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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 21 to 29 of 29 (0.016 seconds)| 21 |
Exploring English second language speakers' scientific writing skills strategies of first year life sciences studentsVan Staden, Vanessa Annabel Edwina 11 1900 (has links)
In South African universities where the medium of instruction is English, writing and conceptualisation in English Second Language in Life Sciences are problematic for first year learners. This study focused on the extent to which Afrikaans – and Xhosa mother tongue speakers employ strategies in order to cope with the demands of scientific writing and how it affects their academic performance. The Basic Interpersonal Communication Skills (BICS) and the Cognitive and Academic Language Proficiency (CALP) theories of Cummins as well as the model of Collier provided a theoretical framework for this study. Tests and tutorials were analysed by means of content analysis. Writing strategies such as coherence has an impact on academic performance but there is no set pattern or degree in which different mother tongue speakers employ them. A collaborative approach that sensitises learners to the meaningful use of strategies to enhance their competency in scientific writing is recommended. / Educational Studies / M. Ed. (Natural Science Education)
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The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics / M. A. (Applied Linguistics)
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Barriers and bridges : child participation, second-language learning and the cognitive development of the young childSaneka, Nora 02 1900 (has links)
The purpose of the research was to look critically at the language development of the
young second-language learner within their social context, in relation to theory and
practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General
Comment No 12, 2009). Language and communication were seen by the researcher
as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General
Comment No 7, 2005) as they engage in meaning-making with others, both at home
and at school. The research was conducted as a Case Study within a Pre-Primary
School over a three month period, with the lead-researcher involving the teachers as
co-researchers. A Participatory Action Research methodology was used, within a
praxeological conceptual framework. Parents and their young children (between the
ages of 2 – 6 years) were participants in the research. Ways were explored to build
‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data
collection techniques were used, including the Persona Doll approach, the Mosaic
Approach, Documentation of Learning and Learning Story Books.
The results of the research were increased awareness of the value of inclusive
practices that place a value on diversity and which actively support and promote the
use of the mother tongue, as well as the learning of English as a second language. In
the course of the research, it was seen as important for adults (parents or teachers) to
support the learning of concepts in the mother tongue or in English by verbalizing for
the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the
research methodology was seen as an important way to develop ‘critical, reflective
practice’ amongst the teachers and to create partnerships with the parents. The aim
was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection,
the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)
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Barriers and bridges : child participation, second-language learning and the cognitive development of the young childSaneka, Nora 02 1900 (has links)
The purpose of the research was to look critically at the language development of the
young second-language learner within their social context, in relation to theory and
practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General
Comment No 12, 2009). Language and communication were seen by the researcher
as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General
Comment No 7, 2005) as they engage in meaning-making with others, both at home
and at school. The research was conducted as a Case Study within a Pre-Primary
School over a three month period, with the lead-researcher involving the teachers as
co-researchers. A Participatory Action Research methodology was used, within a
praxeological conceptual framework. Parents and their young children (between the
ages of 2 – 6 years) were participants in the research. Ways were explored to build
‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data
collection techniques were used, including the Persona Doll approach, the Mosaic
Approach, Documentation of Learning and Learning Story Books.
The results of the research were increased awareness of the value of inclusive
practices that place a value on diversity and which actively support and promote the
use of the mother tongue, as well as the learning of English as a second language. In
the course of the research, it was seen as important for adults (parents or teachers) to
support the learning of concepts in the mother tongue or in English by verbalizing for
the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the
research methodology was seen as an important way to develop ‘critical, reflective
practice’ amongst the teachers and to create partnerships with the parents. The aim
was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection,
the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology)
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The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics and Modern Languages / M. A. (Applied Linguistics)
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Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high schoolCreighton, Graham Robert 10 1900 (has links)
In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects.
This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern EthiopiaMesfin Derash Zeme 04 1900 (has links)
Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools.
This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a subject in primary schools. The study focused on the drawbacks that hindered the proper implementation of the education and training policy regarding mother-tongue education in minority language areas.
To conduct the study, the qualitative research method was employed. Representatives from the Ministry of Education, Colleges of Teacher Education, primary school directors and teachers of mother tongue as a subject and as a medium of instruction, parents and relevant community representatives took part.
From the Ministry of Education, two experts from the Curriculum Design and Implementation Directorate and two participants from Mother tongue and English Language development directorate were purposively invited to participate in individual interviews. Similarly, three instructors from one of the Colleges of Teacher Education and 32 mother-tongue teachers drawn from eight schools of the target area were also individually interviewed. In addition, three heterogenous focus group discussions were conducted with stakeholders comprising community and parents’ representatives, schoolteachers’ representative, students’ representatives and school directors.
The study was based on the social constructivist and Vygotsky’s Zone of Proximal Development theoretical assumptions. The findings of the study indicated that MTB MLE is not being successfully implemented in the minority language areas in the SNNPRS because of the deficits in awareness raising, proper teacher training, readiness of the languages in relation to orthography and scientific terminology to be used as medium of instruction, availability and quality of teaching and learning materials, standardised orthography, availability of guidelines and a strategy to carry out the MTB MLE programme, support and follow up of the implementation of the MTB MLE programme. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)
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