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Consequences of ideology and policy in the English second language classroom: The case of Oshiwambo-speaking students in NamibiaIipinge, Kristof January 2018 (has links)
Philosophiae Doctor - PhD (Linguistics, Language and Communication) / At independence, Namibia chose English as its official language and therefore its language of
learning and teaching (LOLT). This decision has been well supported and therefore there has been
an expectation among Namibians that learning English as early as possible is important because it
will open many doors to the future (Harris, 2011). However, since the introduction of English as
LOLT, government documents and other relevant literature have revealed poor performance of
learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has
been done in Namibia to investigate the effects of the current Language in Education Policy (LEP)
on the teaching and learning of different school subjects. Therefore, this study focuses on critical
questions regarding the effects of the current Namibian LEP on the teaching and learning of
English Second Language (ESL) in Northern Namibia, with a special focus on one of the most
demanding skills in second language learning: essay writing. Besides this, the study looks at the
writing problems of learners and the intervention strategies that teachers are using to help learners
overcome or reduce writing problems.
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Assessing presentation skills of English second language science learners in Driekop Circuit Limpopo ProvinceMagowa, Tlakale Joyce January 2017 (has links)
Thesis (M. A. (English)) --University of Limpopo, 2018 / Assessment of English Second Language (ESL) science learners’ presentation skills
is an area which has not received sufficient attention over the years. This is pertinent
to both learners and educators. The study set out to assess (ESL) science learners’
presentation skills in Driekop Circuit, Limpopo Province. Science learners and ESL
educators in this rural area were assessed quantitatively as well as qualitatively; the
learners’ oral and report writing skills, and the educators’ assessment skills were
assessed, respectively. On the whole, the learners and educators lack presentation
skills and as a result, need support in a number of respects. The teaching learning
environment of these learners compounds the situation; it remains dire. Therefore,
some intervention, in this domain, by the Department of Education could be
imperative.
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A story-based language enrichment programme for grade 4 English second language learners with inadequate English proficiency / by Mirna NelNel, Mirna January 2003 (has links)
Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.
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Content-based strategic reading instruction within a distributed learning environment / Charl NelNel, Charl January 2003 (has links)
Research conducted in South Africa indicates that many South African students
who register for undergraduate study each year are under-prepared for university
education and that many of these English Second Language students also have low
levels of reading ability. This has an adverse effect on their chances of academic
success. These students very often become part of the "revolving door syndrome".
In order to meet the reading needs of students in the 21" century, educators are
pressed to develop effective instructional means for teaching strategic reading at
tertiary level.
In order to help students acquire the strategic reading abilities deemed necessary for
a successful academic experience, the Department of English at Potchefstroom
University implemented a content-based strategic reading module. This module was
offered to students via Varsite (technology-enhanced aspect of the module); a
learning content management system developed at Potchefstroom University. This
system provides an integrated environment for developing, managing and
delivering learning content.
The purpose of this study was to:
discuss the structure and format of the content-based strategic reading module
as developed and implemented for delivery within a distributed learning
environment;
determine what the reading comprehension and reading strategy use profile of
first-year students at Potchefstroom University looks like;
determine whether the students in the experimental group, who completed the
strategic reading component of the English for Professional Purposes course in a
technology-enhanced environment, attained statistically as well as practically
significantly higher mean scores on their end-of-semester English,
Communication Studies, and TOEFL reading comprehension tests, than did the
students in the control group, who were not exposed to the technology-enhanced
environment;
determine whether the students in the experimental group differed statistically
as well as practically significantly from the students in the control group in
terms of their reading strategy use;
determine the scope of the reading problem among the first-year students
participating in this study;
identify the strengths and weaknesses in the reading assessment profiles of one
efficient and one inefficient student;
make recommendations in terms of the reading support needed by these
students;
identify the factors that can affect first-year English Second Language (ESL)
students' acceptance and use of the technology-enhanced component of a
strategic reading module offered via mixed mode delivery;
determine which factors can be considered as statistically significant predictors
of technology acceptance and use by first-year ESL students; and
discuss the implications of the above-mentioned results for the designing of
technology-enhanced courses as well as the support that should be given to ESL
learners who must use the technology.
In this study a combined qualitative and quantitative research method was used. A
Dominant-Less Dominant design was used. The qualitative research approach was
consistent with naturalistic case study methodology. For the quantitative research
component a quasi-experimental non-randomised pre-test post-test control group
design was used.
