Speaking is an essential skill for language learning. Moreover, the communicative aspect of learning a secondary language is the major goal for many learners. Since English is a language with a substantial number of speakers and is often used as the preferred method of communicating between people with different mother tongues, the pressure on teaching materials and textbooks for learning English is substantial. Traditionally, textbooks are one of the most used tools for learning language and assisting teachers in providing materials for students in the targeted language. However, previous research showed that there are aspects where textbooks could still be lacking due to commercial interests, lack of effective speech enhancing tasks, and a divergence from current research in secondary language acquisition. Moreover, little research has been done in Swedish contexts regarding the effectiveness of speaking tasks in textbooks. Considering these issues, the current study aimed to investigate speaking tasks within textbooks used for English 5 in Sweden to see if they can be considered effective in teaching speech. The study also aimed to find out novice teachers’ views on the speaking tasks in textbooks and teaching speaking in general. The study was conducted by analysing two English textbooks, namely Blueprint A and Solid Gold 1 used for English 5 in Sweden.  The speaking tasks within both textbooks were categorised based on previous research on effective speech enhancing tasks. The results of this analysis showed that a large portion of the speaking tasks within the textbooks could not be considered effective speech enhancing tasks. Nevertheless, around half of the ineffective tasks could be made into effective speaking tasks with minor teacher intervention. The result of the following interviews also showed that the novice teachers were aware of how to supplement the tasks within the textbooks and that they had a focus on content rather than structure of the tasks. Lastly, the novice teachers’ also viewed repetition of tasks as negative and that more focus on the social factors of teaching speaking should be taught in teacher programs.

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This thesis examines the history of collaborations between poets and photographers in the Anglophone world, from 1845 to 2015, and argues for a new form of art distinct from the photobook. It identifies a new body of work, ‘photopoetry', and develops this discovery into a critical exegesis of its forms and potentials. Proceeding chronologically, this thesis explores photopoetic history from its nineteenth-century roots to modern-day collaborations between renowned poets and photographers. Chapter I examines early experiments in photopoetic form, including scrapbooks and stereographs, and identifies two thematic trends characterising photopoetic history to the present day: the picturesque and the theatrical. The second chapter focuses on the identity politics of photopoetic books in the late-nineteenth and early-twentieth centuries, exploring how the relationship between poem and photograph can both perpetuate and subvert representations of the objectified other, from British India to the American South. Chapter III theorises Imagism from a photographic perspective, examining how, in the absence of any discernibly modernist photopoetry book, the most important dialogue between poem and photograph was enacted within Imagist verse. It proceeds to examine the introduction of urban environments into early-to-mid-twentieth-century photopoetry. Chapter IV analyses the reinterpretation of photopoetic topography in mid-to-late-twentieth-century collaborations, exploring how picturesque landscapes in nineteenth-century photopoetry were reinvented as immersive environments that echoed the rise of photopoetic co-authorship and the development of more symbiotic, less literal photopoetic relationships. The fifth chapter expands upon ideas analysed in Chapter IV, arguing how, in narrowing both poetic and photographic focus to objects rather than picturesque vistas, twenty-first-century photopoetry encourages a non-linear approach to reading and viewing, abandoning the ‘journey' paradigm of earlier photopoetry. Overall, this thesis represents the first book-length history of photopoetry, and expounds both a new area of analysis for scholars of text and image, and a new critical discourse for such analyses.

