'n Ondersoek na die waarde en rol van metakognitiewe leesstrategieë vir leesbegrip en moontlike onderrigimplikasies
- Authors: Botha, Suzette
- Date: 2012-09-05
- Subjects: Reading comprehension , Reading , Metacognition
- Type: Thesis
- Identifier: uj:9589 , http://hdl.handle.net/10210/7011
- Description: M.A. , In a reading tradition that developed in some schools the concept of reading comprehension was based on the mastery of a hierarchy of individual subskills that the reader had to master. When the reader mastered these skills he/she was regarded as a good reader that could read with comprehension. The reader's role could be described as a passive participant that merely reproduced the information found in the text. The reader wasn't involved in the active construction of the meaning of the text by comparing or integrating the new information to existing background knowledge or schemata. A cognitive perspective on the reading comprehension process reflects the active role that a reader's cognition plays during the process of reading comprehension. Metacognitive awareness of the nature of the reading process, in combination with explicit knowledge in the use of metacognitive reading strategies, enables the reader to monitor and control the comprehension process in order to select and apply appropriate strategies to construct the meaning of the text. Other factors that could also influence the construction of meaning are the nature of the reader's background knowledge and schemata — or the lack thereof. The role that the teacher plays (could play) in the improvement of a reader's comprehension ability, is very important. Readers must be exposed to various metacognitive reading strategies that can be applied to different types of texts. Explicit explanation and modelling as to what, how, where and when strategies can be used, are essential aspects of the teacher's instruction method. The teacher thus needs to employ direct instruction methods to improve the reader's metacognitive awareness of the reading process and reading strategies that can be used. The implication therefore, is that it is essential that teachers be exposed to and trained in the use and application of direct instruction methods and metacognitive strategies. Only then are they well equipped and well trained to be involved in the training of reading and readers.
- Full Text:
- Authors: Botha, Suzette
- Date: 2012-09-05
- Subjects: Reading comprehension , Reading , Metacognition
- Type: Thesis
- Identifier: uj:9589 , http://hdl.handle.net/10210/7011
- Description: M.A. , In a reading tradition that developed in some schools the concept of reading comprehension was based on the mastery of a hierarchy of individual subskills that the reader had to master. When the reader mastered these skills he/she was regarded as a good reader that could read with comprehension. The reader's role could be described as a passive participant that merely reproduced the information found in the text. The reader wasn't involved in the active construction of the meaning of the text by comparing or integrating the new information to existing background knowledge or schemata. A cognitive perspective on the reading comprehension process reflects the active role that a reader's cognition plays during the process of reading comprehension. Metacognitive awareness of the nature of the reading process, in combination with explicit knowledge in the use of metacognitive reading strategies, enables the reader to monitor and control the comprehension process in order to select and apply appropriate strategies to construct the meaning of the text. Other factors that could also influence the construction of meaning are the nature of the reader's background knowledge and schemata — or the lack thereof. The role that the teacher plays (could play) in the improvement of a reader's comprehension ability, is very important. Readers must be exposed to various metacognitive reading strategies that can be applied to different types of texts. Explicit explanation and modelling as to what, how, where and when strategies can be used, are essential aspects of the teacher's instruction method. The teacher thus needs to employ direct instruction methods to improve the reader's metacognitive awareness of the reading process and reading strategies that can be used. The implication therefore, is that it is essential that teachers be exposed to and trained in the use and application of direct instruction methods and metacognitive strategies. Only then are they well equipped and well trained to be involved in the training of reading and readers.
