M.A. (Applied Linguistics) / Language is dynamic. It must keep pace with new experiences and developments in the growth of a nation. otherwise it cannot be used as a means of communication. According to Chomsky (Lyons: 1980. Derwing: 1973. Klein: 1986) and other linguists who believe in the innatist hypothesis. every normal human being has an inborn ability to acquire his mother tongue in a relatively short space of time. However. research seems to indicate that unless the child is in a normal environment at the critical stage for language acquisition. he will not acquire his mother tongue. The innate ability thus requires stimulation from the environment: plenty of exposure to the language in informal social situations in a supportive atmosphere. Research into mother-tongue acquisition has distinct implications for second language acquisition in early childhood. The second-language teacher can take advantage of the language-acquisition ability of the child and re-create in the classroom the conditions described above under which the child acquires his mother tongue

Thesis (M.Ed.)--University of South Africa, 2002.

published_or_final_version / Education / Master / Master of Education

D.Ed. (Educational Linguistics) / This study focuses on the language learning patterns and processes of ten English Second Language pupils in a Johannesburg inner-city school. The investigation was undertaken with the aim of describing and clarifying these patterns and processes by means of a case study (monographic study) design which included mostly qualitative methods for data collection. The rationale for the study was that the demographic character of a typical inner-city school presupposes that a substantial number of pupils would not be proficient in the language of instruction. The specific problems encountered by these pupils, in this type of setting, needed a scientific investigation, with a view to identifying and clarifying the nature of these pupils' language learning. The South African urban context, where inner-city schools are being founded at an increasing pace, needed a local study to shed some light on the issue of English Second Language learning for school learning. The literature review consisted of readings in second language learning, the relatedness of language, culture and cognition and the characteristics of the typical inner-city school. The theory framework constructed from the review concluded with the theoretical premise that the inner-city pupil need not be pathologised as a language learner and that poverty, culture, ethnicity, although impacting on learning, can manifest in a variant pedagogy such as proposed by Bartolome (1994). The field investigation, which was conducted over one year, included data collection from three sources or constituents, namely the ten pupils of the monographic studies, their parents or caregivers, and the teacher. These data were consolidated, reduced and clustered, emanating in final empirical findings which were confirmed via the different methods and sources. The categories of data indicated, among others, that the pupils' reading comprehension was limited, that their syntactic knowledqe was undeveloped, that their pronunciation of English and limited vocabulary are obstacles in their communication and that they had a positive attitude towards English as medium of instruction. In the interpretation phase of this study, when the theory framework, with additional reading, was implemented in the clarification of the empirical findings, it was evident that the pupils' progress in English could be related to the role of the home, more than to variables at school. This aspect of the interpretation argument was selected as the focus for the construction of a model for home and English curriculum integration. This model is presented as an implementable and verifiable model for practice firstly, but also as a guideline for policy and research.

M.A. (Linguistics) / Please refer to full text to view abstract

M.A. / Please refer to full text to view abstract

M.Ed. (Linguistics and Literary Science) / Please refer to full text to view abstract

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)

published_or_final_version / Education / Master / Master of Education

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)