O ensino/aprendizagem de língua inglesa, ao longo dos anos, passou por diversas etapas, muitos métodos e abordagens foram criados, alguns abandonados, outros permaneceram com reformulações. Porém, foi só com a valorização da função comunicativa da linguagem, representada pelo surgimento da Abordagem Comunicativa, que velhas e novas técnicas de ensino/aprendizagem ganharam significado real para os alunos de língua estrangeira. Hoje, a Abordagem Comunicativa é uma das mais difundidas no ensino/aprendizagem de língua estrangeira no Recife. Uma outra abordagem está sendo aplicada em várias escolas da nossa cidade, a Abordagem Systemic, inspirada na teoria de aquisição de segunda língua de Stephen Krashen e do ensino de língua através da integração da linguagem com disciplinas escolares como ciências e matemática, oriundas da educação bilíngue. Este trabalho consiste em uma comparação entre a abordagem tradicional, a língua pela língua, representada pela Abordagem Comunicativa, e uma mais recente, a língua através de disciplinas da grade curricular dos alunos, representada pela Systemic. Investiga-se o nível de proficiência dos alunos na língua estrangeira, de acordo com cada abordagem, partindo do pressuposto de que a Abordagem Systemic pode levar o aluno a uma maior proficiência por oferecer a oportunidade de sair dos limites da estrutura da língua alvo e de um número limitado de funções, explorando a língua em uso nas atividades curriculares, na resolução de problemas matemáticos ou no desenvolvimento de experiências nas aulas de ciências / The teaching of the English language has been through many stages along the years, many methods and approaches have been created, some were abandoned, others remained with new features. But it was only through recognizing the communicative function of language, represented by the beginning of the Communicative Approach, that old and new teaching techniques became meaningful for the foreign language learners. Today it is one of the most used approaches to teaching foreign language in Recife. Another approach is being used in many schools in our town, namely, the Systemic Approach. It is comprised of Stephen Krashens Second Language Theory and the Content-Based Instruction (CBI) approach from the bilingual education. This paper will compare the traditional approach, language through language, represented by the Communicative Approach; and the alternative one, language through content, represented by the Systemic Approach in order to investigate the learners proficiency level upon which each approach aims to achieve; and to show that the latter approach goes further when it offers its learners the opportunity to get away from the limits of the target language structure and beyond the limited number of functions, to explore the language in use in real concrete mathematical problems or in science class experiments

D.Litt. et Phil. / Technikon SA, situated in Florida, is the largest technikon in South Africa with an enrolment figure of more than 80 000 for 1995. As a technikon it is committed to the principle of cooperative education and it presents a large number of Diplomas and Higher Diplomas designed and developed for specific career paths. The South African Police Service is the largest employer using Technikon SA for training purposes. During 1993 the SAPS decided to implement a National Higher Diploma in cooperation with Technikon SA. One of the courses included in the curriculum is a course in African languages for members who do not have working knowledge of such a language. The SAPS as career path has unique demands and although a syllabus for a generic course in African languages does exist, it would not have suited the specific needs of the client. It was therefore necessary to do an in depth analysis of the needs of members of the SAPS as far as African languages are concerned. After the necessary permission was obtained from both the Council of Technikon SA as well as the Commissioner of Police, a questionnaire was drafted with the aid and input of the subject advisory committee of the Police. This questionnaire was given to research experts for evaluation and was edited to ensure readability. Finally it was distributed to a stratified sample of 3000 members. Before the empirical research took place, an extensive literature study was done. Aspects such as language acquisition, language learning, different models of language teaching, and syllabus design were investigated. This was done to ensure that the empirical study would be undertaken within a sound theoretical framework. A number of important conclusions were drawn from the literature study and it led to important guidelines for the planned course. The response to the questionnaires was 67%. It was proven beyond doubt that there is a great need amongst members of the Police Service to have a basic competency in an African Language. It was also indicated that this need is experienced to a greater extent in the work situation than at home. Important preferences-regarding teaching methods came to the fore and will be included in the design of the course. It was also possible to identify a number of language functions that can be regarded as critically important to a member of the SAPS. The final and very important conclusion was that the need for an African language is not limited to a specific group or rank. More than 95% of the respondents indicated that all the members would benefit by being able to communicate in an African Language. This implies that the present National Diploma should be re-curriculated to facilitate the inclusion of African languages.

M.Ed. (Education Linguistics) / This study is an investigation of the applicability of the communicative approach to the teaching of African languages. The point of departure for this study is that the communicative approach can be implemented in order to improve students' communicative competence. Communicative competence entails grammatical, discourse, sociolinguistic, illocutionary and strategic competence. In order to determine the communicative competence, and the needs of students their essays and letters have been analysed. The study found that students' communicative competence is not so good especially in the area of discourse competence. This problem can be solved by implementing the process approach. The process approach is the most recent communicative approach which is used for teaching writing. This study shows different activities which can be practiced in order to improve communicative competence during the writing process.