Cette recherche porte sur la situation sociolinguistique en Algérie et sur les conflits linguistiques qu’elle a connus de 1962 à nos jours. L’objet de notre thèse se situe au croisement des facteurs historiques, politiques, socioculturels et des enjeux éducatifs. Il s’agit de développer une approche sociolinguistique afin d’analyser un conflit dialectique devenu permanent. Une première partie de ce travail met en évidence des aspects de ce conflit générés par l’opposition binaire entre le colonisateur et le colonisé. Nous proposons un aperçu historique remontant à 1830, en nous basant sur des témoignages historiques relatifs à la naissance de ce conflit identitaire, socioculturel et linguistique. Une deuxième partie analyse la situation sociolinguistique de 1962 à nos jours, une nouvelle période qui a vu apparaître un autre type de conflit. Il s’agit là d’un conflit tripartite, cette fois entre trois communautés linguistiques (arabophone, francophone, berbérophone) et leurs relations complexes et ambiguës. Après avoir présenté et étudié la situation dans le Maghreb en général et en Algérie en particulier, nous cherchons à comprendre les phénomènes et les pratiques sociolinguistiques que l’on peut observer actuellement auprès de la population algérienne. Une troisième partie comporte une étude empirique des comportements linguistiques et de la perception des différentes langues sur le terrain. Nous l’avons effectuée à l’aide d’un questionnaire destiné aux trois communautés linguistiques qui nous a permis d’évaluer le paysage sociolinguistique de la société algérienne dans des situations formelles et informelles et dans le rapport entre la sphère privée et la sphère publique. Au travers de cette recherche nous nous interrogeons sur la tension instaurée par ce conflit dialectique d’ordre sociolinguistique, dans un pays en proie à des divergences historiques, politiques et socioculturelles, mis face aux conséquences des politiques éducatives controversés de ces dernières décennies. Notre recherche soulève la question des enjeux de l’idéologisation et de la politisation de la question linguistique, mettant au jour ses effets sur l’image des langues en présence dans les perspectives des locuteurs algériens. / The research undertaken in this thesis is centred on the conflictive sociolinguistic situation in Algeria from 1962 until the present day. The main focus of this study can be found at the crossroads of historical factors with political and sociocultural ones as well as with questions pertaining to education. The aim is to develop a sociolinguistic approach of a permanent dialectic conflict. The first part of the study puts to the fore elements that characterise this conflict in its binary dimension between coloniser and colonised. We propose a historical vision of events that go back to 1830, basing our work on historical accounts pertinent to the origins of a sociocultural and linguistic conflict of identity. The second part analyses the sociolinguistic situation from 1962 until the present, a new period that has witnessed the arrival of new forms of conflict of a threefold type in accordance to three components related to the three linguistic communities (Arab-speaking, French-speaking and Berber-speaking) and to the complex and ambiguous relationships they entertain with one another. After the presentation of this question as regards the wider field of North Africa, we centre our study specifically on Algeria and seek to understand the sociolinguistic phenomena and practices developed by Algerians. A third part is devoted to an empirical field study based on a questionnaire aimed at the three linguistic communities. This work has enabled us to evaluate the sociolinguistic landscape of Algerian society in formal and informal situations, and in the relationship between private and public space. This study questions the tensions arising from a sociolinguistic situation that evolved from historical, political, socio-cultural an educational reasons. It brings to light questions pertaining to a certain ideological and political use of the linguistic aspects of the country, highlighting the effects on the image of the languages concerned as regards the perspectives of Algerian speakers.

The researcher is a member of the South African Police Service, attached to Family violence, Child protection and Sexual Offences Unit in the Eastern Cape, dealing with victims of child sexual abuse. It had come to the researcher’s attention that some children are being sexually abused by family relatives and some are sexually abused by the known people for different reasons which are based on their beliefs and knowledge about child sexual abuse. Most of these cases are of children who are living in the rural areas of the Eastern Cape. The numbers of such cases are increasing in Ngqeleni, Libode, Mqanduli, Mthatha and Lusikisiki; hence the study is based on those areas of the Eastern Cape. The people living in these areas speak isiXhosa. No study known of such has been conducted in this geographic area; it appears that this problem was never brought to light, at all. This matter of child sexual abuse in these areas was never addressed. The aim of the research is to know more about the beliefs and knowledge of isiXhosa-speaking people regarding child sexual abuse in the rural areas of the Eastern Cape, and also to look at the strategies and programmes that can be implemented in order to make parents, children and the community at large of isiXhosa-speaking areas aware of child sexual abuse. Purposive sampling was conducted with Forensic Social workers at the South African Police Service, Social workers at Department of Social Development, and Social workers at Umtata Child Abuse Resource Centre, parents dealing with children and community members that are members of Lekgotla. The research done in the rural areas of the Eastern Cape shows that the isiXhosa-speaking people of the rural areas of the Eastern Cape have little knowledge of child sexual abuse and those that indeed do know what to do are obstructed by their beliefs about child sexual abuse; hence they do not report it and some do not consider it as being sexual abuse. The people concerned working in these areas are afraid to report incidents of child abuse, thinking that they will lose their job should they report the incidents to law enforcement agencies or to social workers. The study shows that neither awareness programmes were presented nor any education done in these areas about child sexual abuse. Children in these areas are vulnerable due to ignorance, lack of knowledge, beliefs of their parents and the beliefs of the perpetrators and their lack knowledge. There is a vast need for extended programmes, awareness and education projects to be conducted by the social workers in Government and Non-Government organizations in the remote areas, at school, and in the communities of these areas. Teachers at pre-school and primary school levels and parents need to be educated on child sexual abuse. This study addressed the issue of child sexual abuse looking at the beliefs of isiXhosa-speaking people. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

