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EAL, classroom interaction and narrative : reconstructing the distinction between everyday and academic discourseShrubshall, Paul January 2003 (has links)
No description available.
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English second language learners: using music to enhance the listening abilities of grade onesHorn, Catharina Aletta 28 February 2007 (has links)
Music is a form of language and uses tones and rhythm as its media of universal language. Language development and music development have many similarities. Both are communicative modes, aurally and orally transmitted, containing phonetic, syntactic, and semantic components, develop early in life and are socially interactive media.
The researcher has noted the important role that music plays in the teaching of English as a second language. To be able to learn, understand and experience music and language, the learner should have well-developed listening skills.
The aim of this research is to investigate the use of music and movement to develop the listening skills of the ESL learner. To provide activities to develop listening and concentration through music and movement, the researcher aims to prove that music and movement should be used to develop ESL learners' language. / Educational Studies / M. Ed. (Inclusive Education)
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Semantico-grammatical consciousness raising in an ESL programme for primary school teacher traineesBarnard, Yvonne 11 1900 (has links)
This study investigates the effect of multilevelled semanticogrammatical
consciousness raising procedures on fossilised verb
structures. It is hypothesised that these procedures will
reactivate grammaticisation processes leading to the
destabilisation of fossilised structures.
The study attempts to establish whether fossilised structures can
be destabilised, how processes of grammaticisation may be
activated, whether adult advanced learners are still able to
improve grammatical accuracy levels, what cognitive processes
operate in interlanguage change, and how ESL teaching in the
primary school classroom may be improved.
The subjects are first-year ESL teacher trainees who have been
learning English in formal classrooms for eight to ten years.
They are subjected to pretests, a ten-week consciousness raising
intervention programme, and posttests. The consciousness raising
activities are set in a primary school teaching context, thus
establishing relevance. The varied strategies used are presented
progressively on different levels of consciousness.
The theoretical contributions of the study are the insights
gained in respect of the psychodynamics of fossilisation and
learning theory as it relates to semantico-grammatical
consciousness raising within a Cognitive Theory paradigm.
According to the findings the total number of verb errors are
significantly reduced and self-monitoring and other-monitoring
skills significantly improved after the intervention. The
semantic value of verb structures evidently acts as a regulator
of form: semantically significant structures are destabilised but
semantically vacuous structures do not respond to semanticogrammatical
consciousness raising strategies. By implication,
semantic significance of structures promotes learnabili ty whereas
semantic vacuity is conducive to fossilisation.
A relatively invariant ability gap between self-monitoring and
other-monitoring is also identified. Subjects are significantly
better at monitoring structures produced by others than their
own. Self-monitoring, which is a necessary prerequisite for
interlanguage change, is improved by consciousness raising but
is apparently affected negatively by conventional analytical
rule-based teaching.
This study concludes that multilevelled semantico-grammatical
consciousness raising procedures may precipitate defossilisation
and that fossilised structures are not necessarily immutable. / Linguistics and Modern Languages / D. Litt. et Phil. (Lunguistics)
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Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies / Teaching, reading and spelling in Grade two English second language classes through THRASS methodologiesGoosen, Chantel Lee-Anne 08 1900 (has links)
In South Africa, the topic of reading has been of great interest on the development of
language since it has been estimated that 12 million learners will go through the
education system per year. A key concern for all these learners is language. The
majority of South African learners do not speak English as their home language, yet
the dominant language of learning and teaching (LoLT) is English. It is important for
these learners to become fluent in the LoLT as the future of education is dependent
upon it. South Africa has been struggling since 2001 to implement a programme in
schools that will improve the Literacy abilities of learners.
An in-depth study was undertaken to determine whether the THRASS methodology
would possibly improve the reading and spelling abilities of Grade 2 English second
learners at an inner city school in Pretoria. The research explored the reading and
spelling difficulties encountered by these learners. A profile of the Grade 2 English
second language learner was compiled. An understanding of how the THRASS
programme works has been included. The results from the research indicated that
the reading abilities of the Grade 2 learners had improved, however, there was not a
significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)
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5 |
English second language learners: using music to enhance the listening abilities of grade onesHorn, Catharina Aletta 28 February 2007 (has links)
Music is a form of language and uses tones and rhythm as its media of universal language. Language development and music development have many similarities. Both are communicative modes, aurally and orally transmitted, containing phonetic, syntactic, and semantic components, develop early in life and are socially interactive media.
The researcher has noted the important role that music plays in the teaching of English as a second language. To be able to learn, understand and experience music and language, the learner should have well-developed listening skills.
The aim of this research is to investigate the use of music and movement to develop the listening skills of the ESL learner. To provide activities to develop listening and concentration through music and movement, the researcher aims to prove that music and movement should be used to develop ESL learners' language. / Educational Studies / M. Ed. (Inclusive Education)
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6 |
Semantico-grammatical consciousness raising in an ESL programme for primary school teacher traineesBarnard, Yvonne 11 1900 (has links)
This study investigates the effect of multilevelled semanticogrammatical
consciousness raising procedures on fossilised verb
structures. It is hypothesised that these procedures will
reactivate grammaticisation processes leading to the
destabilisation of fossilised structures.
The study attempts to establish whether fossilised structures can
be destabilised, how processes of grammaticisation may be
activated, whether adult advanced learners are still able to
improve grammatical accuracy levels, what cognitive processes
operate in interlanguage change, and how ESL teaching in the
primary school classroom may be improved.
The subjects are first-year ESL teacher trainees who have been
learning English in formal classrooms for eight to ten years.
