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Submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts in the Department of General Linguistics at the University of Zululand,2007. / The main aim for the study was to examine the attitudes of learners, educators and parents on the use of English as a language of learning and teaching and an additional language in selected schools to the north of KwaZulu Natal (Mthunzini Circuit). To this end questionnaires were used as a research instrument Questionnaires were administered to the parents, learners and educators. The research instruments were administered to a randomly selected sample of two hundred respondents. Not all the respondents returned the questionnaires. The findings revealed that learners have a positive attitude towards the use of English as a language of learning and teaching and an additional language in schools. The findings also revealed that educators have a negative attitude towards English as a language of learning and teaching and as an additional language in schools. The findings further revealed that parents had a positive attitude towards the use of English as a language of learning and teaching and an additional language in schools. On the basis of the findings, the study recommended that the school policy should stipulate that English should be strictly used as a language of learning and teaching with the aim of helping learners because they need English for the purpose of employment in future. Educators who qualify to teach English must have received appropriate training and qualification in English grammar, literature and general linguistics. On the other hand, the learners' mother tongue should also be developed for identity and communication purposes.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

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This study is about the structure and content of two specific English textbooks used in upper secondary school. The aim of the study is to get a deeper understanding of the structure of textbooks in English teaching, and what topics are used and what skills are emphasised when teaching English as a second language with the guidance of those textbooks. The textbooks studied, World Wide English 5 Samhällsvetenskapsprogrammet and In Real Life, are designed for the course ‘English 5’ in the upper secondary school curriculum. World Wide English 5 Samhällsvetenskapsprogrammet is designed for an academic program, while In Real Life is designed for  vocational programs. The study contains a content analysis of the textbooks with both a qualitative perspective and a quantitative perspective. The quantitative part of the analysis shows the different kinds of skills promoted by the exercises while the qualitative part shows what different texts are used in the textbooks. The study of the textbooks shows that when it comes to texts the textbooks emphasise different types of text (eg. fictional or non fictional) for the different programs. The exercises in both books focus on vocabulary and grammar activities. This study concludes that the textbooks are different but also have some similarities and both encourage the communicative aspects promoted in the new curriculum.

The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.

The research is attempt to refer to the theories of multiple intelligences on English teaching to the 4th graders by utilizing Action Research Method. The duration of this research lasts 20 weeks, 40 minutes per session, total of 20 periods. It specifically records the process of research and the self-reflection of the researcher in order to exam how to take good care of students¡¦ individual differences in the implement of Multiple Intelligences English Teaching Programs. By introducing different kinds of multiple intelligences activities, teachers are able to encourage students¡¦ greater interest and moreover, guide them into the field of English-learning. Besides, not only can we understand the effects of multiple intelligences on English teaching and learning, but also can we view if they may offer any help to students on developing performances, as to prove the value for Gardner¡¦s theory of multiple intelligences to English course. In this research, the researcher designs several different teaching activities and worksheets to guide students how to fully practice the text of each unit with the help of multiple intelligences. That can also lead them to further explore and develop their abilities of multiple intelligences as well as learning achievement. Furthermore, this also includes appreciation teaching ¡V cooperation of peers -- to have a role model to follow and achieve the goal of leveling up students¡¦ performances and motivation. I. The Objectives of the Research 1. To discuss the application of Gardner¡¦s theory of multiple intelligences to the English courses of the 4th graders. 2. To exam the application of Gardner¡¦s theory of multiple intelligences to the development of students¡¦ performances. 3. To view the application of Gardner¡¦s theories of multiple intelligences to the self-reflection of the researcher and the students. In this study¡§Multiple Intelligences Appraisal¡¨, ¡§English Learning Achievement Assessment¡¨, ¡§Learning Experience Questionnaire¡¨ and qualitative approach , for example, teacher¡¦s anecdotes, teaching reflection, classroom video recording, students¡¦ introspection sheet, multiple intelligences worksheets, photographs of works, self-evaluation of English learning were used to collect the related data. The quantitative data were analyzed by one-way ANCOVA to test the differences of the multiple intelligences, English competency, and learning motivation between the inquiry class and the comparison class. II. Conclusions 1. By the combination of the multiple intelligences and the English teaching programs, students can experience and absorb more happily in the process of learning. 2. To learn in the activities of all kinds of intelligences can further develop students¡¦ Bodily-Kinesthetic intelligence¡B Interpersonal Intelligence and Intrapersonal Intelligence. 3. Through the activities of all kinds of intelligences can increase students¡¦ English abilities in dialogues. 4. Using the theories of multiple intelligences as the main teaching methods of English courses can attract students¡¦ more interest to learn. 5. Utilizing the theories of multiple intelligences on English teaching can help the researcher and the students to further self-reflection and self-development. III. Advices 1. The integration of related subjects is necessary to Multiple Intelligences teaching programs. 2. With the help of multiple intelligences worksheets, students can take learning more easily. 3. The offer of multiple intelligences activities can level up students¡¦ interest. 4. Enrichment of the facilities makes teaching more efficiently. 5. Increase the arrangement of dialogues between masters and teachers.