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The effect of text structure on ESL students' recall of informationHayashi, Akiko. 10 April 2008 (has links)
No description available.
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Selected Factors Associated with Marks Made by Students in Freshman College EnglishRowlette, Irene Wilson, 1908- 08 1900 (has links)
The purpose of this investigation is to determine the factors that are associated with freshman students who make superior marks in freshman college English and with students who make failing marks in freshman college English.
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A Comparison of the Effectiveness of Two Grouping Plans for Teaching Community College First-semester Freshman English CompositionGilbert, Jack P. 08 1900 (has links)
This study was designed to determine the differences in achievement, critical thinking, and attitude toward English composition of community college students which may be attributed to two approaches to the teaching of first-semester freshman English composition. An ancillary purpose of the study was to provide factual information which could be used as a basis for administrative and instructional judgments in determining the expansion or discontinuance of an experimental English program.
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The Effects of Oral Planning on Fifth-Grade CompositionBeeker, Ruth Ann 08 1900 (has links)
The problem of this study was an investigation of the effects of oral preparation on certain quantitative aspects of composition in a fifth-grade classroom.
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A course of college English for foreign studentsPeine, Caroline Frances. January 1951 (has links)
Call number: LD2668 .T4 1951 P4 / Master of Science
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A curriculum framework for Arabic in the further education and training band13 August 2012 (has links)
Ph.D. / Arabic has been offered a third language optional subject in secondary schools in South Africa for the past two decades. With the introduction of outcome-based education (OBE) and the National Qualifications Framework (NQF) in South Africa, it has become necessary to look afresh at the exsting curriculum for Arabic and the possibilities that exist for its continued promotion.
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Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë15 September 2015 (has links)
Ph.D. / According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers ...
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The relationship between second language achievement and language learning strategies in English first and second language learnersLutz, Nicolette January 2016 (has links)
Submitted in part fulfillment of the requirements for the degree
Master of Education in Educational Psychology
At the
University of the Witwatersrand, Johannesburg
February 2015 / All learners in the current South African setting, according to the Curriculum Assessment Policy Statement (CAPS) document and government legislation, have to learn a second language. Whilst taking this into consideration, this study aimed to look at the relationship between second language achievement and language learning strategies in English first and second language learners. The sample consisted of 128 English first and second language learners in Grade 6 and 7 from a Primary Government School in Johannesburg, Gauteng. The learners completed the Strategy Inventory for Language Learning (SILL) which provided information on the language learning strategies they use most readily. The data collected from the SILL was then analysed in relation to the learners’ marks in the second language they were studying to ascertain the relationship that the strategy use may have with second language achievement. It was discovered that there were significant relationships between metacognitive, memory and affective strategy use and second language achievement. Alongside this, certain learning strategies were found to be correlated with each other and due to this relationship, may also impact on second language achievement. Given the role that language has played in South African society and the impact it has had on the schooling system, understanding what may impact on language learning may serve to enhance this setting. / MT2016
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Teaching writing to English second language learnersDison, Laura 05 March 2015 (has links)
Learning to write is a complex process that students
struggle with, particularly those studying through the medium
of English as a second language. This research, report is an
exploration of how the sub-skills of writing are dealt with
from differing theoretical perspectives. Research in the
teaching of writing has been increasingly student-centred
and focuses attention on writing as a recursive process in
which planning, structuring, reading, revising and editing
take place throughout the whole task. In line with this
. tendency, the research report aims to evolve an approach to
the teaching of writing which synthesises the strengths of
current paradigms for the teaching of writing. The synthesis
approach is applied to an analysis of TELIP (Teachers'
English Language Improvement Programme) writing materials in
an attempt to determine its effectiveness as an analytic
tool.
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Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL LearnersUnknown Date (has links)
ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing
skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and
differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the English sounds, six groups of blends, five phonetic skills,
and two decoding skills. The phonological instruction was carried out during the reading class time and delivered for a month. A total of 53 ESL international students participated in the
study. Analyses employed three different grouping criteria: one whole group (n = 53), two main groups: Arab (n = 38) and non-Arab (n = 15), and three main groups: foundation (only Arab n =
4), beginner (Arab n = 27 + non-Arab n = 8) and low intermediate (Arab n = 7 + non-Arab n = 7). All participants took pretests in spelling, pseudowords (nonsense words), and reading speed
and comprehension, went through the phonological instruction treatment, and took posttests in the same skills. The spelling and pseudoword pre and posttests were identical across all
participants in all proficiency levels. However, reading speed and comprehension pre and posttests were identical in each proficiency level but different across all proficiency levels. Due
to an unexpected change in the study design, all participants were exposed to the phonological instruction treatment and there was no control group. Consequently, the study could not
provide a direct evidence for the impact of the phonological instruction treatment on the target skills. Nevertheless, in the first aspect where the study analyzed gain scores of
participants in the target skills, findings from this study revealed that all participants (n = 53) scored in the posttests significantly higher than the pretests in both spelling and
pseudoword. However, when separating participants into two groups: Arab and non-Arab, findings showed that the Arab group increased significantly in both spelling and pseudoword whereas
the non-Arab group increased significantly only in spelling but not in pseudoword. Further, while each group of Arab and non-Arab participants in the beginner level did not significantly
increase in reading speed, each group of Arab and non-Arab students in the low intermediate level significantly increased in the posttest. Moreover, each group of Arab and non-Arab
participants in both beginner and low intermediate levels did not significantly increase in the comprehension posttests. In the second aspect, the study examined differences in performance
between the two groups of participants in the target skills. Findings showed that differences found in the way the two groups changed over time in the gain scores of all target skills were
not statistically significant. In the third aspect, the study compared Arab to non-Arab participants based on their gain scores in the target skills. In spelling, findings showed that none
of the two groups outperformed the other because both groups significantly increased in spelling. In pseudoword however, findings suggested that Arab participants outperformed their
non-Arab peers because only Arab students significantly increased in their pseudoword gains scores. In reading speed, because none of the two groups in the beginner level significantly
increased in their gain scores, findings suggested that none of two groups outperformed the other. Similarly, findings suggested that none of the two groups in the low intermediate level
outperformed each other because both groups significantly increased in reading speed. The Arab and non-Arab groups in both the beginner and the low intermediate levels did not
significantly increase in the comprehension gain scores, therefore, findings suggested that none of the groups in either proficiency level outperformed the other. In the fourth aspect, the
study analyzed differences in the pre-existing knowledge between Arab and non-Arab groups in the target skills according to their mean scores in the pretests. Findings suggested that while
spelling background knowledge of the non-Arab group is substantially significantly richer than the spelling background knowledge of the Arab group, the two groups did not significantly
differ in their background knowledge in English orthographic conventions. Furthermore, findings exhibited that non-Arab participants in the beginner level were reading with a significantly
higher rate in the pretest than their Arab counterparts. On the other hand, findings revealed that there were no significant differences between low intermediate Arab and non-Arab groups
in their reading speed prior to the phonological instruction. In comprehension, findings showed that the non-Arab group in both beginner and low intermediate levels scored significantly
higher than their Arab peers in the pretest. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / November 6, 2015. / Comprehension, ESL, Phonological Awareness, Pseudoword, Reading speed, Spelling / Includes bibliographical references. / Rebecca Galeano, Professor Directing Dissertation; Michael Uzendoski, University Representative; Elizabeth Jakubowski, Committee Member; Diana Rice,
Committee Member; Phyllis Underwood, Committee Member.
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