Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2004. / This emperical study is another addition to the expanding body of research on the effect of computer-based reading instruction on tertiary students within the South Africa context. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of reading as a skill and the potential of new technology to enhance reading skills.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009. / As computers increasingly seem to gain importance and have become a useful tool to carry out everyday routine tasks and to facilitate communication, task-based and student centred approaches of foreign language teaching and learning need to evaluate how computers can be integrated into the classroom to equip students with the necessary skills they need to master the challenges which may come with these new technologies. Since CALL (computer assisted language learning) -research has also suggested that computers can assist both students and teachers by enhancing L2 learning activities and by providing useful tools to complete them, it seems like there is no way computers can not play a role in L2 teaching and learning today. This thesis aims to give an overview of the use of computer applications in the L2 classroom and illustrates them by giving practical examples for a specific learning environment, namely the Goethe-Zentrum Kapstadt. As informed use of computers in a CALL scenario must be based on a thorough understanding of L2 learning processes, this thesis also provides a critical overview of general L2 teaching and learning theories as well as CALL research in particular. As a theoretical framework may vary according to the specific conditions of the learning environment a description of the Goethe-Zentrum is also given and considered as a criterion for the development and integration of learner-centred and task-based CALL activities at the Goethe-Zentrum.

In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in their initial stages of teaching in relation to the use of the target language and what reasons do they give for any changes they make?”. The issue arises because of the continuing gap between what initial teacher education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in terms of extending, modifying and discarding categories. The findings revealed that the NQTs used considerably less target language during their NQT year and had changed their views on the target language substantially since their PGDE year. They reported that they found it difficult to use L2 for discipline, grammar teaching, explaining things and for social chat. At the same time there were huge changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster than previously thought. This situation seems to have many causes – influences from experienced colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis recommends that those involved in ITE and Career Long Professional Learning look particularly at the two areas of situated learning and teacher cognition in relation to the use of the target language. It further recommends collaborative research between teachers in schools and other agencies, such as Education Scotland and local authority quality improvement officers, together with teacher educators to develop an understanding of how to promote effective learning and teaching strategies in relation to the use of the target language in class.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of literature study in foreign language teaching. It investigates the practical implications of theories such as Michael Dobstadt‟s Didaktik der Literarizität and Claire Kramsch‟s symbolic competence. It specifically looks at how these approaches to literature can be implemented in the elementary levels (A1 and A2) of foreign language teaching. Furthermore, the range of possibilities that mobile phones offer for the foreign language learning environment are explored. Suggestions are proffered as to how the inclusion of mobile phones, as educational tools, can support the successful implementation of Dobstadt and Kramsch‟s theories in the foreign language classroom. On the basis of the theory, two sets of lesson plans are developed for high school beginner level German classes in South Africa; the lesson plans serve as examples of how the theories of Dobstadt and Kramsch can, on beginner level and in conjunction with the use of mobile phones, be implemented in practice. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te maak tot die literatuur van vreemdetaal-onderrig. Die praktiese implikasies van teorieë soos dié van Michael Dobstadt se Didaktik der Literarizität en Claire Kramsch se symbolic competence word ondersoek. Daar word spesifiek gekyk na hoe sulke benaderings tot literatuur op beginnervlak (A1 en A2) van vreemdetaal-onderrig geïmplementeer kan word. Verder word die trefwydte van moontlikhede wat selfone vir vreemdetaal-onderrig bied, ondersoek. Voorstelle word gemaak oor hoe die gebruik va n selfone, as opvoedkundige hulpmiddels, die implementering van Dobstadt en Kramsch se teorieë in die vreemdetaal-klaskamer kan ondersteun. Vanuit „n teoretiese uitgangspunt word twee stelle lesplanne vir Duitse klasse op hoërskool-beginnervlak in Suid-Afrika ontwikkel as voorbeelde van hoe die teorieë van Dobstadt en Kramsch, op beginnervlak en in samewerking met die gebruik van selfone, in die praktyk geïmplementeer kan word.