The researcher is a member of the South African Police Service, attached to Family violence, Child protection and Sexual Offences Unit in the Eastern Cape, dealing with victims of child sexual abuse. It had come to the researcher’s attention that some children are being sexually abused by family relatives and some are sexually abused by the known people for different reasons which are based on their beliefs and knowledge about child sexual abuse. Most of these cases are of children who are living in the rural areas of the Eastern Cape. The numbers of such cases are increasing in Ngqeleni, Libode, Mqanduli, Mthatha and Lusikisiki; hence the study is based on those areas of the Eastern Cape. The people living in these areas speak isiXhosa. No study known of such has been conducted in this geographic area; it appears that this problem was never brought to light, at all. This matter of child sexual abuse in these areas was never addressed. The aim of the research is to know more about the beliefs and knowledge of isiXhosa-speaking people regarding child sexual abuse in the rural areas of the Eastern Cape, and also to look at the strategies and programmes that can be implemented in order to make parents, children and the community at large of isiXhosa-speaking areas aware of child sexual abuse. Purposive sampling was conducted with Forensic Social workers at the South African Police Service, Social workers at Department of Social Development, and Social workers at Umtata Child Abuse Resource Centre, parents dealing with children and community members that are members of Lekgotla. The research done in the rural areas of the Eastern Cape shows that the isiXhosa-speaking people of the rural areas of the Eastern Cape have little knowledge of child sexual abuse and those that indeed do know what to do are obstructed by their beliefs about child sexual abuse; hence they do not report it and some do not consider it as being sexual abuse. The people concerned working in these areas are afraid to report incidents of child abuse, thinking that they will lose their job should they report the incidents to law enforcement agencies or to social workers. The study shows that neither awareness programmes were presented nor any education done in these areas about child sexual abuse. Children in these areas are vulnerable due to ignorance, lack of knowledge, beliefs of their parents and the beliefs of the perpetrators and their lack knowledge. There is a vast need for extended programmes, awareness and education projects to be conducted by the social workers in Government and Non-Government organizations in the remote areas, at school, and in the communities of these areas. Teachers at pre-school and primary school levels and parents need to be educated on child sexual abuse. This study addressed the issue of child sexual abuse looking at the beliefs of isiXhosa-speaking people. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

This report addresses the importance of discussing adolescent learners in regard with their anxiety about foreign or second language (L2) speaking performance. To find implications on how to help adolescents reduce or overcome speaking anxiety in the language classroom, the report reviews extensive literature on 1) the distinct adolescent features that contribute to the development of shyness and communication apprehension; 2) the concept, component sources, and impacts of foreign language learning anxiety; and 3) the causes and effects of L2 speaking anxiety in language learning situations. Based on the review, the report provides implications from studies about language teaching and learning practices to alleviate L2 learning and speaking anxiety. These suggestions focus on meeting adolescents' needs in terms of 1) improving self-esteem, 2) developing coping skills about anxiety, and 3) facilitating a safer and more supportive classroom environment. / text