The participants in this study included the entire population of one hundred and
thirty-one students taking the English for Professional Purposes module. The
students included speakers of Afrikaans and Setswana. These students majored in
Communication Studies and Psychology.
Ten paper-and-pencil instruments were used in this study. In addition to the paper-and-
pencil instruments, various qualitative data collection methods were also used,
namely semi-structured interviews, e-mail messages, informal conversations and
the researcher's field notes.
The data were analysed by means of descriptive (i.e., means, standard deviations) as
well as multivariate statistics (i.e., Pearson product moment correlations; t-tests;
factor analyses; and stepwise multiple regression).
The results of the study can be summarised as follows:
The strategic reading module of the English for Professional Purposes course was
designed for mixed mode delivery. The structure and format of the strategic reading
module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a
learning content management system).
The results indicated that the students who received strategic reading instruction in
the technology-enhanced environment received both statistically and practically
significantly higher marks on three reading comprehension measures than did the
students in the control group. This was true for successful students, as well as for
those considered to be at-risk. The post-test results indicated that the students in the
experimental group used certain strategies statistically (p<0.05), as well as
practically significantly (small to large effect sizes), more often than the students in
the control group.
An analysis of the reading assessment profiles of the students participating in this
study indicated that they experienced problems across all aspects of the reading
components assessed (vocabulary, fluency, and reading comprehension and reading
strategies). An analysis of the successful student's reading assessment profile
indicated that his/her profile was far flatter than that of the at-risk student; the
successful student had far fewer ups and downs in his/her profile than the at-risk
student (i.e., the majority of the successful student's mean reading assessment
scores were scattered around or above the norm/guidelines for first-year students).
The results of an exploratory factor analysis indicated that computer self-efficacy,
ease of use, enjoyment, outcome expectations, usefulness, and quality of resources
were major factors affecting ESL students' acceptance and use of the technology-enhanced
component of a strategic reading module. In addition, the results of the
multiple regression analysis indicated that approximately 71% of the total variance
of Varsite acceptance and use was explained by computer self-efficacy, ease of use,
enjoyment, and outcome expectations. Usefulness and the quality of the resources
also contributed to the total variance, but the contribution was not statistically
significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.
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Content-based strategic reading instruction within a distributed learning environment / Charl NelNel, Charl January 2003 (has links)
Research conducted in South Africa indicates that many South African students
who register for undergraduate study each year are under-prepared for university
education and that many of these English Second Language students also have low
levels of reading ability. This has an adverse effect on their chances of academic
success. These students very often become part of the "revolving door syndrome".
In order to meet the reading needs of students in the 21" century, educators are
pressed to develop effective instructional means for teaching strategic reading at
tertiary level.
In order to help students acquire the strategic reading abilities deemed necessary for
a successful academic experience, the Department of English at Potchefstroom
University implemented a content-based strategic reading module. This module was
offered to students via Varsite (technology-enhanced aspect of the module); a
learning content management system developed at Potchefstroom University. This
system provides an integrated environment for developing, managing and
delivering learning content.
The purpose of this study was to:
discuss the structure and format of the content-based strategic reading module
as developed and implemented for delivery within a distributed learning
environment;
determine what the reading comprehension and reading strategy use profile of
first-year students at Potchefstroom University looks like;
determine whether the students in the experimental group, who completed the
strategic reading component of the English for Professional Purposes course in a
technology-enhanced environment, attained statistically as well as practically
significantly higher mean scores on their end-of-semester English,
Communication Studies, and TOEFL reading comprehension tests, than did the
students in the control group, who were not exposed to the technology-enhanced
environment;
determine whether the students in the experimental group differed statistically
as well as practically significantly from the students in the control group in
terms of their reading strategy use;
determine the scope of the reading problem among the first-year students
participating in this study;
identify the strengths and weaknesses in the reading assessment profiles of one
efficient and one inefficient student;
make recommendations in terms of the reading support needed by these
students;
identify the factors that can affect first-year English Second Language (ESL)
students' acceptance and use of the technology-enhanced component of a
strategic reading module offered via mixed mode delivery;
determine which factors can be considered as statistically significant predictors
of technology acceptance and use by first-year ESL students; and
discuss the implications of the above-mentioned results for the designing of
technology-enhanced courses as well as the support that should be given to ESL
learners who must use the technology.
