Thesis (M. A. (English Studies)) -- University of Limpopo, 2015 / Whereas research has exponentially increased on the understanding of new varieties of English worldwide, there is a paucity of studies that have assessed the degree to which Black South African English is shared and understood across a wider spectrum of the Bantu language speaking communities in South Africa. Because of this, research has been inconclusive on causes and frequencies of identified linguistic properties of the variety. This study investigated the tense and aspect usages in English among mother tongue speakers of Tshivenda learners to develop a taxonomy of characteristic features, sources of production and frequency of occurrence in an educational context. The study focused more attention on the role of mother tongue substrate system which transfers its features to the target language. After a contrastive analysis of the collected data, learners’ essays and storytelling, the findings of the study indicate that the occurrence of tense and aspect properties among grade 11 learners is first language (L1) induced and rule-governed. Secondly, the results show that the features occur with high frequency, suggesting that they are institutionalised. In particular, the study denotes that expressions of temporal reasoning follow the L1 grammatical structure that favours external formation to the verb phrase; i.e., verbal arguments are preferred to morphological conjugations. Based on these findings, it is concluded that the logic of temporal reasoning, described as Bantu language logic as developed by Makalela (2004, 2007, and 2013), rather than grammatical forms, is transferred in the production of BSAE tense and aspect properties. When seen in this light, it is evident that BSAE cuts across different Bantu languages of South Africa, it has evolved towards being an endonormative variety, relying on its own internal logic (substrate forms) to be a new and distinct variety of English. In the end, recommendations for more robust and large scale studies in high prestige domains such as the media and institutions of higher learning are made for augmentation of these findings.

This thesis provides a literature review on various topics related to the aims of the research project. In the process of sketching the rationale of this study, the language-in-education policy (LiEP) of South Africa is examined. The reasons why this policy is not successful, is discussed. Emanating from this discussion, the low literacy scores amongst young learners in South Africa are described and possible reasons for this occurrence are cited (Howie, Van Staden, Tshele, Dowse, & Zimmerman, 2012). The hypothesis that perceptual and articulation training of the vowels of English would enhance young English second language (Setswana first language-speaking) learners? awareness of English vowels, is posited and defended by referring to previous research (Moats, 2007; Trehearne, 2011; Seeff-Gabriel, 2003). In addition, it is stated that increased knowledge of the vowel system of English will improve English second language (EL2) learners? literacy skills (Moats, 2007). In order to explain and discuss the results of the investigations into the literacy skills of the EL2 learners participating in this study, the notions of literacy acquisition, phonological awareness skills, and language acquisition and language learning are examined. The main aim of this study is to assess the effects of intervention on the auditory perception and articulatory skills of English second language-speaking (EL2) (Setswana L1-speaking) learners in Grade 3, in the production of the monophthongs and diphthongs of the standard variety of South African English, namely White South African English (WSAfE) (Bekker, 2009). The effects are determined by acoustically comparing the vowel spaces of the participants before and after intervention. Therefore, a discussion of acoustic concepts such as the vowel space and the parameters thereof are provided. In addition, the vowels of WSAfE, those of Black South African English (BSAE), and the vowels of Setswana are discussed and compared according to their acoustic features. The results of this quasi-experimental, comparative study indicate that the vowel spaces of the EL1 and EL2 participants differ markedly before intervention, especially when comparing those of the short and long monophthongs of English. After intervention, the vowel spaces of especially the Experimental group are seen to approximate those of the EL1 participants in the Norm group. Interesting findings concerning the central schwa vowels and the diphthongs were made. These indicate that young EL2 (Setswana L1-speaking) learners do not use BSAE, but use a new? variety of English that is closer to WSAfE (Mesthrie, 2008). Pertaining to the measurable sub-aims of this study, the phonological awareness skills and literacy skills of the participants are assessed and compared, before and after intervention. The improvement of the phonological awareness skills and literacy skills of the Experimental group, as well as the changes in the vowel spaces that are noted for this group, prove the hypothesis that intervention in the form of additional input concerning the English vowels will enhance second language learners? perception and articulation. This strengthens the opinion that second language learners need quality teaching of the sound system of the language of learning and teaching. / Thesis (DPhil)--University of Pretoria, 2016. / African Languages / DPhil / Unrestricted