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'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
- Full Text:
- Authors: Van Zyl, Renette
- Date: 2009-01-08T13:07:25Z
- Subjects: Language and education , Native language and education , Sociolinguistics , Historical linguistics , Language arts , Multilingualism , Language and culture , Afrikaans language usage , English language usage
- Type: Thesis
- Identifier: uj:14770 , http://hdl.handle.net/10210/1849
- Description: D.Litt. et Phil. , The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
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An investigation into the listening and reading comprehension of a heterogeneous group in a management development programme
- Authors: Cowley, Gillian Ann
- Date: 2012-08-17
- Subjects: Language arts - South Africa , Communication in business , Listening , Second language acquisition - South Africa , Language and education - South Africa , Language and culture - South Africa , Reading comprehension - Ability testing
- Type: Mini-Dissertation
- Identifier: uj:2634 , http://hdl.handle.net/10210/6080
- Description: M.A. , South African companies, faced with the challenges of keenly competitive global and domestic markets, must reconsider their foci and methods of staff training and development. Political pressures to address the imbalance of power in local workforces by activities such as affirmative action also mean that the skills, knowledge and attitudes of employees must be improved. The Management Development in Afrox Training Programme, developed and conducted by Afrox Limited, is targeted at the company's supervisory level and forms part of the company's affirmative action policy. This level of employee reflects the heterogeneity of the South African population and comprises persons of diverse language and cultural groups and educational levels. An investigation into the listening and reading comprehension levels of the delegates found that the majority of them are not equipped to cope with the complex language used in a typical management development programme. An understanding of sophisticated Western business concepts, encapsulated in English for Specific Purposes, is not successfully transferred to the delegates and results in a failure to deliver the desired outcomes of the course. Based on the findings of the research a number of recommendations have been made. These have application not only to the Management Development in Afrox programme but to business programmes which are currently not meeting the needs of their South African target groups because of linguistic elements which confound the planned learning process.
- Full Text:
- Authors: Cowley, Gillian Ann
- Date: 2012-08-17
- Subjects: Language arts - South Africa , Communication in business , Listening , Second language acquisition - South Africa , Language and education - South Africa , Language and culture - South Africa , Reading comprehension - Ability testing
- Type: Mini-Dissertation
- Identifier: uj:2634 , http://hdl.handle.net/10210/6080
- Description: M.A. , South African companies, faced with the challenges of keenly competitive global and domestic markets, must reconsider their foci and methods of staff training and development. Political pressures to address the imbalance of power in local workforces by activities such as affirmative action also mean that the skills, knowledge and attitudes of employees must be improved. The Management Development in Afrox Training Programme, developed and conducted by Afrox Limited, is targeted at the company's supervisory level and forms part of the company's affirmative action policy. This level of employee reflects the heterogeneity of the South African population and comprises persons of diverse language and cultural groups and educational levels. An investigation into the listening and reading comprehension levels of the delegates found that the majority of them are not equipped to cope with the complex language used in a typical management development programme. An understanding of sophisticated Western business concepts, encapsulated in English for Specific Purposes, is not successfully transferred to the delegates and results in a failure to deliver the desired outcomes of the course. Based on the findings of the research a number of recommendations have been made. These have application not only to the Management Development in Afrox programme but to business programmes which are currently not meeting the needs of their South African target groups because of linguistic elements which confound the planned learning process.
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Anglisismes in vertaalde koerantadvertensies
- Authors: Pretorius, W. C.
- Date: 2012-09-11
- Subjects: Advertising, Newspaper - Translating , Afrikaans language - Foreign words and phrases - English , Language purism
- Type: Mini-Dissertation
- Identifier: uj:10042 , http://hdl.handle.net/10210/7431
- Description: M.A. , Die advertensievertaler by 'n koerant worstel elke dag met die probleem van Anglisismes. Meningsverskil oor die probleem lei dikwels tot lewendige bespreking in die vertaalkantoor. Daar is die siening dat die taal geskryf moet word soos hy gepraat word. Basta met woordeboek- en stylboekvoorskrifte. Aan die ander kant is daar voorstanders van die siening dat Standaardafrikaans in die koerant gebruik word en styl- en woordeboeke hierin van groot nut is. Die meningsverskil het tot hierdie ondersoek aanleiding gegee.
- Full Text:
- Authors: Pretorius, W. C.
