Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4210
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dc.contributor.advisorThamae, M.-
dc.contributor.advisorPossa-Mogoera, R.-
dc.contributor.authorTlali, Phenyane Geremiahen_US
dc.date.accessioned2022-09-01T13:45:56Z-
dc.date.available2022-09-01T13:45:56Z-
dc.date.issued2022-03-
dc.identifier.urihttps://hdl.handle.net/10321/4210-
dc.descriptionSubmitted in partial fulfilment of the requirements for the degree of Doctor in Education in English Language Education Faculty of Arts and Design at Durban University of Technology 2022.en_US
dc.description.abstractThe study aimed at investigating the cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Education in order to establish any cultural relations or diversifications between Sesotho and English animal colours. To achieve this purpose, the study was guided by Opponent Process Theory of colours (OPT) developed by Wilson in 1949 and Attribution Theory of Success and Failure (ATSF) by Weiner 1972. OPT helped the researcher to group colours as they were used by both learners and their English Language teachers while ATSF helped to unpack the reasons behind such use or failure to use certain colours as per the pairings provided by OPT. Informed by an interpretive paradigm, the study employed a sequential mixed method of quanti-QUAL. The data was collected from a sample drawn from Form E learners and their English Language teachers at LGCSE using essay writing and focus group interviews for learners as well as individual interviews for teachers. Learners wrote an essay under the supervision of their English Language teachers and the researcher to ensure trustworthiness of the findings. The essay was written to assist the researcher identify how learners use and pair animal colours in English descriptive essay writing and investigate any cultural influence behind such use. The findings for this study revealed that most learners (75% of the sampled essays) preferred black and white for their favourite animals. 2% preferred blue/yellow colour pair while 0% used red/green colour pair. 23% of the sampled essays preferred other colours not provided in the theory. The study revealed that choice and pairing of animal colours at LGCSE is culturally influenced by linguistic relativity, linguistic arbitrariness, lexical variations and social practices and beliefs. On this note, the study proposed team teaching, consistent teacher workshops on animal colours, regular visits by experts on animal colours and zoo visiting by LGCSE learners and their English Language teachers.en_US
dc.format.extent225 p.en_US
dc.language.isoenen_US
dc.subjectCultural influenceen_US
dc.subjectAnimal coloursen_US
dc.subjectDescriptive englishen_US
dc.subjectEssay writingen_US
dc.subjectLesotho General Certificateen_US
dc.subjectSecondary educationen_US
dc.titleThe cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Educationen_US
dc.typeThesisen_US
dc.description.levelDen_US
dc.identifier.doihttps://doi.org/10.51415/10321/4210-
local.sdgSDG17-
local.sdgSDG04-
item.openairetypeThesis-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextopen-
item.languageiso639-1en-
item.fulltextWith Fulltext-
Appears in Collections:Theses and dissertations (Arts and Design)
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