Current research into language change and evolution focuses on native varieties of English, Schneider’s (2007) settler strand, but we have little knowledge concerning diachronic changes in non-native varieties of English, Schneider’s (2007) indigenous strand. Such a theory must take into account language contact as well as theories pertaining to Second Language Acquisition. This dissertation describes the diachronic changes which occur in one feature of Black South African English (BSAE), namely the progressive aspect. Current synchronic research on BSAE suggests that the progressive aspect is overextended to include stative verbs. This dissertation aims to evaluate the value of this hypothesis, and determine whether there is evidence of this overextension in diachronic data. In order to observe instances of language change, a diachronic corpus of BSAE was complied. This corpus consisted of data from letters, fiction, and newspapers ranging from the 1870s until the 2000s. Using this corpus, analyses were performed in order to determine the frequency of progressive use, the distribution of aktionsart categories, and which temporal meanings were denoted by stative verbs and activity verbs used in the progressive aspect. These analyses were then repeated for data taken from the historical corpus of White South African English (WSAE), in order to ascertain whether changes in BSAE developed parallel to WSAE, or if it follows its own trajectory of change. One further analysis was conducted on BSAE: the aspectual categories of 71 state verbs were analysed in order to determine whether speakers of BSAE indeed do overextend the –ing progressive form onto stative verbs describing states and qualities. The results indicate that the frequency of verbs used with the progressive aspect increases for BSAE, but decreases for WSAE. The comparison of aktionsart distribution indicates that BSAE has a higher overall frequency of communication verbs and accomplishments, while WSAE has a higher frequency of activity verbs, verbs denoting the future, and stative verbs. Achievements are used as expected by both varieties. The analysis of the temporal meanings of stative verbs indicates that speakers of WSAE denote the prototypical short duration associated with the progressive aspect for 74.83% of the verbs, while BSAE uses an extended temporal meaning for 46.86% of the verbs, indicating that speakers of BSAE more likely to overextend the temporal duration of stative verbs than WSAE speakers. The temporal meanings for activities were the same for both varieties; the prototypical short duration is denoted by 77.83% of the total activities in BSAE, and 77.11% of the activities in WSAE. The extended duration in both varieties may be due to language change in general, while the additional temporal meanings for statives in BSAE are a result of substrate transfer. / MA (English)--North-West University, Vaal Triangle Campus, 2015

Current research into language change and evolution focuses on native varieties of English, Schneider’s (2007) settler strand, but we have little knowledge concerning diachronic changes in non-native varieties of English, Schneider’s (2007) indigenous strand. Such a theory must take into account language contact as well as theories pertaining to Second Language Acquisition. This dissertation describes the diachronic changes which occur in one feature of Black South African English (BSAE), namely the progressive aspect. Current synchronic research on BSAE suggests that the progressive aspect is overextended to include stative verbs. This dissertation aims to evaluate the value of this hypothesis, and determine whether there is evidence of this overextension in diachronic data. In order to observe instances of language change, a diachronic corpus of BSAE was complied. This corpus consisted of data from letters, fiction, and newspapers ranging from the 1870s until the 2000s. Using this corpus, analyses were performed in order to determine the frequency of progressive use, the distribution of aktionsart categories, and which temporal meanings were denoted by stative verbs and activity verbs used in the progressive aspect. These analyses were then repeated for data taken from the historical corpus of White South African English (WSAE), in order to ascertain whether changes in BSAE developed parallel to WSAE, or if it follows its own trajectory of change. One further analysis was conducted on BSAE: the aspectual categories of 71 state verbs were analysed in order to determine whether speakers of BSAE indeed do overextend the –ing progressive form onto stative verbs describing states and qualities. The results indicate that the frequency of verbs used with the progressive aspect increases for BSAE, but decreases for WSAE. The comparison of aktionsart distribution indicates that BSAE has a higher overall frequency of communication verbs and accomplishments, while WSAE has a higher frequency of activity verbs, verbs denoting the future, and stative verbs. Achievements are used as expected by both varieties. The analysis of the temporal meanings of stative verbs indicates that speakers of WSAE denote the prototypical short duration associated with the progressive aspect for 74.83% of the verbs, while BSAE uses an extended temporal meaning for 46.86% of the verbs, indicating that speakers of BSAE more likely to overextend the temporal duration of stative verbs than WSAE speakers. The temporal meanings for activities were the same for both varieties; the prototypical short duration is denoted by 77.83% of the total activities in BSAE, and 77.11% of the activities in WSAE. The extended duration in both varieties may be due to language change in general, while the additional temporal meanings for statives in BSAE are a result of substrate transfer. / MA (English)--North-West University, Vaal Triangle Campus, 2015