- Date: 2012-09-11
- Subjects: Advertising, Newspaper - Translating , Afrikaans language - Foreign words and phrases - English , Language purism
- Type: Mini-Dissertation
- Identifier: uj:10042 , http://hdl.handle.net/10210/7431
- Description: M.A. , Die advertensievertaler by 'n koerant worstel elke dag met die probleem van Anglisismes. Meningsverskil oor die probleem lei dikwels tot lewendige bespreking in die vertaalkantoor. Daar is die siening dat die taal geskryf moet word soos hy gepraat word. Basta met woordeboek- en stylboekvoorskrifte. Aan die ander kant is daar voorstanders van die siening dat Standaardafrikaans in die koerant gebruik word en styl- en woordeboeke hierin van groot nut is. Die meningsverskil het tot hierdie ondersoek aanleiding gegee.
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Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark
- Authors: Allie, Jane Jennifer
- Date: 2012-08-21
- Subjects: Sociolinguistics - Research - South Africa - Johannesburg. , Psycholinguistics - Research - South Africa - Johannesburg. , Language and education - South Africa - Johannesburg. , Second language acquisition - South Africa - Johannesburg. , Native language and education - South Africa - Johannesburg. , English language - Study and teaching (Primary) - South Africa - Johannesburg - Foreign speakers. , Afrikaans language - Study and teaching (Primary) - South Africa - Johannesburg - Foreign speakers.
- Type: Thesis
- Identifier: uj:2917 , http://hdl.handle.net/10210/6346
- Description: M.A. , South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
- Full Text:
- Authors: Allie, Jane Jennifer
- Date: 2012-08-21
- Subjects: Sociolinguistics - Research - South Africa - Johannesburg. , Psycholinguistics - Research - South Africa - Johannesburg. , Language and education - South Africa - Johannesburg. , Second language acquisition - South Africa - Johannesburg. , Native language and education - South Africa - Johannesburg. , English language - Study and teaching (Primary) - South Africa - Johannesburg - Foreign speakers. , Afrikaans language - Study and teaching (Primary) - South Africa - Johannesburg - Foreign speakers.
- Type: Thesis
- Identifier: uj:2917 , http://hdl.handle.net/10210/6346
- Description: M.A. , South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
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Difficulties experienced by African students with English textbooks at secondary level
- Authors: Tutu, Ruth Dikeledi
- Date: 2012-08-22
- Subjects: English language - Textbooks for foreign speakers - Evaluation , English language - Study and teaching (Secondary) - South Africa , Second language acquisition
- Type: Thesis
- Identifier: uj:3030 , http://hdl.handle.net/10210/6452
- Description: M.A. , The language and learning problems experienced by the majority of African pupils at Secondary level are constantly in the public eye. The cause of many of these problems lies in the primary schOol system, where English is introduced as the language of learning from Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary to cope with all the subjects in English. This paper offers a framework for analysing language teaching issues and problems. It explores the relationship between education and the language of learning, language ability and cognitive skills, teaching styles, classroom materials and the learning process. Arising out of these investigations are a set of guidelines as to the major factors that affect the readability and comprehensibility of textbooks. The paper ends with a set of guiding principles for a language policy aimed at providing maximum learning opportunities for all children. The ultimate hope is that the suggested approach would in the long help in overcoming some of the century old frustrations and failures and contribute to the improvement and greater effectiveness of language teaching that we all strive to achieve.
- Full Text:
- Authors: Tutu, Ruth Dikeledi
- Date: 2012-08-22
- Subjects: English language - Textbooks for foreign speakers - Evaluation , English language - Study and teaching (Secondary) - South Africa , Second language acquisition
- Type: Thesis
- Identifier: uj:3030 , http://hdl.handle.net/10210/6452
- Description: M.A. , The language and learning problems experienced by the majority of African pupils at Secondary level are constantly in the public eye. The cause of many of these problems lies in the primary schOol system, where English is introduced as the language of learning from Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary to cope with all the subjects in English. This paper offers a framework for analysing language teaching issues and problems. It explores the relationship between education and the language of learning, language ability and cognitive skills, teaching styles, classroom materials and the learning process. Arising out of these investigations are a set of guidelines as to the major factors that affect the readability and comprehensibility of textbooks. The paper ends with a set of guiding principles for a language policy aimed at providing maximum learning opportunities for all children. The ultimate hope is that the suggested approach would in the long help in overcoming some of the century old frustrations and failures and contribute to the improvement and greater effectiveness of language teaching that we all strive to achieve.
