published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

The purpose of this research was to develop and test a three-section cloze test of English proficiency and to norm it for use as a means of level placement. The study sample consisted of ESL students at Brookhaven Community College and the Intensive English Language Institute of North Texas State University, as well as a group of native speakers. Four types of statistical analysis were used: analysis of variance, Pearson product-moment correlations, a t-Test, and a multiple comparison procedure, the Scheffé test. The cloze test was sensitive to significant differences between every level at both schools. Subsequently it was normed to a four-level system and score ranges for each level were suggested.

M.Ed. / The purpose of this study is primarily to evaluate the curriculum of the subject Communication English with specific reference to the component of reading and spelling. The rationale is to determine whether or not the reading and spelling skills of college students comply with the requirements of the private sector and, if found to be inadequate, appropriate recommendations would be made. The detrimental effect of reading and spelling problems on a person's entire being and self-actualization is attested by the literature. A needs analysis was done by means of questionnaires to establish how the course makes provision for various aspects of a communicative language curriculum. The questionnaires were completed by three groups, these being the N2 and N3 students, the lecturers of Communication English and various members of the private sector. For purposes of this study only the relevant questions concerning reading and spelling from the questionnaires were highlighted. The results of the reading and spelling tests showed that there is a significant discrepancy between the students' reading and spelling ages and their chronological ages, it would appear as if they are below the required norm by approximately four years. From the responses of the questionnaires it was apparent that a high premium was attached to competence in reading and spelling skills.

M. Tech. Language Practice / The aim of the study is twofold: firstly, to find out whether information and communication technology (ICT), used for computer-mediated communication (CMC), can be used for outof- class communication (OCC) by first year students and their lecturers at a university of technology campus in Mpumalanga; and secondly, to establish whether CMC can be used to improve the English language proficiency of students.

published_or_final_version / Language Studies / Master / Master of Arts

South Africa is a country with 11 official languages including English. English, however, dominates the educational sector, as medium of instruction. This is despite a plethora of research that shows the cognitive advantages of mother tongue instruction and language policies that promote additive bilingual approaches. As subtractive language approaches characterise poor schooling contexts, the outcomes for students are poor. This is because they do not develop proficiency in any language. The abolition of apartheid in South Africa and the advent of democracy in 1994 resulted in dramatic changes in the education system. Nevertheless, the medium of instruction from Grade four has remained English. Consequently, for the majority of the population the education is in their second language. This study takes place in the higher education setting of a TVET college, namely the Dower Campus in Port Elizabeth. It focuses specifically on Level 2 (first year) Life Orientation students to consider the effect English has, as medium of instruction, on the academic performance of students. There is concern about the status of TVET colleges. Even though the higher education sector has transformed, these skills based colleges are still given inferior status in the eyes of the general public and students themselves. These students may be particularly at risk of success given that they have lower entry requirements than other students in the higher education sector. The subject Life Orientation was used to examine the effect of English on student performance. Life Orientation has come under scrutiny for its usefulness and it cognitive value. This study argues that it is a valuable subject for students at colleges, equipping them with knowledge to succeed at studies and in society at large. However, the pass rates for Life Orientation have been consistently low. The study wanted to probe the role of English in this performance. To address the aims and objectives of this study, relevant literature and various multilingual approaches were reviewed to determine which strategies might be most effective in helping students cope with English as medium of instruction. The study also presents a case for the development of indigenous languages as medium of instruction. The study used a mixed methods approach, that is both qualitative and quantitative methods, to explore the use, attitude and perceptions of English among lecturers and students. The research used an interpretive approach and the study took the form of a case study. The researcher took the stance of being a non-participant observer. Qualitative data was obtained through the use of interviews while quantitative data was obtained through the use of questionnaires. The interviews were recorded and transcribed by a transcriber. Data was analysed using a thematic approach. The results showed that majority of the students did not speak English frequently nor had it as a home language yet they all had a positive regard for the language. Many factors were responsible for student performance in Life Orientation such as attitude to subject, theoretical versus practical components of the subject and student background. However, the medium of instruction played a large role in this performance. Though lecturers foregrounded the importance of English as medium of instruction, they recognise that it was a barrier to understanding and affected student performance. Analysis of the lecturer interviews and the questionnaires with students revealed that students were experiencing difficulty speaking, reading and writing in English. Lecturers adapted their teaching strategies when teaching by including translanguaging strategies of code-switching to facilitate understanding. The data also indicated that code switching was considered by the lecturers to be the most suitable method in teaching to student. Code-meshing and written translations of material were not strategies employed by lecturers. Students indicated that they would prefer to write assignments drafts initially in mother tongue. The findings also suggested that it was necessary for the lecturer to use a variety of multilingual strategies to ensure that students enjoy success in Life Orientation. Based on the findings, this study makes recommendations regarding the teaching and learning of English to students which includes the use of multilingual classroom strategies, collaboration with language lecturers and development of a multilingual language policy to aid in the understanding and acquisition of English terminology used in LO content. Such a language policy should also seek to develop indigenous languages as mediums of instructions at the college.

Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016. / The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate how successful the language support strategies are and to determine any gaps in the strategies used. Validity was assessed by means of lesson observations, supported by interviews and analysis of the teaching documents. Further, to increase the trustworthiness of the study, findings were compared across these data sources and methods to triangulate the results. Findings illuminated: (i) Factors impacting language teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies; (iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi) Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to identify pervasive patterns and main themes in the data and a thematic report foreground the voices of the research participants. The study raised questions about the teachers’ practice in teaching CALP. Teachers taught using familiar methods, taught to a task and lacked linguistic structures in their lessons. Finally, the study report ended with a list of limitations and recommendations for future research in strategies that the Foundation Phase teacher can use to improve the CALP in South Africa’s schools.

D.Phil. (Linguistics) / Please refer to full text to view abstract

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.

published_or_final_version / Education / Master / Master of Education