Several theorists (amongst whom Halliday & Matthiessen, 2004:175) have stated that the verb (or the verbal group) is the core element in clauses and is largely responsible for the grammatical structure of language. In spite of this pivotal role that verbs fulfil in clauses, lexical specificity is rarely investigated in this class. Instead researchers prefer to investigate lexical specificity in the noun class. It is against this background that the main purpose of this study is to investigate specificity in the lexical verbs of first language (L1) English users and Black South African English (BSAE) users. In order to achieve this aim the secondary aims of the study are: to develop a framework for the analysis of lexical specificity in the lexical verb word class (ii) to compare specificity with regard to lexical verbs in L1 English and BSAE by using corpora, which allows one to firstly test the analysis framework on corpus data and secondly to determine whether or not lexical verbs in BSAE are less specific than lexical verbs in L1 English (iii) to establish the reasons for the differences in lexical specificity with regard to lexical verbs between L1 English and BSAE English. In order to achieve these aims, two corpora were used: the Louvain Corpus of Native English Essays (also known as LOCNESS) that consists of texts written by a subpopulation of L1 English users and the Tswana Learner English Corpus (also known as the TLE) that consists of texts written by a subpopulation of BSAE users. The results obtained in this study were interpreted from both a systemic functional perspective and a cognitive perspective. The initial quantitative results indicated that even though the BSAE users use lexical verbs (tokens) more frequently than L1 English users do, the BSAE users have fewer lexical verb lemmas (types) at their disposal than the L1 English users. Statistical tests determined that the mean type/token ratio between the two independent corpora is not only significant, but that the degree to which there is more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the BSAE users is large. Due to space constraints, the qualitative part of the study focused only on the communication verbs in LOCNESS and the TLE. In order to provide an in-depth overview of the communication verbs, the communication verbs were divided into five semantic subcategories (using frequency counts and semantic considerations). They are: (i) to say something in a particular manner] (ii) to say something in order to express one’s feelings] (iii) to say something in order to convey information] (iv) to say something to someone in order to elicit a certain response] (v) to say something in response to something already said] Each of these semantic categories in turn was divided into semantic subcategories to present a detailed insight into the communication verbs employed in both LOCNESS and the TLE. In the study it was determined that there is overall more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the L2 English users. It was also determined that there is overall more lexical diversity within the lexical verbs of the L1 English users. The following factors influenced the lexical specificity and lexical diversity in the corpora: (i) In cases where more general communication verbs are elaborated by verbs containing manner elaborations, the BSAE users tend not to use the more specific verbs. (ii) Communication verbs that usually play an important role in academic literacy (such as summarise and argue) are used to a lesser extent by the BSAE users than the L1 English users. (iii) In cases where a communication verb could possibly belong to another semantic category (as is the case with the verbs stress and maintain) the BSAE users tend to avoid using the verbs as communication verbs. (iv) Some communication verbs (such as demand and beg) acquired additional meanings in BSAE. (v) Some essay topics in both LOCNESS and the TLE influenced the frequencies of some communication verbs in the respective corpora. Considering the factors above, it was found that being a L2 English user means that English will not always function in the same contexts for the BSAE users as it would for the L1 English users. Therefore the vocabulary of the BSAE users will only be specific and diversified in those semantic categories needed to function in certain contexts. Consequently, the findings of this study can be used to contribute to the development of pedagogical material in academic literacy courses being presented to BSAE users to create an awareness of the variation in English and all the contexts in which it can function. The findings can also be of value to researchers in the fields of lexicography and computational linguistics. / Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011