The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)

Thesis (MA)--Stellenbosch University, 2015. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het. / ENGLISH ABSTRACT: This research explored the influence of the implemention of an intervention program with regards to interactive writing as a strategy to improve writing behaviour and writing strategies of grade two learners. I specifically looked at interactive writing as a strategy to improve the writing abilities of learners. The purpose of the teaching of writing in the Foundation Phase is to develop learners into writers with the ability to articulate their thoughts and ideas in writing and to present it in the correct way by using legible writing styles, standard spelling and punctuation and the correct grammitical construction (Wood 1994:117). Recent research done by the Western Cape Education Department proved that only thirty six percent of grade three learners in the Western Cape can pass Language and Mathematics at a passrate of 50%. With the analyses of the results I found that the grade two learners struggled with writing. To address the problem and for this study I decided to focus on interactive writing to improve the writing abilities of grade two learners. McCarrier, Pinell & Fountas (2000:4) define interactive writing as a dynamic, integrated action where the learner is actively busy organizing a text through letters, words and phrases. Fountas & Pinnell (2006:440) describe interactive writing as an approach where younger learners work together with the educator to write the text. The educator is the fasilitator in the development of the text. The sample group consisted of six grade two learners who were exposed to the intervention program on interactive writing. The intervention program was divided into three parts, the pre-test, the support program and the post-test. The data-analysis showed that the average percentages the six learners obtained in the two tests improved by 20%. The study showed that the writing intervention had improved the writing abilities of the six learners through the use of interactive writing as a strategy.

The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency data

This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either willing or able to make the target language the medium of classroom communication are then reviewed. These have to do with a) the nature of the classroom as a social and sociolinguistic setting, and b) FL teachers' linguistic competence and beliefs about the nature of teaching and learning. Existing research on FL classroom interaction, and in particular on structural and functional characteristics of teacher FL talk, is also reviewed. The second part of the thesis reports an empirical study of the classroom talk of a group of teachers committed to the 'communicative approach' to FL teaching. These teachers' classroom use of French (the target FL) and English is described at several levels of detail, notably that of the teaching! learning activity and of the pedagogic move. Structural characteristics of teacher talk are also studied. Special attention is given to teachers' classroom management talk, and it is argued that the choice of French for this purpose is critical for enhancing pupils' experience of message-oriented target language use. comparison is made between the language use patterns of teachers characterised as 'High' and 'Low FL Users'; and an account is given of the discourse strategies which appear necessary to sustain high levels of FL use.

D.Litt. et Phil. / The matter of ill-equipped black Afrikaans teachers still remains a topical issue but it appears as though little progress has been made to remedy the situation. In the present research a literature study as well as an empirical investigation, conducted from a number of angles, were undertaken in order to identify the most irksome problems and to accordingly make recommendations towards the development of an in-service program. The literature study serves as the backdrop against which the empirical study was undertaken. The empirical study was conducted in accordance with the principles of the process of triangulation, i.e. deductions were only made after the data presented by each of the empirical components was diagonally compared and verified. The overarching purpose of the empirical study was to pinpoint the shortcomings in the professional outfit of both the teachers and the learning facilitators, and to subsequently determine to what extent the Free State Department of Education succeeds in rectifying them. The study revealed that the teachers experience a number of teaching-related problems and that their interaction with the learning facilitators does not bear much fruit. The learning facilitators are not sufficiently empowered to fulfil their duty as in-service trainers and they consequently experience difficulty in providing effective and purposeful in-service training. It is the duty of the Free State Department of Education to relieve the existing need for in-service training.

No description available.

The purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of five sections of College Reading Preparatory II (REA0002) offered in the Spring of 2009 at Indian River State College in Fort Pierce, Florida. All five sections of REA0002 were taught by the same professor, a tenured faculty member, chair of the developmental reading department and Associate Professor of Developmental Reading at Indian River State College. The instruction and tests in all five sections of REA0002 were consistent with the research design which insured continuity and consistency in the use of the four instructional methods. All participants received the same treatment and quizzes. During the course of the study, participants first received a pretest, then the treatment or instruction, followed by an instructional quiz, and a delayed post-test was administered at the end of the study. An analysis of the data, which included the pretest, instructional quizzes with four quizzes independently and then combined for an aggregate score for an immediate post-test, and the delayed post-test, yielded mixed results. The four instructional quizzes independently showed definition instruction to have the highest positive impact on student learning. In a measure of gains from pretest to instructional quizzes immediately after treatment, significant improvement in student learning was found only with word parts instruction. / In a measure of performance from pretest to immediate post-test (aggregate score of instructional quizzes) there was a significant gain in students' vocabulary competence, and from pretest to delayed post-test there was a significant decrement in students' vocabulary competence. Age and language moderated vocabulary competence. Further tests of equivalency were mixed and should be interpreted cautiously, as there were a very small number of students in the group of 25 years or older and non-native English speakers. / by Jodi McGeary Robson. / Thesis (Ed.D)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.