Applying literary theory in teaching reading strategies to English L2 college students
- Authors: Southey, Lynne
- Date: 2014-02-04
- Subjects: English language - Study and teaching (Higher) - South Africa - Foreign speakers , Reading - Education (Higher) - South Africa , English teachers - Training of - South Africa
- Type: Thesis
- Identifier: uj:8037 , http://hdl.handle.net/10210/8970
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
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- Authors: Southey, Lynne
- Date: 2014-02-04
- Subjects: English language - Study and teaching (Higher) - South Africa - Foreign speakers , Reading - Education (Higher) - South Africa , English teachers - Training of - South Africa
- Type: Thesis
- Identifier: uj:8037 , http://hdl.handle.net/10210/8970
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
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An andragogical approach to the experiences of students studying English through teletuition
- Authors: Lourens, Margaret
- Date: 2014-03-18
- Subjects: English language - Study and teaching (Higher) - South Africa - Foreign speakers , Distance education - Audio-visual aids , Telecommunication in higher education , Education, Higher - Audio-visual aids
- Type: Thesis
- Identifier: uj:4387 , http://hdl.handle.net/10210/9735
- Description: M.Ed. , The subject English is compulsory in the researcher's students' field of study. The researcher offers the subject English for the National Teacher's Diploma Technical and the National Higher Diploma : Post-School Education. The students come from many different cultural backgrounds and for many of them English is a second or third language. The researcher has observed that there are social affects with which students have to contend, and has detected a definite need amongst students for more certainty pertaining to communication in distance education. The researcher has also perceived definite distinguishing features amongst cultural groups in her subject field English. A definite need arose to examine problems experienced by students studying through teletuition, such as trying to interact with a distant institution, problems concerning the study of English as second or third language and social effects experienced by students in distance education. After having done theoretical research, the researcher included an empirical questionnaire survey in which she attempted to gain biographical and other background information. Respondents were asked questions which concentrated on methods by which they had learned English, whether they experience an intrusion of their home language on English language performance and whether culture impinges on the acquisition of English. The research also attempted to determine whether students experience demotivation, fear of failure and situational problems, amongst others. In the light of the literature study, the questionnaire survey and interviews, the findings summarily were that students * have a need for more contact with their lecturers * revealed a need for emotional support from relatives and lecturers * are demotivated by the negative tone of comments on assignments * experience situational problems * experience fear of failure * experience an intrusion of their home language on English language performance * experience a cultural intrusion in the study of English * experience too many cross - cul,tural contrasts which have an effect on the understanding of English. If the educator in a distance education institution is aware of the students' needs and problems, it would result in a greater understanding of this didactic responsibility in helping students realize their full potential.
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- Authors: Lourens, Margaret
- Date: 2014-03-18
- Subjects: English language - Study and teaching (Higher) - South Africa - Foreign speakers , Distance education - Audio-visual aids , Telecommunication in higher education , Education, Higher - Audio-visual aids
- Type: Thesis
- Identifier: uj:4387 , http://hdl.handle.net/10210/9735
- Description: M.Ed. , The subject English is compulsory in the researcher's students' field of study. The researcher offers the subject English for the National Teacher's Diploma Technical and the National Higher Diploma : Post-School Education. The students come from many different cultural backgrounds and for many of them English is a second or third language. The researcher has observed that there are social affects with which students have to contend, and has detected a definite need amongst students for more certainty pertaining to communication in distance education. The researcher has also perceived definite distinguishing features amongst cultural groups in her subject field English. A definite need arose to examine problems experienced by students studying through teletuition, such as trying to interact with a distant institution, problems concerning the study of English as second or third language and social effects experienced by students in distance education. After having done theoretical research, the researcher included an empirical questionnaire survey in which she attempted to gain biographical and other background information. Respondents were asked questions which concentrated on methods by which they had learned English, whether they experience an intrusion of their home language on English language performance and whether culture impinges on the acquisition of English. The research also attempted to determine whether students experience demotivation, fear of failure and situational problems, amongst others. In the light of the literature study, the questionnaire survey and interviews, the findings summarily were that students * have a need for more contact with their lecturers * revealed a need for emotional support from relatives and lecturers * are demotivated by the negative tone of comments on assignments * experience situational problems * experience fear of failure * experience an intrusion of their home language on English language performance * experience a cultural intrusion in the study of English * experience too many cross - cul,tural contrasts which have an effect on the understanding of English. If the educator in a distance education institution is aware of the students' needs and problems, it would result in a greater understanding of this didactic responsibility in helping students realize their full potential.
