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Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary levelMazwi, Ntombomzi Rose-May 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2000. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for
Xhosa second language at tertiary level. Central to the task-based approach to second
language learning are the goals of complexity, accuracy and fluency as outcomes. The
principles of task-based instruction to syllabus design are examined as this approach to
syllabus design is believed to provide an effective base for successful second language
acquisition.
Theoretical assumptions as propounded by vanous researchers are discussed paymg
particular reference to the nature of second language learning and teaching pedagogy. Most
linguists agree on the view that Universal Grammar is a constant background against
which any language learning process takes place. Universal Grammar is also viewed as the
faculty which influences second language acquisition. The study will explore the
relationship between second language theory and pedagogy. The Communicative
Language Teaching is advanced in this study as an appropriate method for teaching
language.
The task-based syllabus is discussed with reference to different syllabus types which
exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased
methodology is illustrated. A range of communication tasks for Xhosa is presented
as an example of a task-based course design and analysed according to a task typology to
investigate the communicative value of each task type. Salient functions, notions and
language structures are identified based on Xhosa communicative task dialogues.
It is hoped that Xhosa second language teachers and researchers will pursue the approach
that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with
aspects of Xhosa second language learning and that Xhosa teaching will benefit in a
variety of respects. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer
wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
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A pragmatic analysis of complimenting in XhosaAdonis, Nomangwevu 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study investigates the speech acts of complimenting in Xhosa. It is divided into five
chapters, which are arranged as follows:
Chapter 1 states the aims of the study. The method, design and the organization of the
study are also investigated.
Chapter 2, the speech act theory and the politeness theory have been dealt with. These
theories included the basic assumptions of this study.
Chapter 3 deals with compliments and compliment responses as they are discussed with
regard to various languages, i.e. the works of Wolfson and Manes (1980), Wolfson (1983),
Manes (1983), Holmes (1988) and Herbert (1990).
Chapter 4 deals with compliments and compliment responses in Xhosa. In this chapter
the compliments have been divided into three social groups, namely males and females;
friends and people of unequal status. The people of unequal status are divided into two
sub-groups, people with superior status and lower status. In Xhosa people of lower and
high status do compliment one another. Also Xhosa males and females; friends and
people of unequal status tend to compliment one another. The most common
compliments concentrate on appearance, ability and possession. In some cases the
compliments are used to a way of encouragement and showing of appreciation.
People who are being complimented tend to respond to the compliment. The response
can be positive or negative. The person who is complimented can agree or disagree with
the compliment. The response depends on how he/she feels about the compliment.
Chapter 5 is the last chapter of this study. It represents the conclusion in which the main
findings in the study are summarized. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van komplimentering in Xhosa. Die studie
is in vyf hoofstukke ingedeel wat soos volg georganiseer is.
Hoofstuk 1 bespreek die doelstellings, die navorsingsontwerp en -metode, en die
organisasie van die studie.
Hoofstuk 2 bied 'n bespreking van die terme van spraakhandelinge en beleefdheidsteorie.
Hierdie teorieë is van belang vir die basiese vraagstukke wat in die studie ondersoek word.
Hoofstuk 3 bied 'n oorsig van vorige navorsing oor die spraakhandeling van komplimente
en komplimentresponse soos ondersoek met betrekking tot verskillende tale. Die
navorsing van Manes (1980), Holmes (1988), Herbert (1990) en Wolfson (1983).
Hoofstuk 4 ondersoek die spraakhandeling van komplimente en komplimentresponse in
Xhosa. In hierdie hoofstuk is die spraakhandeling van komplimente en
komplimentresponse onderneem met betrekking tot drie sosiale groeperinge, naamlik
tussen manlike en vroulike persone, tussen vriende, en tussen persone van ongelyke
status. Laasgenoemde groep is verder verdeel in terme van twee sub-groepe, naamlik:
persone met hoër en laer status, respektewelik. In Xhosa diskoers, komplimenteer
persone van hoër en laer status mekaar. Voorts komplimenteer manlike en vroulike
persone, vriende, en mense van ongelyke status mekaar in Xhosa. Die mees algemene
komplimente hou verband met voorkom, vermoëns, en besittings. In sommige gevalle
word komplimente gebruik as 'n wyse van aanmoediging of waardering.
