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

The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs. / published_or_final_version / Education / Master / Master of Education

Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 282-292). / Microfiche. / ix, 292 leaves, bound ill. 29 cm

The purpose of this study was to investigate how language affected the teaching and learning of mathematics for English second language (ESL) learners in five Further Education and Training (FET) schools in Northern KwaZulu-Natal, with a particular focus on word problems (WPs). In 2010, fifteen learners (nine boys and six girls) doing mathematics grade 11 from five different FET schools from Mtubatuba District in Northern Kwazulu-Natal participated in the study. Five teachers teaching the same learners from these five schools were also the participants in this study. The researcher’s teaching experience of eleven years as an FET mathematics teacher had taught her that many English second language learners were not able to correctly translate word problems into mathematical equation. This was what motivated the researcher to conduct a study on the impact of English to the teaching and learning of mathematics, especially Word Problems. The study was mostly framed around theory of Social Constructivism. The research instruments used in the study were: learner worksheets, learner interviews (individual and group interviews), teacher questionnaires and lesson observations. Some common challenges in the teaching of WPs were drawn from the analysis of the teachers’ responses: Many learners are unable to translate English statements into mathematical equations. The manner in which WPs are phrased generally pose some problems for many learners. There is lack of mathematics vocabulary such as ‘consecutive’, ‘twice as much as’, ‘doubled and then added to’, ‘squared’. From the learners’ responses, the following could be deduced as challenges in learning WPs: There is very little exposure of learners to word problems. Failure to write English statements mathematically. Less exposure to English due to teachers accepting the use of isiZulu more than English during teaching and learning. Too much wording in the WPs which ends up confusing. Little exposure to mathematical terms such as ‘consecutive’, ‘integers’. Both teachers and learners gave some strategies that they thought could help in the teaching of WPs, namely: Giving more time for learners to construct mathematical statements on their own. Engaging in one-on-one teaching with some struggling learners. Code-switching from English to isiZulu when necessary. Letting learners work through the worked examples first for proper understanding. Rephrasing the problem and breaking it into sections. Use of diagrams and illustrations. Giving learners more activities on WPs. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.