Several theorists (amongst whom Halliday & Matthiessen, 2004:175) have stated that the verb (or the verbal group) is the core element in clauses and is largely responsible for the grammatical structure of language. In spite of this pivotal role that verbs fulfil in clauses, lexical specificity is rarely investigated in this class. Instead researchers prefer to investigate lexical specificity in the noun class. It is against this background that the main purpose of this study is to investigate specificity in the lexical verbs of first language (L1) English users and Black South African English (BSAE) users. In order to achieve this aim the secondary aims of the study are: to develop a framework for the analysis of lexical specificity in the lexical verb word class (ii) to compare specificity with regard to lexical verbs in L1 English and BSAE by using corpora, which allows one to firstly test the analysis framework on corpus data and secondly to determine whether or not lexical verbs in BSAE are less specific than lexical verbs in L1 English (iii) to establish the reasons for the differences in lexical specificity with regard to lexical verbs between L1 English and BSAE English. In order to achieve these aims, two corpora were used: the Louvain Corpus of Native English Essays (also known as LOCNESS) that consists of texts written by a subpopulation of L1 English users and the Tswana Learner English Corpus (also known as the TLE) that consists of texts written by a subpopulation of BSAE users. The results obtained in this study were interpreted from both a systemic functional perspective and a cognitive perspective. The initial quantitative results indicated that even though the BSAE users use lexical verbs (tokens) more frequently than L1 English users do, the BSAE users have fewer lexical verb lemmas (types) at their disposal than the L1 English users. Statistical tests determined that the mean type/token ratio between the two independent corpora is not only significant, but that the degree to which there is more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the BSAE users is large. Due to space constraints, the qualitative part of the study focused only on the communication verbs in LOCNESS and the TLE. In order to provide an in-depth overview of the communication verbs, the communication verbs were divided into five semantic subcategories (using frequency counts and semantic considerations). They are: (i) to say something in a particular manner] (ii) to say something in order to express one’s feelings] (iii) to say something in order to convey information] (iv) to say something to someone in order to elicit a certain response] (v) to say something in response to something already said] Each of these semantic categories in turn was divided into semantic subcategories to present a detailed insight into the communication verbs employed in both LOCNESS and the TLE. In the study it was determined that there is overall more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the L2 English users. It was also determined that there is overall more lexical diversity within the lexical verbs of the L1 English users. The following factors influenced the lexical specificity and lexical diversity in the corpora: (i) In cases where more general communication verbs are elaborated by verbs containing manner elaborations, the BSAE users tend not to use the more specific verbs. (ii) Communication verbs that usually play an important role in academic literacy (such as summarise and argue) are used to a lesser extent by the BSAE users than the L1 English users. (iii) In cases where a communication verb could possibly belong to another semantic category (as is the case with the verbs stress and maintain) the BSAE users tend to avoid using the verbs as communication verbs. (iv) Some communication verbs (such as demand and beg) acquired additional meanings in BSAE. (v) Some essay topics in both LOCNESS and the TLE influenced the frequencies of some communication verbs in the respective corpora. Considering the factors above, it was found that being a L2 English user means that English will not always function in the same contexts for the BSAE users as it would for the L1 English users. Therefore the vocabulary of the BSAE users will only be specific and diversified in those semantic categories needed to function in certain contexts. Consequently, the findings of this study can be used to contribute to the development of pedagogical material in academic literacy courses being presented to BSAE users to create an awareness of the variation in English and all the contexts in which it can function. The findings can also be of value to researchers in the fields of lexicography and computational linguistics. / Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011

In this thesis the structure of the nominal group in Black South African English (BSAfE) is investigated by means of a comparison of data from the Tswana Learner English Corpus (TLEC) and the Louvain Corpus of Native English Essays (LOCNESS). Both corpora consist of student essays and are sub-corpora of the International Corpus of Learner English (ICLE). The TLEC represents a non-native variety of English, namely BSAfE, while LOCNESS represents native English from the United States and the United Kingdom. In the existing literature there are observations about and examples of (non-standard) characterizing features of BSAfE pertaining to nouns, determiners and quantifiers (e.g. Gough 1996), but until now, no in-depth study of the grammar of the nominal group in BSAfE has been undertaken. This study is an attempt to fill that gap. I present a description of the grammatical features of BSAfE observed in the corpus data in terms of linguistic functions and without assuming that they are errors or evidence of deficiencies. Though the approach is comparative (in the sense that a control corpus is used), it is primarily descriptive and non-normative, and as such, function-based. This study is conducted within the theoretical framework of functional linguistics, drawing on systemic functional linguistics as well as other functional and cognitive approaches to language. The specifying functions that the nominal group and its elements may fulfill form the basis of the descriptive framework. These functions are (1) the type-specifying function of the noun, (2) the (referent-)specifying function of the determiner, (3) quantification and (4) quality specification by