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Promoting accuracy in written English : issues and options in the treatment of error
- Authors: Proctor, James David
- Date: 2012-08-14
- Subjects: English language -- Usage , English language -- Errors of usage , English language -- Dialects
- Type: Mini-Dissertation
- Identifier: uj:9204 , http://hdl.handle.net/10210/5654
- Description: M.A. , Rightly or wrongly, the need to promote multilingualism in South Africa poses no immediate threat to the dominance of English. While the language has the power to confer material and other benefits, its dominant role in the public domain can result in the marginalisation of those not proficient in its use. Alienation breeds resentment and resistance. Promoting accuracy in the use of English is therefore a sensitive issue, and requires justification from a sociolinguistic perspective. The emergence of non-standard varieties of English in South Africa brings with it pedagogical choice. On the basis of a survey of relevant literature in the field of sociolinguistics, the writer suggests that a broadly defined and internationally accepted Standard South African English should be retained as the pedagogical target in formal education, and that the opportunity to develop competence in its use should be extended to all South Africans. While working towards the parity of languages and dialects is clearly in the interests of inclusivity - and worthy of support outside the classroom - targeting varieties of English other than the standard in the classroom might not be in the best interests of the learner. Extending and raising the level of proficiency in English nation-wide is an intimidating task. Much will depend on the resources invested, and on the pedagogical approach adopted in the teaching of English. In these circumstances there is a need to find ways to promote accuracy (as a sociolinguistically important aspect of proficiency in English) which are, as far as possible, compatible with linguistic and cultural diversity. The study therefore includes a selective survey of literature in the field of psycholinguistics, and tentatively endorses a range of form-focused methodological options relating to the treatment of error which are compatible with a bidialectal approach towards language teaching.
- Full Text:
- Authors: Proctor, James David
- Date: 2012-08-14
- Subjects: English language -- Usage , English language -- Errors of usage , English language -- Dialects
- Type: Mini-Dissertation
- Identifier: uj:9204 , http://hdl.handle.net/10210/5654
- Description: M.A. , Rightly or wrongly, the need to promote multilingualism in South Africa poses no immediate threat to the dominance of English. While the language has the power to confer material and other benefits, its dominant role in the public domain can result in the marginalisation of those not proficient in its use. Alienation breeds resentment and resistance. Promoting accuracy in the use of English is therefore a sensitive issue, and requires justification from a sociolinguistic perspective. The emergence of non-standard varieties of English in South Africa brings with it pedagogical choice. On the basis of a survey of relevant literature in the field of sociolinguistics, the writer suggests that a broadly defined and internationally accepted Standard South African English should be retained as the pedagogical target in formal education, and that the opportunity to develop competence in its use should be extended to all South Africans. While working towards the parity of languages and dialects is clearly in the interests of inclusivity - and worthy of support outside the classroom - targeting varieties of English other than the standard in the classroom might not be in the best interests of the learner. Extending and raising the level of proficiency in English nation-wide is an intimidating task. Much will depend on the resources invested, and on the pedagogical approach adopted in the teaching of English. In these circumstances there is a need to find ways to promote accuracy (as a sociolinguistically important aspect of proficiency in English) which are, as far as possible, compatible with linguistic and cultural diversity. The study therefore includes a selective survey of literature in the field of psycholinguistics, and tentatively endorses a range of form-focused methodological options relating to the treatment of error which are compatible with a bidialectal approach towards language teaching.
