After a decade of suffering from a lack of attention in second language research, interest in motivational issues has recently shifted the focus of its analysis from the individual as learner to learning as participation in social activities and social worlds. If we accept the notion that language learning results from involvement in communicative events, then to what degree learners participate in an event, if at all, is crucial to that learning. In this thesis I add to the body of research that has begun to examine the complexities of the interface between individuals and learning contexts. I examine the historical, cultural and personal influences that a group of Ukrainian military officers bring to a NATO sponsored immersion program, as well as their perceptions of their place within the power structures that are inherent to this setting. / I argue that for the group of learners in this study, second language acquisition theories have not provided an adequate explanation for the reason why they did or did not participate in communicative events both inside and outside the classroom. Drawing on Vygotsky's (1962, 1978) language learning theories and Peirce's (1989, 1993, 1995, 1997) notions of social identity and investment to support my findings, I identify elements that served to marginalize these learners and disempower them, and which were responsible for their apparent lack of investment in language learning. I also suggest how, for some of these officers, changes in their social identities led to more opportunities to practice English and eventually to feel empowered both during the language course and once they returned home.

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Dissertation in compliance with the requirements for the Master's Degree in Technology: Cost and Management Accounting, Durban University of Technology, 2012. / The aim of this research is to evaluate the communication proficiency of students studying Cost and Management Accounting (CMA) and to assess whether the subject communication, as a course, is having any positive influence on students who are lacking critical thinking and literacy skills. It is necessary to analyse the factors affecting communication because of the diversity of the Durban University of Technology (DUT) students coming from different cultural, ethnic and geographic backgrounds before evaluating the communication proficiency of students. The field of accounting is broadly quantitative in nature, but Management Accounting, although a branch of this broad knowledge is more qualitative in nature. Data analysis, report writing and decision making are fundamental to Management Accounting. The target population for the study was CMA students. This population entails students enrolled for the first time in 2007 and current second and third year students. It was necessary to follow the progress of the 2007 cohort of students to establish whether students were achieving their qualification within the specified three year period as required by the CMA course and whether communication skills were an issue if they were unsuccessful. The objective to include second and third year students registered in the Department of Management Accounting at DUT in 2012 was to acquire current and pertinent information with regard to student perception on the subject relating to communication skills. An analytical type of research approach was used to conduct the study and quantitative data was collected using questionnaires and computer reports to gain an insight into the impact of communication skills as a subject in the CMA programme. The study confirmed that gender and the location of schools played a role in the academic performance of students. The overall performance between the genders revealed that female students performing slightly better than their male counterparts. English First Language (EFL) female students demonstrated much better academic performance than the EFL male students. Irrespective of language differences, if a student had an aptitude and performed well in the English Language at grade 12 or matric, the student has a better chance of being more successful with the CMA programme The number of EFL and English Second Language (ESL) students acknowledging that the English language affected them in obtaining better grades in CMA was fifty one per cent. Since the second and third year CMA students perceive that their lecturers were unaware of their poor understanding of the English language after completing the subject Communication Skills in the first year of study indicates that the subject is not having the desired affect. Both EFL and ESL students also acknowledged the vital role that Communication Skills play in education, social and economic development. This study, inter alia, recommends a screening of new students for English proficiency and providing academic support for students who have problem with literacy skills. It also recommends increasing the subject content of Communication Skills and extending the duration from one semester to two semesters.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / English Studies and Comparative Literature / Doctoral / Doctor of Philosophy

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

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

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

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

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