modifiers and complements. The type-specifying function of the noun is particularly relevant in Chapter 4, which deals with the grammatical patterns of the noun people, although it also informs analyses in Chapters 5 and 6 which deal with determiners and quantification respectively. Quality specification is especially relevant in the description of the grammatical patterns of the noun people. The noun people is the most frequent noun in each of the corpora, but is at the same time a positive keyword in the TLEC, which means that it occurs much more frequently in the TLEC than in LOCNESS. Analysis of the full corpus concordances of this noun provides much evidence of anti-deletion in BSAfE (as first postulated by Mesthrie, 2006) and also sheds some light on left dislocation patterns involving the noun people (cf. Mesthrie, 1997). This analysis also reveals unique uses of the definite article and certain quantifying constructions in the TLEC data, which are investigated in the next two analysis chapters. A comparison of concordance samples of the articles indicates that the definite/indefinite distinction is made in both corpora and that there is not enough corpus evidence to postulate that there is a different system underlying the choice of article in BSAfE, such as a system based principally on the specific/non-specific distinction, as postulated by Platt, Weber and Ho (1984) for New Englishes in general. Analysis of the concordances of demonstrative and possessive determiners indicate that these determiners are used proportionally more frequently in the TLEC than in LOCNESS. Concordances of the words that are normally classified as quantifiers indicate that there are many more partitive-of quantifying constructions in the TLEC than in LOCNESS. The words some and most are positive keywords in the TLEC. After analyses of their concordances, it is concluded that their relative frequency can be attributed to the fact that some is often used merely as an indefinite marker and that most is often used as a synonym for many. The study shows that BSAfE largely shares its general grammar of the nominal group with other (including native) varieties of English, but at a finer level of analysis, some characteristic constructions and uses are detected. The corpus data indicate that the unique constructions in the TLEC data are mostly functionally motivated. These constructions represent conventionalized innovations in the sense used by Van Rooy (2010), rather than mere language learning errors. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

In this thesis the structure of the nominal group in Black South African English (BSAfE) is investigated by means of a comparison of data from the Tswana Learner English Corpus (TLEC) and the Louvain Corpus of Native English Essays (LOCNESS). Both corpora consist of student essays and are sub-corpora of the International Corpus of Learner English (ICLE). The TLEC represents a non-native variety of English, namely BSAfE, while LOCNESS represents native English from the United States and the United Kingdom. In the existing literature there are observations about and examples of (non-standard) characterizing features of BSAfE pertaining to nouns, determiners and quantifiers (e.g. Gough 1996), but until now, no in-depth study of the grammar of the nominal group in BSAfE has been undertaken. This study is an attempt to fill that gap. I present a description of the grammatical features of BSAfE observed in the corpus data in terms of linguistic functions and without assuming that they are errors or evidence of deficiencies. Though the approach is comparative (in the sense that a control corpus is used), it is primarily descriptive and non-normative, and as such, function-based. This study is conducted within the theoretical framework of functional linguistics, drawing on systemic functional linguistics as well as other functional and cognitive approaches to language. The specifying functions that the nominal group and its elements may fulfill form the basis of the descriptive framework. These functions are (1) the type-specifying function of the noun, (2) the (referent-)specifying function of the determiner, (3) quantification and (4) quality specification by modifiers and complements. The type-specifying function of the noun is particularly relevant in Chapter 4, which deals with the grammatical patterns of the noun people, although it also informs analyses in Chapters 5 and 6 which deal with determiners and quantification respectively. Quality specification is especially relevant in the description of the grammatical patterns of the noun people. The noun people is the most frequent noun in each of the corpora, but is at the same time a positive keyword in the TLEC, which means that it occurs much more frequently in the TLEC than in LOCNESS. Analysis of the full corpus concordances of this noun provides much evidence of anti-deletion in BSAfE (as first postulated by Mesthrie, 2006) and also sheds some light on left dislocation patterns involving the noun people (cf. Mesthrie, 1997). This analysis also reveals unique uses of the definite article and certain quantifying constructions in the TLEC data, which are investigated in the next two analysis chapters. A comparison of concordance samples of the articles indicates that the definite/indefinite distinction is made in both corpora and that there is not enough corpus evidence to postulate that there is a different system underlying the choice of article in BSAfE, such as a system based principally on the specific/non-specific distinction, as postulated by Platt, Weber and Ho (1984) for New Englishes in general. Analysis of the concordances