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Semantico-grammatical consciousness raising in an ESL programme for primary school teacher traineesBarnard, Yvonne 11 1900 (has links)
This study investigates the effect of multilevelled semanticogrammatical
consciousness raising procedures on fossilised verb
structures. It is hypothesised that these procedures will
reactivate grammaticisation processes leading to the
destabilisation of fossilised structures.
The study attempts to establish whether fossilised structures can
be destabilised, how processes of grammaticisation may be
activated, whether adult advanced learners are still able to
improve grammatical accuracy levels, what cognitive processes
operate in interlanguage change, and how ESL teaching in the
primary school classroom may be improved.
The subjects are first-year ESL teacher trainees who have been
learning English in formal classrooms for eight to ten years.
They are subjected to pretests, a ten-week consciousness raising
intervention programme, and posttests. The consciousness raising
activities are set in a primary school teaching context, thus
establishing relevance. The varied strategies used are presented
progressively on different levels of consciousness.
The theoretical contributions of the study are the insights
gained in respect of the psychodynamics of fossilisation and
learning theory as it relates to semantico-grammatical
consciousness raising within a Cognitive Theory paradigm.
According to the findings the total number of verb errors are
significantly reduced and self-monitoring and other-monitoring
skills significantly improved after the intervention. The
semantic value of verb structures evidently acts as a regulator
of form: semantically significant structures are destabilised but
semantically vacuous structures do not respond to semanticogrammatical
consciousness raising strategies. By implication,
semantic significance of structures promotes learnabili ty whereas
semantic vacuity is conducive to fossilisation.
A relatively invariant ability gap between self-monitoring and
other-monitoring is also identified. Subjects are significantly
better at monitoring structures produced by others than their
own. Self-monitoring, which is a necessary prerequisite for
interlanguage change, is improved by consciousness raising but
is apparently affected negatively by conventional analytical
rule-based teaching.
This study concludes that multilevelled semantico-grammatical
consciousness raising procedures may precipitate defossilisation
and that fossilised structures are not necessarily immutable. / Linguistics and Modern Languages / D. Litt. et Phil. (Lunguistics)
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Semantico-grammatical consciousness raising in an ESL programme for primary school teacher traineesBarnard, Yvonne 11 1900 (has links)
This study investigates the effect of multilevelled semanticogrammatical
consciousness raising procedures on fossilised verb
structures. It is hypothesised that these procedures will
reactivate grammaticisation processes leading to the
destabilisation of fossilised structures.
The study attempts to establish whether fossilised structures can
be destabilised, how processes of grammaticisation may be
activated, whether adult advanced learners are still able to
improve grammatical accuracy levels, what cognitive processes
operate in interlanguage change, and how ESL teaching in the
primary school classroom may be improved.
The subjects are first-year ESL teacher trainees who have been
learning English in formal classrooms for eight to ten years.
They are subjected to pretests, a ten-week consciousness raising
intervention programme, and posttests. The consciousness raising
activities are set in a primary school teaching context, thus
establishing relevance. The varied strategies used are presented
progressively on different levels of consciousness.
The theoretical contributions of the study are the insights
gained in respect of the psychodynamics of fossilisation and
learning theory as it relates to semantico-grammatical
consciousness raising within a Cognitive Theory paradigm.
According to the findings the total number of verb errors are
significantly reduced and self-monitoring and other-monitoring
skills significantly improved after the intervention. The
semantic value of verb structures evidently acts as a regulator
of form: semantically significant structures are destabilised but
semantically vacuous structures do not respond to semanticogrammatical
consciousness raising strategies. By implication,
semantic significance of structures promotes learnabili ty whereas
semantic vacuity is conducive to fossilisation.
A relatively invariant ability gap between self-monitoring and
other-monitoring is also identified. Subjects are significantly
better at monitoring structures produced by others than their
own. Self-monitoring, which is a necessary prerequisite for
interlanguage change, is improved by consciousness raising but
is apparently affected negatively by conventional analytical
rule-based teaching.
This study concludes that multilevelled semantico-grammatical
consciousness raising procedures may precipitate defossilisation
and that fossilised structures are not necessarily immutable. / Linguistics and Modern Languages / D. Litt. et Phil. (Lunguistics)
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An analysis of written concord errors among Grade 12 First Additional Language learners in Vhembe District of Limpopo Province, South AfricaNndwamato, Ndivhudzanyi Michael 05 1900 (has links)
MA (ELT) / Department of Engliish / Learning English as a second language by the South African learners of English First
Additional Language (FAL) causes many challenges, such as committing errors in
concord as there are differences between the learners’ mother tongue and the target
language. Even at Grade 12 level, which is the exit point to institutions of higher learning
or to the workplace, learners still display some deficiencies in the mastery of the English
concord. This happens despite the fact that, in many South African schools, English is
used as a medium of instruction and learnt as a First Additional Language (FAL)
especially at high schools.
Through the analysis of the written concord errors committed by the 72 of the 720
sampled Grade 12 English FAL learners in Vhembe District, the study answered to two
questions which formed its cornerstone which are: what are the most common types of
written concord/ subject-verb agreement errors which are committed by Grade 12 FAL
learners and what are the causes thereof? The study employed both the quantitative and
the qualitative methods to pursue the primary question. Learners responded to the
questionnaires and the researcher also analysed their teacher-marked English FAL
composition scripts with the focus on concord/subject-verb agreement usage.
The findings were that concord/subject-verb agreement was a challenge to the majority
of the participants. There was not even a single question which recorded a 100% correct
entry. The question on collective nouns was found to be the hardest to the participants
while comparatively, the singular indefinite pronoun question recorded the best results.
The learners’ written compositions were also found to have been marred by
concord/subject-verb agreement errors. In most instances, the learners had resorted to
simple sentences avoiding the complex sentence construction as those would have
required complicated application of concord/ subject-verb agreement usage.
Based on the findings, the following recommendations were made: teaching of grammar
should be intensified, and that teachers of English should be retrained even if it will be
through the in-service programmes
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