Facilitating collaborative meaning-vocabulary learning in outcomes based education.
- Authors: Loots, Jacobus Andries
- Date: 2008-08-26T09:14:40Z
- Subjects: second language acquisition , training of language teachers , language and languages study and teaching , competency based education , vocabulary study and teaching
- Type: Thesis
- Identifier: uj:4059 , http://hdl.handle.net/10210/940
- Description: Traditional mnemonic methods of teaching vocabulary in the Second Language (L2) classroom are not providing the students with sufficient vocabulary knowledge to facilitate effective communication, i.e. students do not use the words they have learnt for communication as textbook presentation and drill do not ensure student use of these same structures in the student’s own spontaneous expression (Savignon, 2000). The strategies to facilitate meaning-vocabulary1 learning as part of a wider outcome to teaching elements of functional communication in a multilingual society is not clearly defined in the Revised National Curriculum Statement (DoE, 2003). This research report set in a constructivist framework, will attempt to raise awareness in language teachers of a need to recognize the importance to facilitate meaning-vocabulary in L2 in OBE and collaborative learning. The aim of this research was therefore to find an effective strategy to facilitate collaborative L2 meaning-vocabulary learning to develop functional communication. The research question in this study was: * How can facilitators more effectively guide collaborative meaning-vocabulary learning to improve functional communication? Secondary questions to this study were: * Why do L2 facilitators not spend enough time on collaborative meaning-vocabulary learning? * What is the role of the facilitator in L2 collaborative meaning-vocabulary learning through communicative teaching strategies? * How should meaning-vocabulary be taught to ensure students acquire the ability to use the L2 critically and creatively in functional communicative situations outside the classroom? I have set my methodology in a qualitative paradigm, used an action research design, made use of interviews and interpreted the interviews to clarify the research topic by means of a ‘thick description’ (Henning, et al. 2004:142). The data used in this research were not only gathered from describing and analyzing the practices of the classroom community, but it also originated in real life classroom situations and both of these are characteristics of action research (Burns, 2000). I have used different data collection methods to ensure the validity of the findings and the recommendations. The methodology used to gather the data guided me to explore qualitative content analysis, grounded theory analysis and to a lesser extent discourse analysis. I have used these three methods to condense the data to find some meaning in the form to enable me to construct a theory around facilitating meaning-vocabulary learning, i.e. construct my own interpretive text. Qualitative content analysis was the basis for grounded theory analysis, while the discourse was dissected to find alternative proof for the findings. Some of the findings included guidelines which a teacher should keep in mind when facilitating meaning-vocabulary learning: 1. Know your students. 2. Keep meaning-vocabulary learning enjoyable – use different strategies when possible, but let them ‘construct’ their own knowledge. The students must ‘do’ something when they are learning meaning-vocabulary. 3. Encourage the students to use the words during functional communication exercises and essay writing. 4. Encourage the students to engage in their L2 inside and outside the classroom as often as possible, e.g. listen to radio, watch television, engage in conversation with friends or family in the L2. 5. Focus on meaning-vocabulary in communicative language. 6. Engage in conversation with your students as often as possible, not only about a theme or topic but also about their experiences and feelings in your classroom. 7. Use pictures to explain word meanings. Let them create their own images where possible. 8. Use the new meaning-vocabulary during discussions. , Mr. W.A. Janse van Rensburg
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ABET learners' experiences of learning in a language other than their primary languages.
- Authors: Mlotshwa, Norma Vumile
- Date: 2008-10-14T11:21:45Z
- Subjects: Daveyton (South Africa) , language and education , second language acquisition , adult students' education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/371875 , uj:12011 , http://hdl.handle.net/10210/1175
- Description: M.Ed. , Despite the many changes socially and politically in our country, particularly in the educational sphere, large numbers of learners in further education still face disadvantages like a legacy of inferior education and studying in a language other that their primary language, all of which impact on their learning. Recent literature on the experiences of Adult Basic Education and Training (ABET) learner’s experiences of learning in language other than their primary language identifies a number of problems that impact negatively on students’ performance and learning. The research explores the experiences of ABET learners, learning in a language other than their primary language in order to interprete and arrive at an informed understanding of such experiences. The research strategy in this study is grounded within the interpretative paradigm as the aim is to understand how participants make sense of their realities. i.e. how students make sense of their experiences from their own perspectives. For the purposes of the study, a sample of ABET learners were interviewed. Purposive sampling was used to select participants from diverse languages to serve as “information-rich cases”. Semi- structured interviews aimed at encouraging the respondent’ to engage in conversation intended to elicit respondents’ construction were conducted. The data were analysed using the constant comperative method of data analysis. The main findings of the research is that the ABET learners experience problems when taught in a language which is not their primary language. They feared that they ran a greater risk of labelled as underachievers. They also cited that they have difficulty in manipulating the language in an academic situation. The choice of teacher pedagogy and pace of teaching which exaccebates difficulty in using English was also mentioned by the learners. Another challenge was that they find it easy to use the language in informal context, but struggle with the level of sophistication required for an academic level. There is a need for closer links to be made between learners’ life experiences and lesson content and structure. The curriculum must address the real experiences that adult learners bring with them into the classroom and offer to learners the conceptual tools which they need to make sense of and interprete their experiences in the society. Awareness of students’ experiences could enable educators to exceed guidelines for creating an environment which fosters language learning and to choose relevant course materials and select appropriate teaching methods as well as introduce measures to redress the impact of the legacy of inferior schooling in order to enhance quality learning. , Mrs. N.F. Petersen
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