Die studie bied evidensie uit Xhosa dat mense wat gekomplimenteer word, neig om te
reageer op die kompliment. Hierdie respons kan positief of negatief wees. Die persoon
wat gekomplimenteer word kan saamstem of verskil met die kompliment. Hierdie reaksie
word bepaal deur hoe die hoorder voeloor die kompliment.
Hoofstuk 5 is die laaste hoofstuk van die studie. Dit bied die gevolgtrekking van die
navorsing oor die spraakhandeling van komplimentering in Xhosa en gee 'n opsomming
van die hoofbevindinge. / ISIHWANKATHELO: Esi sifundo siphononga izenzo ntetho zoncomo esiXhoseni. Sahlulwe saba zizahluko
ezintlanu ezicwangciswe ngolu hlobo:
Isahluko sokuqala sichaza iinjongo zesi sifundo. Kukwaqwalaselwe, indiela, isicwangciso
kunye noluhlu Iwesi sifundo.
Isahluko sesibini sixusha ithiyori yesenzo ntetho kunye nethiyori yentetho echubekileyo.
Ezi thiyori zibandakanye imiba engundoqo yesi sifundo.
Isahluko sesithathu siqwalasela izincomo kunye neempendulo zezincomo njengoko
zichazwa kwezinye iilwini, oko kukuthi, imisebenzi ka Wolfson no Manes (1980), Wolfson
(1983); Manes (1983); Holmes (1988); no Herbert (1990).
Isahluko sesine siqwalasela izincomo kunye neempendulo zezincomo esiXhoseni. Kwesi
sahluko izincomo zohlulwe zaba zindidi ezintathu: amadoda nabafazi; izihlobo; abantu
abanamawonga angalinganiya. Abantu abanamawonga angalinganiyo bohlulwe
bangamaqela amabini: abantu abanamawonga aphezulu kunye nabo banamawonga
asezantsi. EsiXhoseni abantu abanamawonga aphezula kwakunye nabo banamawonga
asezantsi bathi bancomane omnye nomnye. Kwakhona esiXhoseni amadoda nabantu
ababhinqileyo, izihlobo kunye nabantu abanamawonga angalinganiyo badla
ngokuncomana.
Ezona zincomo zibalaseleyo zezo ziquka imbonakalo, ingqondo kunye nobumnini.
Kwezinye iziganeko izincomo zisetyenziswa njengendlela yokukhuthaza kunye
nokubonisa ixabiso.
Abantu abanconywayo badla ngokuphendula isincomo eso. Impendulo yesincomo
isenokuba yeyakhayo okonye engakhiyo. Umntu onconywayo usenokuvumelana okanye
angavumelani nesincomo. Impendulo yakhe ixhomekeke ukubeni uziva njani na
ngesincomo eso.
Kwesi sifundo, isahluko sesihlanu sesokugqibela kulapho kuchazwa khona izigqibo
ekufikelelwe kuzo nezithe zashwankathelwa.
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The comprehension of English through listening among Hong Kong ChinesestudentsBoyle, Joseph Patrick. January 1984 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Factors contributing to English oral reading fluency in Chinese children learning English as a second language楊潔瑜, Yeung, Kit-yu, Kitty. January 2008 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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Some aspects of lexical variation in the Cantonese spoken in HongKongLau, Seck-may, 劉式湄. January 1981 (has links)
published_or_final_version / Language Studies / Master / Master of Arts
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The effects of accent, note-taking and speech rate on listening comprehension.January 1981 (has links)
by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.