本博士論文主旨為在漢語作為第二語言（以下簡稱“漢語“）的口語表現評分中連接分數與考生表現。為此，本文設計了三個相互關聯的研究，即：研究一、研究二以及研究三。研究一採用傳統評分法獲取傳統分數，研究二設計自信評分法獲得自信分數，研究三則將傳統評分法與自信評分法進行比較。 / 研究一檢驗了傳統分數與考生表現之間的關係。基於代表漢語口語構念四大維度的七個特徵，研究一分析了66個考生在一次漢語口語測試中的表現（每個考生9分鐘），並採用了相關分析和標準多元回歸作進一步分析。結果表明：第一，七個特徵中的每一個特徵都與傳統分數顯著相關，呈現高等或中等效應量。第二，79%和77%的分數差異可以被兩個回歸分析中相應的特徵所解釋。因此，研究一提供了連接分數與考生表現的實證證據，進而驗證了漢語口語能力評估中的效度問題。 / 然而，研究一採用傳統評分法連接分數與考生表現時，還發現了兩個問題：相鄰等級界限模糊和維度之間的交迭。為解決這兩個問題，研究二提出了一種新的評分方法：自信評分法。然而，自信評分法卻在兩個相鄰等級和三個維度上產生了眾多原始自信分數。這些原始自信分數須轉換成一個準確的自信分數便於分數解釋和使用。為此，研究二採用了隸屬度函數和推理規則，並設計了自信評分演算法。隨後，研究二對自信評分進行了試驗，並對傳統評分法和自信評分法進行了初步比較。分數可靠性和關鍵資訊點相關係數結果表明，與傳統評分法相比，自信評分法具有優越性。 / 研究三採用混合研究法對傳統評分法和自信評分法進行比較，便於我們更為全面的理解這兩種方法的異同。量化分數資料包括五名評分員的傳統分數和自信分數。質化訪談資料則包括這五名評分員對傳統評分法和自信評分法評分過程的看法。量化分數資料分析表明，與傳統評分法相比，自信評分法能在分數和考生表現之間建立更加緊密的連接。質化訪談資料分析發現，自信評分法基於傳統評分法，並從傳統評分法發展而來。更為重要的是，自信評分法不但包含了傳統評分法，而且還承認並利用了評分員的評分自信對口語表現進行評分。 / 本博士論文旨在驗證漢語口語能力評估的效度問題，主要貢獻在於對連接分數與考生表現這一議題上，提供了概念解釋、實證證據以及方法論創新。 / The major objective of the thesis is to link scores to candidate performance in scoring speaking performance for Chinese as a second language (L2 Chinese). To this end, the thesis has been designed comprising three coordinated studies, namely, Study One, Study Two and Study Three. Study One employs Traditional Scoring for obtaining traditional scores, Study Two develops Confidence Scoring for producing confidence scores and Study Three compares Traditional Scoring and Confidence Scoring. / In Study One, the relationship between traditional scores and candidate performance was examined. Seven features--representing four major categories in the L2 Chinese speaking construct--were employed. Speech samples of 66 candidates on an L2 Chinese speaking test (i.e., 9 minutes’ speech length for each) were analyzed in terms of the seven features, with correlations and standard multiple regression being employed. Results indicated that, first, each of the seven features was significantly correlated to the traditional scores, producing large or medium effect sizes; second, 79% and 77% of the variance in the scores could be explained by the features involved in two regression analyses respectively. Study One therefore provides empirical evidence for linking scores to candidate performance to validate the assessment of L2 Chinese speaking proficiency. / Two problems were, however, identified in Study One when linking scores to candidate performance in using Traditional Scoring--indistinction between adjacent levels and overlap between scales. To address these two problems, Study Two therefore proposed a new approach, Confidence Scoring, leading to raw confidence scores between two adjacent levels applied to three rating scales. Since raw confidence scores had to be transformed to an exact confidence score for score interpretation and use, membership functions and rule bases were applied and a Confidence Scoring Algorithm was developed. A pilot study was subsequently conducted in Study Two to try out Confidence Scoring. An initial comparison was also made in the pilot study between Traditional Scoring and Confidence Scoring. Results of scoring dependabilities and correlations with Key Message Points (KMPs) indicated that Confidence Scoring outperformed Traditional Scoring. / In Study Three, a mixed methods study was conducted to provide a more comprehensive picture in comparing Traditional Scoring and Confidence Scoring. Quantitative score data comprised traditional scores and confidence scores from five raters. Qualitative interview data encompassed five raters’ perceptions on the scoring process using Traditional Scoring and Confidence Scoring. The analysis of quantitative score data indicated that, in relation to Traditional Scoring, a closer link between scores and candidate performance was established through Confidence Scoring. The investigation of qualitative interview data found that Confidence Scoring was based on and developed from Traditional Scoring. More importantly, while Confidence Scoring embraced Traditional Scoring, it provided a more flexible way of acknowledging and incorporating raters’ confidence in scoring speaking performance. / The contribution of the thesis therefore rests on conceptual understanding, empirical evidence as well as methodological innovationin linking scores to candidate performance--in the context of validating the assessment of L2 Chinese speaking proficiency. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Jin, Tan. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 161-175). / Abstract also in Chinese; appendixes includes Chinese. / ABSTRACT --- p.I / 摘要 --- p.III / ACKNOWLEDGEMENTS --- p.IV / FIGURES --- p.IX / TABLES --- p.X / ABBREVIATIONS --- p.XI / PUBLICATIONS --- p.XII / Journal articles (podcast) --- p.XII / Conference proceedings --- p.XII / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Context of the research --- p.1 / Chapter 1.2 --- Research questions --- p.4 / Chapter 1.2.1 --- Research Question 1 (Study One) --- p.5 / Chapter 1.2.2 --- Research Question 2 (Study Two) --- p.5 / Chapter 1.2.3 --- Research Question 3 (Study Three) --- p.5 / Chapter 1.3 --- Research design overview --- p.5 / Chapter 1.3.1 --- Study One: Traditional Scoring --- p.6 / Chapter 1.3.2 --- Study Two: Confidence Scoring --- p.6 / Chapter 1.3.3 --- Study Three: Traditional Scoring and Confidence Scoring --- p.8 / Chapter 1.4 --- Potential Contribution --- p.10 / Chapter 2 --- REVIEW OF THE LITERATURE --- p.12 / Chapter 2.1 --- Early Development: Linking scores to expert experience --- p.16 / Chapter 2.1.1 --- Expert experience: The “native speaker“ benchmark --- p.16 / Chapter 2.1.2 --- Practice perspective: (I)ELTS (1986 & 1989) --- p.17 / Chapter 2.2 --- Major Contribution: Linking scores to rater perception --- p.19 / Chapter 2.2.1 --- Teacher/Rater interpretation: “scaling descriptors“ --- p.20 / Chapter 2.2.2 --- Rater judgment: “binary comparisons“ --- p.21 / Chapter 2.2.3 --- Practice perspective: IELTS revision (1998-2001) --- p.23 / Chapter 2.3 --- Work in Progress: Linking scores to candidate performance --- p.26 / Chapter 2.3.1 --- Identifying features from rater perception --- p.28 / Chapter 2.3.2 --- Identifying features from documents/rating scales --- p.30 / Chapter 2.3.3 --- Practice perspective: TOEFL iBT and IELTS (operational) --- p.31 / Chapter 2.4 --- The L2 Chinese context and identifying L2 Chinese features --- p.35 / Chapter 2.4.1 --- Pronunciation --- p.38 / Chapter 2.4.2 --- Fluency --- p.39 / Chapter 2.4.3 --- Vocabulary --- p.40 / Chapter 2.4.4 --- Grammar --- p.40 / Chapter 2.5 --- Traditional Scoring and problems of “indistinction“ and “overlap“ --- p.41 / Chapter 2.6 --- Summary --- p.46 / Chapter 3 --- STUDY ONE: TRADITIONAL SCORING --- p.48 / Chapter 3.1 --- Introduction --- p.48 / Chapter 3.1.1 --- Traditional Scoring --- p.48 / Chapter 3.1.2 --- Research Question 1 --- p.49 / Chapter 3.2 --- Method --- p.50 / Chapter 3.2.1 --- Instrument: An L2 Chinese speaking test --- p.50 / Chapter 3.2.2 --- Participants --- p.53 / Chapter 3.2.3 --- Coding --- p.54 / Chapter 3.2.4 --- Statistical analysis --- p.56 / Chapter 3.3 --- Results --- p.58 / Chapter 3.3.1 --- Correlations --- p.58 / Chapter 3.3.2 --- Standard multiple regression --- p.59 / Chapter 3.4 --- Discussion --- p.61 / Chapter 3.5 --- Summary --- p.74 / Chapter 4 --- STUDY TWO: CONFIDENCE SCORING --- p.76 / Chapter 4.1 --- Introduction --- p.76 / Chapter 4.1.1 --- Confidence Scoring --- p.77 / Chapter 4.1.2 --- Research Question 2 --- p.80 / Chapter 4.2 --- Confidence Scoring design --- p.82 / Chapter 4.2.1 --- Raw confidence scores of adjacent levels --- p.82 / Chapter 4.2.2 --- Raw confidence scores from different scales --- p.88 / Chapter 4.2.3 --- Raw confidence scores to a confidence score --- p.90 / Chapter 4.2.4 --- Score interpretation and use --- p.97 / Chapter 4.3 --- Pilot study --- p.98 / Chapter 4.3.1 --- Candidates and instruments --- p.98 / Chapter 4.3.2 --- Coding system --- p.99 / Chapter 4.3.3 --- Confidence scores and traditional scores --- p.100 / Chapter 4.4 --- Discussion --- p.104 / Chapter 4.5 --- Summary --- p.106 / Chapter 5 --- STUDY THREE: TRADITIONAL SCORING AND CONFIDENCE SCORING --- p.108 / Chapter 5.1 --- Introduction --- p.108 / Chapter 5.1.1 --- Mixed methods: The convergent parallel design --- p.109 / Chapter 5.1.2 --- Research Question 3 --- p.110 / Chapter 5.2 --- Method --- p.111 / Chapter 5.2.1 --- Quantitative score data --- p.111 / Chapter 5.2.2 --- Qualitative interview data --- p.112 / Chapter 5.3 --- Analysis --- p.114 / Chapter 5.3.1 --- Quantitative data analysis --- p.114 / Chapter 5.3.2 --- Qualitative data analysis --- p.121 / Chapter 5.4 --- Results and Findings --- p.123 / Chapter 5.4.1 --- Quantitative results --- p.123 / Chapter 5.4.2 --- Qualitative findings --- p.126 / Chapter 5.5 --- Discussion --- p.141 / Chapter 5.6 --- Summary --- p.145 / Chapter 6 --- GENERAL DISCUSSION AND CONCLUSION --- p.147 / Chapter 6.1 --- Study One: Traditional Scoring --- p.147 / Chapter 6.1.1 --- Constructing rating scales based on candidate performance --- p.148 / Chapter 6.1.2 --- Establishing a potential alignment of L2 speaking tests --- p.148 / Chapter 6.2 --- Study Two: Confidence Scoring --- p.151 / Chapter 6.2.1 --- Applying Confidence Scoring in other educational contexts --- p.151 / Chapter 6.2.2 --- Developing computation package for Confidence Scoring --- p.152 / Chapter 6.3 --- Study Three: Traditional Scoring and Confidence Scoring --- p.153 / Chapter 6.4 --- Limitations --- p.154 / Chapter 6.5 --- Conclusion --- p.155 / Chapter 6.6 --- Future agendas: Where are we heading? --- p.157 / Chapter 6.6.1 --- Investigating more features representing the construct --- p.158 / Chapter 6.6.2 --- Applying Confidence Scoring to different contexts --- p.159 / Chapter 6.6.3 --- Combining automated scoring and raters’ scoring --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.176 / Appendix 1 --- p.176 / Appendix 2 --- p.177 / Appendix 3 --- p.184 / Appendix 4 --- p.188 / Appendix 5 --- p.192 / Appendix 6 --- p.193 / Appendix 7 --- p.195 / Appendix 8 --- p.199 / Appendix 9 --- p.203 / Appendix 10 --- p.207