of demonstrative and possessive determiners indicate that these determiners are used proportionally more frequently in the TLEC than in LOCNESS. Concordances of the words that are normally classified as quantifiers indicate that there are many more partitive-of quantifying constructions in the TLEC than in LOCNESS. The words some and most are positive keywords in the TLEC. After analyses of their concordances, it is concluded that their relative frequency can be attributed to the fact that some is often used merely as an indefinite marker and that most is often used as a synonym for many. The study shows that BSAfE largely shares its general grammar of the nominal group with other (including native) varieties of English, but at a finer level of analysis, some characteristic constructions and uses are detected. The corpus data indicate that the unique constructions in the TLEC data are mostly functionally motivated. These constructions represent conventionalized innovations in the sense used by Van Rooy (2010), rather than mere language learning errors. / Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012

Rationale: The importance of well developed phonological awareness and the effect of poor phonological awareness skills on reading and spelling have long been recognised. However, a dearth of research exists regarding populations in multi-cultural, multi-lingual contexts both nationally and internationally. This issue is of particular importance in the South African context where many Black learners in the school setting have no other choice than English as the Language of Learning and Teaching (ELoLT). Aim: The purpose of the study was to explore the effect of a multi-cultural, multi-lingual context on the English phonological awareness skills of a group of Black Grade 4 learners in a primary school setting in South Africa. Method: An exploratory, descriptive and contextual research design was implemented, which incorporated both quantitative and qualitative paradigms. An assessment battery consisting of formal and informal assessments was used to determine levels of development. The researcher endeavoured to find statistical correlations between the participants' phonological awareness skills on the one hand, and their phonological abilities, their expressive and receptive language abilities, and their reading and spelling abilities in ELoLT on the other. Participants: Fifteen Black Grade 4 learners, each with a Black language as mother tongue, who attended a mainstream school where English was the language of learning and teaching (ELoLT), participated in the study. The participants' ages ranged between 9 years 11 months, and 10 years 11 months. Results: The participants’ phonological abilities in English as LoLT showed that 47% of the participants produced the target consonants with a consonant approximation, and vowel approximations were produced by all of the participants in single words. All fifteen the participants’ expressive and receptive language abilities in English as their LoLT, were on a below-average level and their expressive language abilities were more advanced than their receptive language abilities. All the participants evidenced problems in terms of their phonological awareness skills. Based on the results obtained for reading decoding abilities, only one third of the participants could be considered to be readers of an average standard. The reading comprehension abilities of all the participants were on a lower level than those of first language speakers of Standard South African English. Furthermore, the participants’ spelling abilities in English as LoLT were not age-appropriate. Even though no significant correlation could be determined between the participants’ reading comprehension and phonological awareness skills (due to the fact that memory probably played a role in their reading comprehension), it was statistically determined that their poor phonological awareness skills could be associated with their below-average phonological, receptive and expressive language, reading decoding, and spelling abilities. Conclusions: The results of this research have implications for the role of speech-language therapists in terms of collaboration, prevention, assessment, and intervention where the development of these learners' phonological awareness skills is concerned. Clinical implications focus on the dissemination of information, therapy planning, and EAL learner support. The need for further research in this field is emphasised. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / M (Communication Pathology) / Unrestricted

‘A critical review of language errors in the writing of distance education students’ examines linguistic competence and investigates the language errors made by a heterogeneous group of 100 entry-level distance education university students with a view to improving their academic writing skills. The research follows a process of error identification and statistical analysis, and reviews intervention strategies based on the findings. Despite the continuing debates on the value of error correction, especially in relation to ‘World Englishes’, language accuracy remains a key factor in determining academic success. This is of particular concern in the South African multi-lingual context and in the light of the under-performance of South African students as evidenced in international comparative studies. The implications of the bimodal pattern of distribution in the review findings are discussed and pedagogically appropriate approaches and intervention strategies are suggested. / English Studies / M.A. (TESOL (Teaching English to speakers of other languages))