findings of the study provided insights into the challenges and opportunities of using pragmatic devices in the classroom and informed the development of effective strategies for integrating these devices into teaching and learning. Overall, the study provided valuable insights into the utilization of pragmatic devices in the classroom within the selected secondary schools in Petauke District of Eastern Province, Zambia. The findings of the study contributed to the development of effective teaching and learning strategies that could enhance the quality of education in the region.

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