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The role of formulaic language in the spoken performances of native and nonnative speakers of English.January 2006 (has links)
Lin Ming Sum. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves i-xi). / Abstracts in English and Chinese. / Acknowledgements / Abstract / 摘要 / Table of Content / List of tables / List of figures / Units of measurement / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- What are formulaic sequences? --- p.2 / Chapter 1.2 --- Importance of researching on formulaic sequences --- p.4 / Chapter 1.2.1 --- Wray's works --- p.6 / Chapter 1.2.2 --- Distinction between native and normative speakers --- p.9 / Chapter 1.2.3 --- Building blocks of language --- p.10 / Chapter 1.2.4 --- Processing Unit --- p.11 / Chapter 1.2.5 --- A pragmatic phenomenon in social interactions --- p.13 / Chapter 1.3 --- Rationale --- p.17 / Chapter 1.4 --- Objectives --- p.19 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter 2.1 --- Defining formulaic sequences --- p.20 / Chapter 2.2 --- The development of research on formulaic sequences --- p.26 / Chapter 2.2.1 --- Context of formulaic sequences research --- p.26 / Chapter 2.2.2 --- Milestone works on formulaic language --- p.29 / Chapter 2.2.2.1 --- The first phase --- p.30 / Chapter 2.2.2.2 --- The second phase --- p.33 / Chapter 2.2.2.3 --- The third phase --- p.35 / Chapter 2.2.3 --- Questions and problems surrounding the field --- p.38 / Chapter 2.3 --- Relationship between fluency and the use of formulaic sequences --- p.44 / Chapter 2.4 --- Methods of identification of formulaic sequences --- p.50 / Chapter 2.4.1 --- The criteria listed by other researchers --- p.50 / Chapter 2.4.2 --- Intuition --- p.58 / Chapter 2.4.3 --- Case studies --- p.60 / Chapter 2.4.4 --- Corpus tools --- p.62 / Chapter 2.4.5 --- Phonological features --- p.65 / Chapter 2.4.6 --- Other methodologies --- p.67 / Chapter Chapter 3 --- Methodology --- p.72 / Chapter 3.1 --- Research questions --- p.72 / Chapter 3.1 --- The tasks --- p.73 / Chapter 3.2 --- The subjects --- p.74 / Chapter 3.3 --- Data collection --- p.75 / Chapter Chapter 4 --- Data analysis --- p.77 / Chapter Chapter 5 --- Findings --- p.80 / Chapter 5.1 --- Use of formulaic sequences by native and normative speakers --- p.80 / Chapter 5.2 --- Interaction between NS/NNS factor and task type --- p.81 / Chapter 5.3 --- Analysis of individual performance --- p.82 / Chapter 5.4 --- Fluency and the use of formulaic language --- p.85 / Chapter 5.5 --- Time on task and the use of formulaic language --- p.87 / Chapter 5.6 --- Use of formulaic language and mean length of each turn --- p.89 / Chapter 5.7 --- Articulation rate of formulaic sequences --- p.90 / Chapter 5.8 --- Summary of findings --- p.91 / Chapter Chapter 6 --- Discussion --- p.93 / Chapter 6.1 --- Use of formulaic language by native and normative speakers --- p.93 / Chapter 6.2 --- Interaction between NS/NNS factor and task type --- p.97 / Chapter 6.3 --- The use of formulaic language and fluency --- p.97 / Chapter 6.4 --- Time on task and the use of formulaic language --- p.99 / Chapter 6.5 --- Length of each turn and the use of formulaic language --- p.103 / Chapter 6.6 --- Rate analysis --- p.105 / Chapter 6.7 --- Summary of the discussion --- p.106 / Chapter Chapter 7 --- Limitations --- p.107 / Chapter Chapter 8 --- Implications of this study --- p.110 / Chapter 8.1 --- Implications for research --- p.110 / Chapter 8.2 --- Implications for pedagogy --- p.111 / Chapter Chapter 9 --- Directions for future research --- p.116 / Chapter Chapter 10 --- Conclusion --- p.119 / Bibliography --- p.i / Appendices --- p.xii / Instructions for the Picture Story Telling --- p.xii / Picture series 1: Picnic --- p.xiii / Picture series 2: Football --- p.xiv / Instructions for the Problem-solving task --- p.xv / Problem-solving task: The Problem Page --- p.xvi
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A comparison of four methods of cueing on auditory comprehension in English among Form IV students in two Anglo-Chinese schools.January 1974 (has links)
Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 53-57.
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The core and periphery of lexical bundles in modern English dialogues: a comparative study of English varieties. / CUHK electronic theses & dissertations collectionJanuary 2013 (has links)
Huang, Zeping. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 195-211). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.
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Investigating incidental vocabulary acquisition in ESL conversation classes.Mohamed, Ayman Ahmed Abdelsamie 12 1900 (has links)
This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.
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