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research. / AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classrooms, and a dearth of resources and textbooks in rural South Africa, led to the conception of this study. The objective was to ascertain the viability of incorporating web- and mobile technology based instruction to enhance the English literacy levels of Grade 8 (Senior Phase) students within the South African rural context. The study showed that there was a significant improvement in the participants’ reading comprehension, visual comprehension and writing skills. The encouraging results of this study indicate that web-based mobile instruction can indeed improve the literacy levels of learners from remote and disadvantaged communities. The implications of these findings for literacy development and emerging literacy development in rural communities are discussed in the final chapter of this thesis. / AFRIKAANSE OPSOMMING: Hierdie studie lewer ‘n bydrae tot die groeiende navorsingsliggaam oor die invloed en moontlikhede van web-en mobiele tegnologiegebaseerde instruksie op die Engelse geletterdheidsvlak van Graad 8 (Seniorfase) leerders in die Suid-Afrikaanse landelike konteks. Die teoretiese basis van die studie word aangevul deur die praktiese toepassing daarvan. Die toenemende beskikbaarheid van mobiele en sellulêre toestelle wêreldwyd en spesifiek in Suid-Afrika, tesame met die opvoedkundige behoeftes wat ontstaan as ‘n uitvloeisel van oorvol klaskamers en die gebrek aan opvoedkundige hulpbronne en veral handboeke in landelike Suid- Afrika, het aan hierdie studie gestalte gegee. Die belangrikheid van geletterdheid as ‘n bemagtigingsvaardigheid, en die baanbrekersimpak en potensiaal van mobiele tegnologie om die geletterdheidsvlak van mense in Afrika en spesifiek Suid-Afrika te verbeter, word bespreek. Hierdie studie het bewys dat daar ‘n beduidende verbetering in die begriplees-, visuele begriplees- en skryfvaardighede van die deelnemers teweeggebring is. Die inspirerende uitslae van hierdie studie dui aan dat web-gebaseerde, mobiele instruksie en intervensie beslis die geletterdheidsvlak van leerders kan verbeter wat hulle in afgeleë, landelike of benadeelde gemeenskappe of omstandighede bevind. Die omvang en implikasies wat hierdie bevindinge vir geletterdheidsontwikkeling –en verbetering, asook vir ontluikende geletterdheidsonderrig inhou, word in die slothoofstuk van hierdie tesis bespreek.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis investigates counter-voices, counter-gazes and (de-)constructions of German-African identities in contemporary German literature. In extended application of postcolonial concepts it examines the way in which post-colonial views and counter-views on Germany and Africaare produced and how in the process alternative identities are created and negotiated. Analyzing poetry, short stories and novels by Black German authors (May Ayim, Ika Hügel-Marshall, ManuEla Ritz and Olumide Popoola) as well as by African literary voices writing in German (El Loko, Daniel Mepin, Philomène Atyame and Luc Degla), the thesis looks at and evaluates strategies of literary hybridization, responses to and deconstructions of the colonial imaginary, transcultural positioning and world literary perspectives. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek enkele teenstemme, teenblikke en (de-)konstruksies van Duits-Afrika identiteite spruitend uit Duitsland en dié uit Afrika in hedendaagse Duitse literatuur. Deurʼn uitgebreide toepassing van postkoloniale konsepte,ondersoek die tesis die wysewaarop die post-koloniale sienings en teenstandpunte oor Duitsland en Afrika geproduseer word en hoe in die proses alternatiewe identiteite geskep en onderhandel word. Deur die ontleding van gedigte, kortverhale en romans deur swart Duitse skrywers (May Ayim, Ika Hügel-Marshall, ManuEla Ritz en Olumide Popoola) sowel as Duitse werke deur literêre stemme uit Afrika (El Loko, Daniel Mepin, Philomène Atyame en Luc Degla), bekyk en evalueer die tesis strategieë van literêre verbastering, antwoorde op en dekonstruksies van die koloniale denkbeeldige, transkulturele plasing en wêreld literêre perspektiewe.