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Rural teachers' learning of English in a distance education programme
- Authors: Seligmann, Judy
- Date: 2012-09-10
- Subjects: Teachers - Language , English language - Study and teaching (Higher) - South Africa - Foreign speakers , Distance education - Case studies
- Type: Thesis
- Identifier: uj:9874 , http://hdl.handle.net/10210/7274
- Description: M.Ed. , This dissertation sets out to examine the feasibility of teaching English to rural black teachers by distance education. It argues that the retraining of teachers is central to the reconstruction program of the ANC government and that English, as medium of instruction in most schools, is an area of weakness that needs to be addressed. It claims that failure to tackle this language issue creatively will contribute to the continued failure to achieve educational goals in South Africa. While it recognises the inability of formal institutions to cope with the enormous task of teacher retraining programmes, it seriously questions the effectiveness of teaching communicative competence by distance education. It claims that distance education does not achieve parity with conventional provision either in quality, quantity or status. It therefore sets out to find some of the 'missing links' to successful language learning and teaching in existing distance systems and to offer suggestions and recommendations for future consideration. A critical discussion of the literature on distance education, learning theories and adult second language learning, provides the context in which the training of black teachers is situated. The theoretical debates highlight the deficiencies in many of our existing language programmes and illustrate the need to implement the concept of mediated learning in the development of distance language study courses. The dissertation proposes the thesis that autonomous learning, which is central to the concept of both open and distance systems, conflicts with the general characteristics of black teachers who are products of the Bantu Education system. It emphasises the need to recognise these barriers to learning and advises the creation of a distance learning context in South Africa which exhibits a greater 'continuity of concern' (Sewart,1978) by providing for a two-way dialogue through both tutor-learner and learner-learner interaction. The dissertation therefore deals with two prime concerns: the need to equip underqualified black teachers with communicative competence in English, which will facilitate learning in the classroom and the difficulty of teaching a skills based course at a distance (see also fig. 1 on p.1).
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- Authors: Seligmann, Judy
- Date: 2012-09-10
- Subjects: Teachers - Language , English language - Study and teaching (Higher) - South Africa - Foreign speakers , Distance education - Case studies
- Type: Thesis
- Identifier: uj:9874 , http://hdl.handle.net/10210/7274
- Description: M.Ed. , This dissertation sets out to examine the feasibility of teaching English to rural black teachers by distance education. It argues that the retraining of teachers is central to the reconstruction program of the ANC government and that English, as medium of instruction in most schools, is an area of weakness that needs to be addressed. It claims that failure to tackle this language issue creatively will contribute to the continued failure to achieve educational goals in South Africa. While it recognises the inability of formal institutions to cope with the enormous task of teacher retraining programmes, it seriously questions the effectiveness of teaching communicative competence by distance education. It claims that distance education does not achieve parity with conventional provision either in quality, quantity or status. It therefore sets out to find some of the 'missing links' to successful language learning and teaching in existing distance systems and to offer suggestions and recommendations for future consideration. A critical discussion of the literature on distance education, learning theories and adult second language learning, provides the context in which the training of black teachers is situated. The theoretical debates highlight the deficiencies in many of our existing language programmes and illustrate the need to implement the concept of mediated learning in the development of distance language study courses. The dissertation proposes the thesis that autonomous learning, which is central to the concept of both open and distance systems, conflicts with the general characteristics of black teachers who are products of the Bantu Education system. It emphasises the need to recognise these barriers to learning and advises the creation of a distance learning context in South Africa which exhibits a greater 'continuity of concern' (Sewart,1978) by providing for a two-way dialogue through both tutor-learner and learner-learner interaction. The dissertation therefore deals with two prime concerns: the need to equip underqualified black teachers with communicative competence in English, which will facilitate learning in the classroom and the difficulty of teaching a skills based course at a distance (see also fig. 1 on p.1).