Advancements in technology have greatly influenced how students write, the ways they interact with readers, and the genres they create. In order to reflect real-world writing behaviors in the assessment setting and to be able to generalize test-takers’ performance from the assessment to their true writing ability, the current study investigated test-takers’ use of linguistic tools in second language academic writing assessment. The linguistic tools of interest involved three frequently used tool types: spelling, grammar, and reference tools (i.e., dictionary and thesaurus). Three highly contextualized tasks which reflect the tasks second language learners may encounter in the academic domain of language use (i.e., writing an apologetic email, a negative online review, and an opinion on a discussion board) were used as a way to elicit test-takers’ writing ability. Additionally, as a means of measuring writing performance, writing ability was defined in terms of the accuracy and/or variety of grammatical forms, semantic meanings, and pragmatic meanings produced in the written responses (Purpura, 2004, 2014, 2017). Using a mixed methods design, the current study first analyzed the quantitative data, which included 120 test-takers’ scores on the writing test, based on an analytic rubric through classical test theory, many-facet Rasch measurement, and multivariate generalizability theory. Test-takers’ scores across assessment conditions (i.e., access to no linguistic tools, spelling, grammar, or reference tool), proficiency levels (i.e., intermediate, advanced, and proficient) and three tasks (i.e., email, online review, and discussion board post) were compared. In order to explain the reasons behind the similarities and difference across the assessment conditions, proficiency levels, and tasks found in the quantitative analyses, the qualitative data, which included screen recordings of test-takers’ process of producing text, were analyzed. The results of the study were discussed to provide empirical evidence in supporting the domain description, evaluation, generalizability, explanation, extrapolation, and utilization claims (Kane, 2006, 2013) in regard to providing support in discussing the possibilities of allowing test-takers’ use of linguistic tools in second language writing assessment. Based on Kane’s framework for validation, the findings revealed that allowing linguistic tools—especially spelling and reference tools—in writing assessment contexts could be a possibility.

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.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time. / AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.

Text in English / One of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition. / Linguistics and Modern Languages / M.A. (Linguistics)