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Taalbehoeftes van volwasse nie-moedertaalsprekers van Afrikaans by die RAU
- Authors: Lawrence, Malinda Juanita
- Date: 2012-08-15
- Subjects: Afrikaans language - Study and teaching - Foreign speakers , Second language acquisition , Randse Afrikaanse Universiteit , Accreditation (Education)
- Type: Thesis
- Identifier: uj:9373 , http://hdl.handle.net/10210/5810
- Description: M.A. , The language needs for non-mother tongue speakers of Afrikaans. The study of Afrikaans by non-mother tongue speakers of Afrikaans is not as simple as it sometimes appears. The aim of this study is to identify the specific language needs of individual learners and whether the course complies with all the requirements or meets all their expectations. The study concentrates specifically on the adult learner who is part of the ABET- programme at RAU. The study further tries to investigate any shortcomings by ways of quantitative and qualitative empirical research. The study seeks to make a valuable contribution by its recommendations to other institutions intending to introduce similar courses. Finally, possible further area of research that need to be explored are highligted.
- Full Text:
- Authors: Lawrence, Malinda Juanita
- Date: 2012-08-15
- Subjects: Afrikaans language - Study and teaching - Foreign speakers , Second language acquisition , Randse Afrikaanse Universiteit , Accreditation (Education)
- Type: Thesis
- Identifier: uj:9373 , http://hdl.handle.net/10210/5810
- Description: M.A. , The language needs for non-mother tongue speakers of Afrikaans. The study of Afrikaans by non-mother tongue speakers of Afrikaans is not as simple as it sometimes appears. The aim of this study is to identify the specific language needs of individual learners and whether the course complies with all the requirements or meets all their expectations. The study concentrates specifically on the adult learner who is part of the ABET- programme at RAU. The study further tries to investigate any shortcomings by ways of quantitative and qualitative empirical research. The study seeks to make a valuable contribution by its recommendations to other institutions intending to introduce similar courses. Finally, possible further area of research that need to be explored are highligted.
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Teacher and in-service training as factors influencing competency in English as a second language in black schools
- Mukhuba, Theophilus Tshisaphungo
- Authors: Mukhuba, Theophilus Tshisaphungo
- Date: 2012-08-16
- Subjects: Teachers -- In-service training -- South Africa -- Evaluation , English language -- Study and teaching -- South Africa -- African language speakers , English language -- Study and teaching (Secondary) -- South Africa -- Evaluation , Blacks -- Education -- Evaluation
- Type: Thesis
- Identifier: uj:9443 , http://hdl.handle.net/10210/5875
- Description: M.Ed. , The study examines the nature of English competence in both learners and teachers in black schools. It was conducted as a result of the investigator in this study being directly involved in teaching English as a second language in a black high school and being a beneficiary of English language teaching projects. As is shown in the study, these projects do not effectively serve their stated purpose, that is, to improve teacher and learner competency in English. The study was conducted by exploring existing literature on the topic and investigations already undertaken. An empirical component is included comprising an observation of an English lesson in progress. The conclusion reached in the study is that an unfortunate cycle still persists where learners taught by teachers who are incompetent in English go through the existing inadequate and inefficient milieu in education to become incompetent English language teachers themselves. The recommendations in this study are that there needs to be a re-evaluation of present English language teaching methods particularly in the light of the fact that the government is in the process of implementing a new educational system called Outcomes Based Education. Furthermore, this study draws attention to the inadequacies prevalent in teacher training and subsequent teacher practice in the classroom.
