This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p> <p><br /> Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.</p>

"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

No description available.

This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.

Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.

This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated by an interest in the results of a corpus study, this study discussed hypothetical would-clauses in terms of how their descriptions in Korean EFL textbooks matched real language use. This study additionally investigated whether the textbooks presented the target language features in ways recommended by the Focus on Form approach. In the past few decades, authentic language use and the Focus on Form approach have received a great amount of attention in the SLA field. Recognizing the trend in SLA as well as necessities in Korean EFL education, the Korean government has incorporated these two into the current 7th curriculum. Such condition provided the momentum for the evaluation of the textbooks in these respects. The findings show that the language features were hardly supplemented by the information drawn from real language data. In addition, there were very few attempts to draw learner attention to language forms while keeping them focused on communication as recommended by Focus on Form approach. With increasing use of the English language, it is becoming more necessary for Korean EFL learners to use English in real life contexts where understanding correct nuances and delivering appropriate expressions may be important. Also, in EFL contexts like Korea, the students may have limited access to the target language input and little opportunities to produce outputs in extracurricular settings, so the integrated methodology of Focus on Form approach, rather than just using either one of structure-centered or meaning-oriented approach, would be of greater benefit to the students. However, the results strongly indicate that the textbooks neither incorporate the language features as they occur in naturally occurring language nor present them as to facilitate the learning of both form and meaning. This study suggests that greater use of real language data and more thorough application of Focus on Form methods in the textbook writing process should be seriously considered. Thus, this study could be useful for curriculum developers and textbook writers in creating curriculum and language materials concerning the incorporation of grammar patterns based on actual language use as well as in improving textbooks with respect to the Focus on Form approach.

No description available.

published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Language Studies / Master / Master of Arts