This study aimed to develop a causal chain that illustrates the path through which a variety of factors influence consumer financial vulnerability. In order to achieve the stated aim, it was necessary to firstly identify the factors that gave rise to consumers being financially vulnerable. Secondly, the nature of the causal chain between the identified factors was determined. Thirdly, the causes of consumer financial vulnerability according to key informants in the financial services industry were determined. Finally, based on the results of the first three stages, possible explanations for consumer financial vulnerability were provided. Before the construction of the causal chain could be explored, a theoretical framework regarding household financial position as well as financial attitudes and behaviours was provided. The theoretical framework was supported by a description of the linkages through which consumers function and transact in an economy by applying chain reasoning. The chain reasoning was extended by providing financial statements reflecting the results of consumers’ interactions in the macroeconomy with an extract from the national accounts of South Africa presenting the income statements, balance sheets and relevant financial ratios of consumers for the period in which the research was conducted (2008 to 2009). For this study, the explanatory sequential mixed methods design was deemed appropriate to achieve the proposed research objectives. The research process firstly consisted of a quantitative strand where the possible causes for consumer financial vulnerability were identified after which the results were validated with data obtained in the second phase by means of four focus group discussions. To determine the factors giving rise to and establish the causal chain of overall consumer financial vulnerability, regression analysis was conducted. Based on the results of the regression analysis, it became evident that the financial vulnerability chain is not a singular linear process but rather a non-linear process (with contemporaneous and singular linkages) with a variety of factors influencing financial vulnerability, but also influencing each other over time. / Management Accounting / D. Accounting Science

Communicative Language Teaching (CLT) has been adopted in various countries in the world. This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL instructors teaching in four private universities through semi-structured interviews, quantitative questionnaire, and classroom observation. The qualitative data collected from the semi-structured interviews and classroom observation were analysed thematically, using deductive thematic analysis. The quantitative data garnered through the questionnaire were analysed using the latest version of SPPS (Version 20) available at the time of data analysis. While the study highlighted four major EFL instructors' misconceptions stemming from the discrepancies in understanding the term communicative, it revealed that the majority of the EFL instructors' conceptions of CLT were consistent with the CLT literature. To that effect, the study illuminated the EFL instructors' conceptions of grammar and CLT concerning the teacher’s role, the learners’ role, the types of teaching materials, the place for grammar in CLT as well as the methods of teaching grammar lessons and assessing the learners’ performance in grammar lessons. Nevertheless, the classroom practices of the majority of the EFL instructors were inconsistent with their conceptions of CLT because they predominantly employed the lecture method to teach grammar lessons. The study also found various socio-cultural and economic variables practically affecting the application of CLT in teaching grammar lessons in private universities in Ethiopia. Consequently, the study identified teacher-related factors, student-related factors, institutional factors, curriculum-related factors, and system-related factors as the main difficulties of implementing CLT in teaching grammar lessons. The study recommends that measures that align policy with practice should be taken to ensure that the instructors' conceptions are realised in classroom situations, thereby minimising the discrepancies between their conceptions and their classroom practices. / English Studies / Ph. D. (Languages, Linguistics and Literature)