- Full Text:
- Authors: Mukhuba, Theophilus Tshisaphungo
- Date: 2012-08-16
- Subjects: Teachers -- In-service training -- South Africa -- Evaluation , English language -- Study and teaching -- South Africa -- African language speakers , English language -- Study and teaching (Secondary) -- South Africa -- Evaluation , Blacks -- Education -- Evaluation
- Type: Thesis
- Identifier: uj:9443 , http://hdl.handle.net/10210/5875
- Description: M.Ed. , The study examines the nature of English competence in both learners and teachers in black schools. It was conducted as a result of the investigator in this study being directly involved in teaching English as a second language in a black high school and being a beneficiary of English language teaching projects. As is shown in the study, these projects do not effectively serve their stated purpose, that is, to improve teacher and learner competency in English. The study was conducted by exploring existing literature on the topic and investigations already undertaken. An empirical component is included comprising an observation of an English lesson in progress. The conclusion reached in the study is that an unfortunate cycle still persists where learners taught by teachers who are incompetent in English go through the existing inadequate and inefficient milieu in education to become incompetent English language teachers themselves. The recommendations in this study are that there needs to be a re-evaluation of present English language teaching methods particularly in the light of the fact that the government is in the process of implementing a new educational system called Outcomes Based Education. Furthermore, this study draws attention to the inadequacies prevalent in teacher training and subsequent teacher practice in the classroom.
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The accreditation and implementation of the formal literacy route in a post apartheid South Africa : an investigation into how the ABET route fulfills the needs of the adult learner, the corporate sector and the economic development of South Africa
- Authors: Vivian, Brenda Ann
- Date: 2012-08-27
- Subjects: Adult education - South Africa , Literacy - South Africa
- Type: Thesis
- Identifier: uj:3198 , http://hdl.handle.net/10210/6611
- Description: M.A. , Even before the first democratic elections in South Africa in 1994, many Non-Governmental Organisations carried the torch of literacy for those South Africans who were not given the opportunity to learn to read and write, due to the inequalities of the apartheid education policies. Subsequent to the 1994 elections, the government took steps to formalise literacy initiatives and, in so doing, create national standards. Hence the birth of Adult Basic Education and Training. With the emergence of the South African Qualifications Authority, the ABET route was integrated into the National Qualifications Framework as part of the overall vision for standardised education in South Africa. Presently, the ABET route is mainly sponsored by the private sector who have shouldered the costs of these adult literacy initiatives. The formal ABET route is assessed by the Independent Examinations Board. This study illustrates how the formal ABET route does not adequately meet the goals of the department of Education in terms of its goals for reconstruction and development, nor does it guarantee the learner an improved future life, nor does it provide the private sector with the competencies they had hoped for in the workplace. Two of the most significant shortcomings of the formal ABET route were found to be the assessment process and the difficulty of the facilitation between the ABET route and qualification on the NQF. Based on the findings of this research, recommendations have been made. These aim to improve the flexibility of the ABET route and provide a number of options which may be more suitable for the needs of the learners, the corporate sector and the economy of South Africa as a whole.
- Full Text:
- Authors: Vivian, Brenda Ann
- Date: 2012-08-27
- Subjects: Adult education - South Africa , Literacy - South Africa
- Type: Thesis
- Identifier: uj:3198 , http://hdl.handle.net/10210/6611
- Description: M.A. , Even before the first democratic elections in South Africa in 1994, many Non-Governmental Organisations carried the torch of literacy for those South Africans who were not given the opportunity to learn to read and write, due to the inequalities of the apartheid education policies. Subsequent to the 1994 elections, the government took steps to formalise literacy initiatives and, in so doing, create national standards. Hence the birth of Adult Basic Education and Training. With the emergence of the South African Qualifications Authority, the ABET route was integrated into the National Qualifications Framework as part of the overall vision for standardised education in South Africa. Presently, the ABET route is mainly sponsored by the private sector who have shouldered the costs of these adult literacy initiatives. The formal ABET route is assessed by the Independent Examinations Board. This study illustrates how the formal ABET route does not adequately meet the goals of the department of Education in terms of its goals for reconstruction and development, nor does it guarantee the learner an improved future life, nor does it provide the private sector with the competencies they had hoped for in the workplace. Two of the most significant shortcomings of the formal ABET route were found to be the assessment process and the difficulty of the facilitation between the ABET route and qualification on the NQF. Based on the findings of this research, recommendations have been made. These aim to improve the flexibility of the ABET route and provide a number of options which may be more suitable for the needs of the learners, the corporate sector and the economy of South Africa as a whole.