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Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective
- Authors: Masebenza, Benson James
- Date: 2014-02-13
- Subjects: English language - Study and teaching (Higher) - South Africa - Venda - Foreign speakers , English language - Study and teaching (Higher) - South Africa - Foreign speakers , Language and languages - Study and teaching - Social aspects
- Type: Thesis
- Identifier: uj:3966 , http://hdl.handle.net/10210/9325
- Description: M.A. (Applied Linguistics) , The central concern of the research study is the academic underachievement of the student. The problem is probed by looking at the language and learning difficulties encountered by the student as he strives to cope with the demands of his academic programme. The research target group consists of students registered inter alia, to do English 100, a course that exposes the students to literary texts. Since the group is at the entry level to university education, the complex of adjustments which confront the student offer stimulating theoretical possibilities. Illumination to the problem is sought in three related directions, viz the semanticconceptual, the sociocultural and an encapsulation strategy. In its general orientation the study looks beyond the student and the lecture room in seeking answers to vexing educational problems. The research method used is, in the main, eclectic with a predilection to approaches that lend themselves more amenably to the sociocultural and experiential undergirding of the investigation as a whole. . The main findings identify the key players on whom initiatives towards alleviation and amelioration largely depends. Above all, the problem is conceived as sociocultural, for which only a socioculturally adequate solution can ever be viable. The perceived significance of the research study is its serious attempt to ask educationally significant questions. It however, does not claim to offer answers in such an intricate area of human endeavour.
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- Authors: Masebenza, Benson James
- Date: 2014-02-13
- Subjects: English language - Study and teaching (Higher) - South Africa - Venda - Foreign speakers , English language - Study and teaching (Higher) - South Africa - Foreign speakers , Language and languages - Study and teaching - Social aspects
- Type: Thesis
- Identifier: uj:3966 , http://hdl.handle.net/10210/9325
- Description: M.A. (Applied Linguistics) , The central concern of the research study is the academic underachievement of the student. The problem is probed by looking at the language and learning difficulties encountered by the student as he strives to cope with the demands of his academic programme. The research target group consists of students registered inter alia, to do English 100, a course that exposes the students to literary texts. Since the group is at the entry level to university education, the complex of adjustments which confront the student offer stimulating theoretical possibilities. Illumination to the problem is sought in three related directions, viz the semanticconceptual, the sociocultural and an encapsulation strategy. In its general orientation the study looks beyond the student and the lecture room in seeking answers to vexing educational problems. The research method used is, in the main, eclectic with a predilection to approaches that lend themselves more amenably to the sociocultural and experiential undergirding of the investigation as a whole. . The main findings identify the key players on whom initiatives towards alleviation and amelioration largely depends. Above all, the problem is conceived as sociocultural, for which only a socioculturally adequate solution can ever be viable. The perceived significance of the research study is its serious attempt to ask educationally significant questions. It however, does not claim to offer answers in such an intricate area of human endeavour.
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Language across the curriculum in English second language context
- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
- Full Text:
- Authors: Smit, Marius Johann
- Date: 2015-03-02
- Subjects: Technikon SA , Distance education - South Africa , Language and education - South Africa , Second language acquisition - South Africa , Language arts - South Africa , English language - Study and teaching (Higher) - South Africa - Foreign speakers
- Type: Thesis
- Identifier: uj:13391 , http://hdl.handle.net/10210/13400
- Description: M.A. , Please refer to full text to view abstract
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