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The rationale of this thesis stems from the argument that intercultural skills and knowledge are indispensable to the process of internationalizing Higher Education in Taiwan, which is a primary goal set by the Taiwanese government. This thesis seeks to investigate how the integration of cultural studies with English as a Foreign Language syllabus can provide Taiwanese university students with opportunities to enter an ‘inter’ space where they cross linguistic and cultural boundaries, and where they are able to engage in cross cultural dialogue. It presents both theoretical and practical components of a potential culturally based university English course. The theoretical concept of the “third space”, as described by Bhabha and Kramsch and others, is a crucial dimension in the intercultural classroom in which students can reinterpret Otherness and their own culture. This thesis also explores how a cultural syllabus that includes essential elements of cultural studies and that utilizes generally available materials and topics, with appropriate instructional approaches, can be interwoven into the English language classroom and provide students with opportunities to critically voice their own opinions. Data were collected during a five-month study among first year university students in a medical university in Taiwan. Quantitative and qualitative data together provide evidence to determine a necessity for intercultural competence in the language classroom, and possible ways it can be developed or enhanced. The evidence indicates that given appropriate opportunities, students are willing to deepen their sociocultural knowledge of Self and Other and at the same time improve their language skills. This thesis offers a perspective that differs from the traditional four skills English education that presently dominates education in Taiwan. It concludes by recommending including an intercultural syllabus in EFL classrooms at the tertiary level and with implications for university and national educational policies and practices, and includes recommendations for future research.

Thesis (M.Ed.)--University of South Africa, 2002.

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)