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The critical language awareness perspective in grade eleven ESL classes in the Goldfields area
- Monareng, Rakwena Reginald Mpho
- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
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- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
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The language policy of South Africa as laid down by the constitution and the marginalisation of Tshivenda
- Authors: Tshigabe, Aluimelwi John.
- Date: 2012-08-08
- Subjects: South Africa. Constitution of the Republic of South Africa, 1996 , Language policy - South Africa , Marginality, Social - South Africa , Language planning -- South Africa , Venda language - South Africa
- Type: Thesis
- Identifier: uj:8982 , http://hdl.handle.net/10210/5451
- Description: M.A. , The most important thing in engaging myself in this research was to try and find out how Tshivenda is valued by the State, Private Enterprise, other language groups as well as by Vhavenda people themselves. The researcher came to a conclusion that Tshivenda is being marginalized. The Constitution of South Africa of 1996 is not being interpreted the way it should be. There is a need to put Tshivenda on an equal footing with the other ten official languages.
- Full Text:
- Authors: Tshigabe, Aluimelwi John.
- Date: 2012-08-08
- Subjects: South Africa. Constitution of the Republic of South Africa, 1996 , Language policy - South Africa , Marginality, Social - South Africa , Language planning -- South Africa , Venda language - South Africa
- Type: Thesis
- Identifier: uj:8982 , http://hdl.handle.net/10210/5451
- Description: M.A. , The most important thing in engaging myself in this research was to try and find out how Tshivenda is valued by the State, Private Enterprise, other language groups as well as by Vhavenda people themselves. The researcher came to a conclusion that Tshivenda is being marginalized. The Constitution of South Africa of 1996 is not being interpreted the way it should be. There is a need to put Tshivenda on an equal footing with the other ten official languages.
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The need to sensitize primary schools teachers to the effect of mother tongue interference
- Authors: Turner, Norma Estelle
- Date: 2011-12-06
- Subjects: Second language acquisition , English language study and teaching (Elementary) , Language and languages error analysis
- Type: Thesis
- Identifier: uj:1783 , http://hdl.handle.net/10210/4148
- Description: M.Comm. , This dissertation explores the effects of mother tongue interference during the process of the acquisition of English as a second language. The Contrastive Analysis and Error Analysis hypotheses are presented and the concepts of interlanguage explored. The limitations and strengths of Contrastive and Error Analysis hypotheses are highlighted. Research on errors that are caused by mother tongue interference is reviewed. A sample of error analysis in the written work of English second language learners at primary school level is undertaken. Errors resulting from mother tongue interference are identified at lexical, semantic, phonological and syntactical level. Various methods and approaches in the teaching of English are identified in accordance with their relevance to outcomes based education. An Eclectic Solution is suggested to facilitate remedial intervention. The Input Hypothesis validity is explored and related to the communicative approach. Examples of lesson material to address some of the issues are included to assist educators.
- Full Text:
- Authors: Turner, Norma Estelle
- Date: 2011-12-06
- Subjects: Second language acquisition , English language study and teaching (Elementary) , Language and languages error analysis
- Type: Thesis
- Identifier: uj:1783 , http://hdl.handle.net/10210/4148
- Description: M.Comm. , This dissertation explores the effects of mother tongue interference during the process of the acquisition of English as a second language. The Contrastive Analysis and Error Analysis hypotheses are presented and the concepts of interlanguage explored. The limitations and strengths of Contrastive and Error Analysis hypotheses are highlighted. Research on errors that are caused by mother tongue interference is reviewed. A sample of error analysis in the written work of English second language learners at primary school level is undertaken. Errors resulting from mother tongue interference are identified at lexical, semantic, phonological and syntactical level. Various methods and approaches in the teaching of English are identified in accordance with their relevance to outcomes based education. An Eclectic Solution is suggested to facilitate remedial intervention. The Input Hypothesis validity is explored and related to the communicative approach. Examples of lesson material to address some of the issues are included to assist educators.
- Full Text:
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