This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)

The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics / MA ((Applied Linguistics)

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The aim of this master thesis is to present one of many trends in the development of english primary schools. The trend is more precisely defined in the name of this master thesis and namely as "Developing of the inclusion of Key Stage 1 pupils in the first year with English as an additional language." In the theoretical part, this master thesis shall bring a description of the structure of english primary schools, more detailed description of primary community school and the characteristic of pupils with EAL. Furthermore trends and requisites for education of pupils with EAL (English as additional language) in core subjects which are English, Mathematics and Science in the first Year of Key Stage 1 shall be described. The practical part is the crucial part in this master thesis. Qualitative research shall be carried on by means of case study in the first year of Key Stage 1 at community primary school in Derby which is a city in England. For complexity of this case study were placed three questionnaires and realization of a model lesson. The first questionnaire was placed for pupils in the first year, the second one for their parents and the third one for the class teacher and her two assistants. Afterwards a model lesson with the sample group was realized. The acquired knowledge may be applied in...

This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in a school in Mpumalanga Province and comprised an experimental group who were taught through a workbook that incorporated language teaching in science lessons and a control group who were taught via the normal textbook prescribed by the Department of Basic Education. Pre- and post-tests were administered to both groups and a sample of learners participated in a focus group interview. Two educators were also individually interviewed. The results revealed that incorporating language teaching in science lessons not only improves learners’ academic performance but also their comprehension skills, and encouraged the application of learner-centred methods of teaching. The study recommends that Physical Sciences textbooks include English language activities with the view of incorporating language teaching in Physical Sciences content lessons. / Science and Technology Education / M. Ed. (Natural Science Education)