They are subjected to pretests, a ten-week consciousness raising
intervention programme, and posttests. The consciousness raising
activities are set in a primary school teaching context, thus
establishing relevance. The varied strategies used are presented
progressively on different levels of consciousness.
The theoretical contributions of the study are the insights
gained in respect of the psychodynamics of fossilisation and
learning theory as it relates to semantico-grammatical
consciousness raising within a Cognitive Theory paradigm.
According to the findings the total number of verb errors are
significantly reduced and self-monitoring and other-monitoring
skills significantly improved after the intervention. The
semantic value of verb structures evidently acts as a regulator
of form: semantically significant structures are destabilised but
semantically vacuous structures do not respond to semanticogrammatical
consciousness raising strategies. By implication,
semantic significance of structures promotes learnabili ty whereas
semantic vacuity is conducive to fossilisation.
A relatively invariant ability gap between self-monitoring and
other-monitoring is also identified. Subjects are significantly
better at monitoring structures produced by others than their
own. Self-monitoring, which is a necessary prerequisite for
interlanguage change, is improved by consciousness raising but
is apparently affected negatively by conventional analytical
rule-based teaching.
This study concludes that multilevelled semantico-grammatical
consciousness raising procedures may precipitate defossilisation
and that fossilised structures are not necessarily immutable. / Linguistics and Modern Languages / D. Litt. et Phil. (Lunguistics)
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7 |
Teaching, reading and spelling in Grade 2 English second language classes through THRASS methodologies / Teaching, reading and spelling in Grade two English second language classes through THRASS methodologiesGoosen, Chantel Lee-Anne 08 1900 (has links)
In South Africa, the topic of reading has been of great interest on the development of
language since it has been estimated that 12 million learners will go through the
education system per year. A key concern for all these learners is language. The
majority of South African learners do not speak English as their home language, yet
the dominant language of learning and teaching (LoLT) is English. It is important for
these learners to become fluent in the LoLT as the future of education is dependent
upon it. South Africa has been struggling since 2001 to implement a programme in
schools that will improve the Literacy abilities of learners.
An in-depth study was undertaken to determine whether the THRASS methodology
would possibly improve the reading and spelling abilities of Grade 2 English second
learners at an inner city school in Pretoria. The research explored the reading and
spelling difficulties encountered by these learners. A profile of the Grade 2 English
second language learner was compiled. An understanding of how the THRASS
programme works has been included. The results from the research indicated that
the reading abilities of the Grade 2 learners had improved, however, there was not a
significant difference in their spelling abilities. / Inclusive Education / M. Ed. (Inclusive Education)
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Factors affecting the teaching of english reading skills in the second language of grade 3 learnersJunias, Rebecca 11 1900 (has links)
This study investigated the factors affecting the teaching of English reading skills in a second
language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional
Education Directorate in Northern Namibia. It also investigated methods and approaches that
were used to promote the teaching of reading in English as a second language and the linguistic
environment of the classroom in which the teaching of reading occurs. Classroom environments
were observed and telephonic interview was conducted with the circuit inspector of the three
schools selected. Individual interviews were also done with the principals, Grade 3 teachers and
Grade 3 learners of the three chosen schools. Focus group interview was also done with the
same Grade 3 teachers.
This study found out that insufficient reading books, poor teaching methods, insufficient
teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that
made the teaching of reading unsuccessful. From the interviews of the circuit inspector,
principals and teachers it was revealed that inadequate teacher training workshops for teachers
teaching English reading, lack of parental involvement, low budget allocation to Primary
Education and lack of reading capacity in vernacular affected the teaching of reading negatively.
The outcome of learners’ interviews indicated that phonemic awareness and lack of
comprehension created reading problems.
Given the factors referred above, it is recommended that more interesting readers should be
purchased to solve the shortage of reading materials. In addition, more effective teachers’
workshops should be given to strengthen the teachers’ approaches to reading skills development
for Grade 3 learners. / M. Ed. (with specialisation in Early Childhood Development) / Educational Studies
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The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachieverWissing, Annelise 02 1900 (has links)
Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)
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Factors affecting the teaching of english reading skills in the second language of grade 3 learnersJunias, Rebecca 11 1900 (has links)
This study investigated the factors affecting the teaching of English reading skills in a second
language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional
Education Directorate in Northern Namibia. It also investigated methods and approaches that
were used to promote the teaching of reading in English as a second language and the linguistic
environment of the classroom in which the teaching of reading occurs. Classroom environments
were observed and telephonic interview was conducted with the circuit inspector of the three
schools selected. Individual interviews were also done with the principals, Grade 3 teachers and
Grade 3 learners of the three chosen schools. Focus group interview was also done with the
same Grade 3 teachers.
This study found out that insufficient reading books, poor teaching methods, insufficient
teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that
made the teaching of reading unsuccessful. From the interviews of the circuit inspector,
principals and teachers it was revealed that inadequate teacher training workshops for teachers
teaching English reading, lack of parental involvement, low budget allocation to Primary
Education and lack of reading capacity in vernacular affected the teaching of reading negatively.
The outcome of learners’ interviews indicated that phonemic awareness and lack of
comprehension created reading problems.
Given the factors referred above, it is recommended that more interesting readers should be
purchased to solve the shortage of reading materials. In addition, more effective teachers’
workshops should be given to strengthen the teachers’ approaches to reading skills development
for Grade 3 learners. / M. Ed. (with specialisation in Early Childhood Development) / Educational Studies
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