In this study a combined qualitative and quantitative research method was used. A
Dominant-Less Dominant design was used. The qualitative research approach was
consistent with naturalistic case study methodology. For the quantitative research
component a quasi-experimental non-randomised pre-test post-test control group
design was used.
The participants in this study included the entire population of one hundred and
thirty-one students taking the English for Professional Purposes module. The
students included speakers of Afrikaans and Setswana. These students majored in
Communication Studies and Psychology.
Ten paper-and-pencil instruments were used in this study. In addition to the paper-and-
pencil instruments, various qualitative data collection methods were also used,
namely semi-structured interviews, e-mail messages, informal conversations and
the researcher's field notes.
The data were analysed by means of descriptive (i.e., means, standard deviations) as
well as multivariate statistics (i.e., Pearson product moment correlations; t-tests;
factor analyses; and stepwise multiple regression).
The results of the study can be summarised as follows:
The strategic reading module of the English for Professional Purposes course was
designed for mixed mode delivery. The structure and format of the strategic reading
module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a
learning content management system).
The results indicated that the students who received strategic reading instruction in
the technology-enhanced environment received both statistically and practically
significantly higher marks on three reading comprehension measures than did the
students in the control group. This was true for successful students, as well as for
those considered to be at-risk. The post-test results indicated that the students in the
experimental group used certain strategies statistically (p<0.05), as well as
practically significantly (small to large effect sizes), more often than the students in
the control group.
An analysis of the reading assessment profiles of the students participating in this
study indicated that they experienced problems across all aspects of the reading
components assessed (vocabulary, fluency, and reading comprehension and reading
strategies). An analysis of the successful student's reading assessment profile
indicated that his/her profile was far flatter than that of the at-risk student; the
successful student had far fewer ups and downs in his/her profile than the at-risk
student (i.e., the majority of the successful student's mean reading assessment
scores were scattered around or above the norm/guidelines for first-year students).
The results of an exploratory factor analysis indicated that computer self-efficacy,
ease of use, enjoyment, outcome expectations, usefulness, and quality of resources
were major factors affecting ESL students' acceptance and use of the technology-enhanced
component of a strategic reading module. In addition, the results of the
multiple regression analysis indicated that approximately 71% of the total variance
of Varsite acceptance and use was explained by computer self-efficacy, ease of use,
enjoyment, and outcome expectations. Usefulness and the quality of the resources
also contributed to the total variance, but the contribution was not statistically
significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.
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Evaluating reading strategies instruction / Mzwamadoda Phillip CekisoCekiso, Mzwamadoda Phillip January 2007 (has links)
There is a generally accepted reality among first and second language reading
researchers and practitioners that learners who study in a second or foreign
language are almost always at a disadvantage, particularly in the area of reading.
In light of this learners who register for high school study each year in South
Africa are very often under prepared for high school education and many of these
learners also have low levels of reading ability. This has an adverse effect on
their chances of academic success. In order to meet the reading needs of these
learners, educators need to develop effective instructional means for teaching
reading comprehension and reading strategy use. It is evident from the volume
and quality of research published that the teaching of reading strategies
enhances the learners' reading comprehension ability.
The purpose of this study was to:
• determine what reading strategies Grade 11 ESL learners use;
• determine what reading strategies should be taught;
• determine how and when reading strategies should be taught in the ESL classroom;
• determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and
• provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme.
In this study a quasi-experimental pretest - posttest control group design was
used. The participants in this study included a total of 60 Grade 11 ESL learners
from a high school in the Eastern Cape. Two intact randomly selected classes
participated in the study. Both males and females participated in the study and
ranged in age from 18 - 22 years.
The Reading Performance Test in English: Advanced Level (Roux, 1996) and a
Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley
and Afflerbach (1995) and Pressley et al. (1995) was used in this study.
A t-test was used to determine whether the mean scores of the experimental and
control group differed statistically significantly from each other. Cohen's (1977)
effect size d was used to determine whether the mean differences were
practically significant.
The results of the study can be summarized as follows:
The results indicated that the learners who followed the reading strategy
programme and received strategic reading instruction (experimental group)
obtained both statistically and practically significantly higher marks on the
reading comprehension test (posttest) than did the learners in the control group.