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008. / This study focuses on foreign language teaching and learning in the professional workplace. A gap was perceived in the catering industry where chefs and waitrons are required to use French cooking terminology in their profession without ready access to the correct usage of this terminology. The purpose of this study is to address this gap and to offer a solution to the observed need. The study concentrates on the reading and writing of menus in French. The reason for this focus is that this is the area where French cooking terminology is arguably needed, as it is here where the incorrect usage of the French language is most evident.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, / This study presents conceptions for a German learner's dictionary ("Lemworterbuch"), aimed at the needs of the foreign language learner as recipient. The requirements set and proposals made for such a dictionary are aimed at improving the linguistic competence of the learner when he/she uses the language as recipient, in other words when he/she reads a German text or hears the spoken language (e.g. in conversation, on the radio, television, film etc.). III The target users are persons whose mother tongue is not German, but whose mastery of the language is at a fairly advanced level. Such users, who have mastered the basic grammatical rules of the German language and already have a good basic vocabulary, will nevertheless experience difficulties in using existing German explanatory dictionaries such as DUDEN and WAHRIG. These dictionaries present information in such a complicated way that it remains inaccessible to the average foreign language speaker. The propositions made in this thesis are directed at creating a dictionary that could overcome the existing gap between the bilingual translating dictionary with German as target language and the monolingual explanatory German dictionary. This study proceeds on the assumption that it is impossible to compile a dictionary without the consistent application of theoretically expounded principles (regarding linguistics, typography etc.). The subtlest detail regarding typographical layout is also emphasized, since the presentation of information determines how easily information can be retrieved from the dictionary. Proposals are made for a user friendly arrangement of material, which will enable the user to retrieve desired information easily and immediately. Two language aspects that are of the utmost importance to the recipient, flexion and definition, are examined. The way in which these two aspects are currently dealt with in monolingual dictionaries is investigated. From this investigation it is evident that flexion and defmition are inadequately dealt with for the specific needs of the foreign language learner. Suggestions are made to improve weaknesses and inconsistencies in order to make the dictionary more suitable for the language learner. Finally, the principles required by a German learner's dictionary for recipients are demonstrated by means of various entries. This serves as an example of how the dictionary could finally look. ;The entries are presented in both the printed and the electronic medium. The potential of both these media is utilized to show how the presentation of information can improve the user friendliness and accessibility of the dictionary.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2008. / Résumé La littérature de jeunesse est continuellement considérée comme un outil pédagogique indispensable, un moyen efficace pour éduquer les jeunes. Cependant, un roman de jeunesse ne peut pas atteindre son objectif d’enrichir les jeunes lecteurs s’ils ne s’amusent pas en le lisant. Il est donc essentiel que les auteurs de jeunesse créent des textes qui plaisent en premier lieu aux lecteurs, des textes qui captent leur intérêt. Si les lecteurs ne sont pas capables de s’identifier entièrement aux thèmes qu’un auteur aborde, son langage ou les personnages qu’il met en scène dans son histoire, le texte ne retiendra pas leur intérêt et l’auteur ne parviendra pas à les enrichir. Cette étude se concentre sur les romans pour jeunesse de Marie Desplechin afin de déterminer dans quelle mesure les petits héros ordinaires dans ses romans peuvent encourager et aider les lecteurs préadolescents (âgés de sept à quinze ans) à se construire d’une façon progressive. Opsomming Kinder- en jeugliteratuur word gereeld as `n ideale opvoedkundige medium beskou aangesien dit gebruik kan word om die jeug aan die wêreld en al sy fasette bloot te stel. `n Outeur kan egter slegs daarin slaag om `n boodskap aan die jong lesers te kommunikeer indien die leesproses `n genotvolle ervaring is en indien die jong lesers met die karakters, die temas en die taalgebruik in `n roman kan identifiseer. Hierdie studie fokus op Marie Desplechin se kinder- en jeugromans om te bepaal in watter mate die doodgewone kinders in haar stories preadolessente lesers (tussen die ouderdom van sewe tot vyftien jaar) kan aanmoedig om die struikelblokke in hulle bestaan deur middel van selfkennis en selfkritiek te oorkom en hulle lewenskwaliteit sodoende te verbeter.