The Wahehe are a tribe of approximately 1/4 million and the majority of them live in the Iringa district of Tanganyika. They first became famous because they defeated a German expedition led by Zelewski on l7th August 1891. On 30th October 1894 the Germans captured the Wahehe fort at Kalenga but the war continued until Chief Kkwawa committed suicide on 19th June 1898. During their struggle against the Wahehe the Germans acquired considerable respect for them. The British who governed Tanganyika under a League of Nations mandate after the First World War knew about the military prowess of the Wahehe from German writings and they too regarded the Wahehe as one of the more important and promising tribes. Mkwawa's son, Sapi, was installed as chief in 1926 as part of the policy of indirect rule. The Wahehe are famous for their military prowess and their mighty chief in the pre-colonial period and for their political organisation under indirect rule. There is sufficient evidence to reconstruct and analyse their political organisation before the German conquest and although there is enough to do so during the period of indirect rule, the Wahehe political organisation at that period is most interesting and significant only when it is understood in the context of their pre-colonial history and that under German rule. This thesis therefore describes the development of the Wahehe political organisation over the period of about 100 years, for as long as it is possible to have adequate knowledge of their development. This approach emphasises the fact that at no period have the political institutions of the Wahehe been stable. Ch. II The boundaries of Uhehe have changed at different times but during most of the period under discussion it has included five climatic zones; hot damp lowland in the Ulanga valley, high damp forest in the Usungwa mountains, high rolling downland, the drier area of miombo woodland on the central plateau, and the hot dry lowlands of the central plains. They keep some cattle and small stock and the staple food crop is maize although the number of cattle and the subsidiary crops vary in different areas. No physical anthropologists have done research in the area but it is accepted that the Wahehe are of mixed origins and there is a great variety of physical type among them. Some Germans produced grammars and a vocabulary of Kihehe but there has been no substantial linguistic research in the area. It is generally acknowledged that Kihehe is related to Kibena and Kisongu. The missions in Uhehe have always been predominantly Roman Catholic but there are a few Lutherans. The Koman Catholic missions have controlled most schools in the area. The Wahehe have not shown any particular enthusiasm for education in spite of the fact that there has been more provision for intermediate, and later secondary, education in the district than in most others. Ch. III. The kinship terms are listed and defined. The Wahehe are particularly concerned with physical descent. The mothers and the father's kin are equally important, but individuals are more likely to recognise distant kin on the father's side because praise names, food avoidances and descent names are inherited patrilineally. The Wahehe have no explanation of the origin of this system but it is generally acknowledged that those who have both praise name and food avoidance in common may not marry. Ch. IV. There is little evidence from which to deduce the political organisation of the Wahehe before the reign of Munyigumba, that is before about 1860. There were a number of small independent groups of people with roughly similar culture and language in the Usungwa mountains and on the central plateau, but it is unlikely that any one of these groups was known as Wahehe. There is however substantial evidence of immigration and emigration and that at least the ruling families of these separate groups inter-married. Ch. V. The unification of these diverse groups began with the accession of Munyigumba, who was believed to be the descendant of one Muyinga, the son of a hunter who had come from Usagara and SeMududa, the daughter of the chief of Ng'uruhe. Munyigumba conquered and absorbed the chief doms of the neighbouring rulers and later defeated the Wakinamanga in the area known as Utemikwila or Ngololo and he also fought the Wasangu and Angoni. After his death his son-in-law who had held authority under him, seized power and drove his heir, Hkwawa, into exile, to Ugogo. Mkwawa returned assisted by one of Kunyigumba's other subordinate rulers and built a fort at Kalenga. The usurper fled but then returned with Wakonongo forces, fought Mkwawa and was defeated and killed in 1833. Mkwawa then had about 10 years of exceptional military success during which he defeated the Wasangu, Wabena and Angoni and established colonies at Mukondoa, Wota, Mdaburu and Loato to the north and east. There is much German literature about Mkwawa's military success and organisation but little about his normal peacetime political organisation and this is because his campaigns followed each other in quick succession and his chiefdom was expanding so fast that he developed no settled peacetime organisation. His political and military organisation was based on his fort at Kalenga where he gathered together men from all over his chiefdom. Some of his subordinate rulers who were called vansagila, were descendants of formerly independent rulers, some were his relations and affines and others were new men who had shown themselves fit to hold authority.

This study investigated the role of gestures, smiles, and eye contact on scores assigned to English-as-an-additional-language (EAL) speakers during standardized face-to-face speaking tests. Four English-as-a-first-language examiners and four EAL test-takers participated in simulated IELTS Speaking Tests. Qualitatively, an inductive thematic analysis was conducted. Quantitatively, scores were holistically (overall scores assigned) and analytically (by criterion). Nonverbal cues were examined by the total number of cues produced by all test-takers, the frequency of production by test-taker, the frequency of production of subcategories of nonverbal cues by test-taker, and by production alongside speech or in isolation. Mimicry of nonverbal cues generated by test-takers was investigated. Test-takers’ lexical range was also analyzed vis-à-vis the scores assigned to the criterion lexical resource. Conclusions drawn from the triangulation of data sources indicate that nonverbal cues may have played a role in the assessment of the criteria fluency and coherence and pronunciation. This study adds to the current body of literature on second language assessment, which has suggested that variables other than language proficiency may play a role in scores assigned to test-takers during face-to-face speaking tests. / Graduate / 0290 / 0282 / 0288