The posttest results indicated that the learners in the experimental group used
certain strategies statistically (p<0.05), as well as practically significantly (small to
large effect size), more often than the learners in the control group.
The reading instruction programme developed in this study focuses on five
reading strategies, namely guessing the meaning of words from the context,
making inferences, predicting what is to come in a text, identifying the main idea
and summarising. The programme presents an overview of the guidelines for a reading strategy
instruction programme. It outlines the purpose, target group, content and other
aspects, instruction, classroom procedure and assessment concerning a
meaningful reading strategy instruction programme. English Second Language
teachers may find it worth their while to implement reading strategy training
models of a similar nature in order to develop their learners' proficiency in
reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007
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A story-based language enrichment programme for grade 4 English second language learners with inadequate English proficiency / by Mirna NelNel, Mirna January 2003 (has links)
This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT).
Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work.
ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support
these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language
enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South
African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom.
A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators
Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by
educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the
language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL
learners based on the literature research and the responses of the questionnaire.
40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to
implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of
implementation was completed by them afterwards. The response from the educators was exceptionally positive.
The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose
Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.
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Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /Parry, Juliet M. January 2006 (has links)
Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Pat Moran Includes bibliographical references (leaves 90-91).
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Space Adventure : The Storyline Method and Young English Language Learners’ MotivationOrehag, Josefine January 2017 (has links)
This study examined the Storyline method and its effect on young English language learners’ motivation. Four classes in third year compulsory school in Sweden were studied using an experimental research design, where two groups used the Storyline method and two continued with their usual teaching. Measurements were done with semi-structured observations and semi-structured interviews during four weeks. The observations revealed that the Storyline method resulted in more motivated students, mostly due to the use of creative and communicative exercises. The teachers graded the students’ motivation and that did not reveal any considerable differences between the groups. However, the teachers in the experiment groups explained in the interviews that the students were more motivated with Storyline than without. Further outcomes of the results revealed that the Storyline method increased the teachers’ use of English while teaching and some teachers’ perception of their students’ language proficiency was questioned. The findings also showed that the method could respond to challenges in teaching, mentioned by the teachers.
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Comparison of the South African Spondaic and the CID W-1 wordlists for measuring speech recognition thresholdHanekom, Tanya Heather January 2014 (has links)
INTRODUCTION. The Central Institute for the Deaf published Auditory Tests W-1 (CID W-1) spondaic wordlist was developed in the USA in 1947 and 1952. Certain American-English words contained in the wordlist are unfamiliar to many South Africans, even English first language (EFL) speakers, but particularly those who use English as a second language (ESL). Familiarity with spondaic words is one of the most important qualities of the test items used to determine Speech Recognition Threshold (SRT).
OBJECTIVES. The aim of this study was to compare the SRT results obtained with the English South African Spondaic (SAS) wordlist developed by Durrant (2006) and the English CID W-1 spondaic wordlist when measuring the SRT of adult ESL speakers in South Africa.
Method. Audiometric Pure Tone Average (PTA) and SRT measurements were obtained for 101 (197 ears) ESL participants with normal hearing or a minimal hearing loss <26 dBHL (mean age 33.3). PTA/SRT correlations were compared when using the SAS wordlist (groups one and two), as well as either the ‘less familiar’ CID W-1 (group one) or ‘more familiar’ CID W-1 (group two), in a mixed matched group design.
RESULTS. A Pearson correlation analysis revealed a significant and positive correlation for all three wordlists. The Pearson correlation analysis revealed a strong PTA/SRT correlation when using the South African Spondaic (SAS) wordlist (right ear: 0.65; left ear 0.58) and the ‘more familiar’ words from the CID W-1 wordlist (right ear: 0.63; left ear: 0.56). The use of the ‘less familiar’ words from the CID W-1 wordlist revealed weak correlations (right ear: 0.30; left ear: 0.32). Paired sample T-tests indicated a statistically significantly stronger PTA/SRT correlation when the SAS wordlist was used, rather than either of the CID W-1 wordlists, at a 95% level of confidence.
CONCLUSIONS. The use of the SAS wordlist yields a stronger PTA/SRT correlation than the use of the CID W-1 wordlist, when performing SRT testing as part of the speech audiometry battery on South African ESL speakers with normal hearing, or minimal hearing loss <26 dBHL. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Speech-Language Pathology and Audiology / MA / Unrestricted
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