The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006). / English Studies / M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-17T18:37:40Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Gilson_Ramos_Lopes_Neto.pdf: 4350839 bytes, checksum: 574dcc924ca2773a6052320d54ab286a (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-17T21:24:31Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Gilson_Ramos_Lopes_Neto.pdf: 4350839 bytes, checksum: 574dcc924ca2773a6052320d54ab286a (MD5) / Made available in DSpace on 2018-07-17T21:24:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Gilson_Ramos_Lopes_Neto.pdf: 4350839 bytes, checksum: 574dcc924ca2773a6052320d54ab286a (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O presente trabalho investigou como o fenômeno protético se manifesta no francês como língua não nativa, i. e. adicional (LA/L2/LE) por brasileiros falantes nativos do português brasileiro (PB) como única língua materna (L1). A prótese vocálica, observada no percurso histórico de diversas línguas, dentre elas o português, caracteriza-se pela inserção de vogal não etimológica em início de palavra (DUBOIS et al., 2002; VIARO, 2004). Estudos do inglês LA/L2/LE apontam que falantes PB-L1 realizam prótese quando se deparam com a sequência de sibilante com consoante em início de palavra (#sC), incomum no PB. A presente investigação foi realizada à luz dos Sistemas Adaptativos Complexos (SAC) (LARSEN-FREEMAN, 1997; DE BOT ET AL., 2007; LARSENFREEMAN E CAMERON, 2008; ELLIS E LARSEN-FREEMAN, 2009). Genebra (Suíça) foi o locus da pesquisa e, para proceder à análise, 9 brasileiras (24-37 anos) compuseram o grupo experimental. Todas residem na cidade, são falantes do PB como única L1 e estão matriculadas em curso de francês LA/L2/LE. A pesquisa contou igualmente com um grupo-controle, composto por 2 genebrinas nativas falantes do francês como única L1 (22-57 anos). Usando pressupostos da Fonologia Gestual (BROWMAN e GOLDSTEIN, 1988, 1989, 1992; ALBANO, 1990, 2001), foram analisados acusticamente via freeware Praat os dados coletados a partir da leitura de frases-veículo realizada pelas informantes dos 2 grupos. Buscou-se averiguar o papel das seguintes variáveis linguísticas e “extralinguísticas” na produção protética do grupo experimental: contextos precedente e seguinte à sibilante, frequência de ocorrência, ordem de leitura, nível de proficiência e tempo de residência em Genebra. Os resultados mostram que 34.8% das leituras (451 de 1296 frases lidas) apresentam prótese cuja qualidade das vogais produzidas aponta formas híbridas: média-alta anterior, observado no PB, porém com arredondamento bilabial parcial, recorrente no francês. Os dados apresentam relevância estatística de p<0.001 nos quesitos contexto precedente, frequência de uso, tempo de residência, nível de proficiência, hábito linguístico diário; e p=0.047 na ordem de leitura. Os resultados apontam que 5 variáveis têm relevância na produtividade do fenômeno protético: (i) estudantes nível B1 segundo o Quadro Europeu, (ii) informantes com até 12 meses de residência em Genebra, (iii) palavras-alvo de média frequência de ocorrência, (iv) contexto precedente vozeado e (v) a 1a produção da leitura tríplice. Os resultados sugerem que o repertório fonológico das informantes parece não refletir fielmente a L1. Reitera-se, portanto, que fatores linguísticos e “extralinguísticos” atuam dinamicamente no desenvolvimento de LA/L2/LE, corroborando a imprevisibilidade e a não linearidade da linguagem postuladas pelo paradigma da complexidade. / This study investigated how the prosthetic phenomenon acts in French as a non native language, i. e. an additional language (AL/L2/FL) by Brazilian Portuguese speakers (BP) as the only mother tongue language (L1). The vowel prosthesis, observed in the historical course of several languages, among them Portuguese, is characterized by the insertion of a non-etymological vowel at the beginning of a word (DUBOIS et al., 2002; VIARO, 2004). Studies of English AL/L2/FL point out that BP-L1 speakers perform prosthesis when they encounter the sibilant with a consonant word-initial sequence (#sC), uncommon in BP. The present work is proceeded in the light of the Complex Adaptive Systems (CAS) (LARSENFREEMAN, 1997; DE BOT et al., 2007; LARSEN-FREEMAN and CAMERON, 2008; ELLIS and LARSEN-FREEMAN, 2009). Geneva (Switzerland) was the locus of this research and, to carry out this analysis, 9 Brazilian women (aged 24-37) composed the experimental group. They are resident in the city, BP speakers as the only L1 and enrolled in a French LA/L2/LE course. The research counted on a control group as well, composed of 2 Geneva female citizens French only speakers as L1 (aged 22-57). Using assumptions of Gestural Phonology (BROWMAN and GOLDSTEIN, 1988, 1989, 1992; ALBANO, 1990, 2001), the collected data of the reading of carrier sentences done by the 2 group of participants was acoustically analyzed via Praat freeware. The role of the following linguistic and "extralinguistic" variables in the prosthetic production of the experimental group was investigated: preceding and following context of the sibilant, frequency of occurrence, reading order, lexical proficiency and length of residence in Geneva. The results show that 34.8% of the readings (451 over 1296 read sentences) has a prosthesis whose its quality shows hybrid forms: an anterior medium-high vowel, as observed in PB, but with some partial bilabial rounding, recurrent in French. The data presents a statistical significance of p<0.001 in the previous context, frequency of use, length of residence, level of proficiency, daily linguistic habit; and p=0.047 in the reading order variable. The results indicate that 5 variables have relevance in the productivity of prosthetic phenomena: (i) level B1 of European Framework of Languages students, (ii) informants with up to 12 months of residence in Geneva, (iii) medium-frequency target words, (iv) voiced precedent context and (v) the 1st production of the triple reading. The findings suggest that the informants' phonological repertory does not seem to accurately reflect L1. It is therefore reiterated that linguistic and "extralinguistic" agents act dynamically in the development of AL/L2/FL, corroborating the unpredictability and non-linearity of language postulated by the paradigm of complexity. / Cette étude a investigué comment le phénomène prothétique se produit en français langue non maternelle, i. e. additionnelle (LA/L2/LE) par des locuteurs natifs de portugais brésilien (PB) comme la seule langue maternelle (L1). Le phénomène prothétique, observé au cours historique de plusieurs langues dont le portugais, il se caractérise par l'insertion d’une voyelle non-étymologique au début de mot (DUBOIS et al., 2002; VIARO, 2004). Des recherches d’anglais LA/L2/LE montrent que des individus PB-L1 produisent la prothèse face à la séquence de sifflante avec consonne au début de mot (#sC), inhabituel en PB. Cette étude a été réalisée à la lumière des Systèmes Adaptatifs Complexes (SAC) (LARSENFREEMAN, 1997; DE BOT et al., 2007 ; LARSEN-FREEMAN et CAMERON, 2008; ELLIS et LARSEN-FREEMAN, 2009). Genève (Suisse) est le locus de la recherche et, pour procéder à l’analyse, 9 Brésiliennes (24-37 ans) ont composé le groupe expérimental. Étant toutes résidentes dans ladite ville, elles ont le PB comme seule L1 et sont inscrites à des cours de français LA/L2/LE. La présente recherche a également compté sur un groupe contrôle, composé de 2 Genevoises parlant le français comme unique L1 (22-57 ans). Se servant des préceptes théoriques de la Phonologie Gestuelle (BROWMAN et GOLDSTEIN, 1988, 1989, 1992 ; ALBANO, 1990, 2001), les données collectées à partir de la lecture de phrases-cadre par les participantes des 2 groupes ont été analysées par le freeware Praat. On a contrôlé le rôle des facteurs qui favorisaient la réalisation de la prothèse vocalique par le groupe expérimental sur le plan linguistique et « extralinguistique » comme suit : les contextes précédant et suivant à la sifflante, la fréquence d'occurrence, l’ordre de lecture, le niveau de français et le temps de résidence à Genève. Les résultats présentent que 34,8% des lectures (451 sur 1296 phrases-cible lues) disposent d’une voyelle prothétique, dont sa qualité est caractérisée par des formes hybrides : voyelle antérieure moyenne-haute, observée en PB, mais avec quelque arrondissement bilabiale, présent en français. Les données démontrent signification statistique de p<0.001 en ce qui concerne le contexte précédent, la fréquence d'utilisation, le temps de résidence, le niveau de français LA, la/les langue(s) utilisée(s) au quotidien; et p=0.047 pour l'ordre de lecture. Les résultats constatent que 5 variables semblent favoriser la productivité du phénomène prothétique: (i) les apprenantes niveau B1 selon le Cadre Européen, (ii) les participantes résidant à Genève depuis 12 mois ou moins, (iii) les mots-cible de moyenne fréquence d'usage en français, (iv) le contexte précédent voisé et (v) la 1ère production de la triple lecture. Cette recherche conclut que le répertoire phonologique des participantes semble ne plus correspondre exactement au PB-L1. Cette étude renforce le fait que les facteurs linguistiques et «extralinguistiques» agissent dynamiquement dans le processus de développement en LA/L2/LE, constatant, ainsi, l'imprévisibilité et la nonlinéarité propres au langage d’après le paradigme de la complexité.