published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This preliminary evidence shows exceptional promise in application of this combination of procedures to teach letter sounds to preschool children.

This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.

The main focus of this study is on the causes of the problems in English language proficiency of Grade Nine high-school learners in Asmara, Eritrea, with reference to their oral skills, particularly for academic purposes. This study examines the way Grade Nine English teachers in Eritrea do or do not promote the development of Grade Nine learners' oral proficiency. The researcher's focus is on how the teachers structure their teaching approach to English and the way students learn the language in the classroom. The researcher looked at the practices of English language teachers by conducting observations in English classes in two high schools in Eritrea for about a month. The researcher obtained rich data via different methods of data collection with respect to the learners' oral development. The criteria that the researcher adopted for observation were those of the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Allan, Frohlich, and Spada: 1983). In addition to the classroom observation, the researcher also conducted interviews with the teachers. Questionnaires were distributed to learners, after which focus-group discussions with selected students were conducted. The findings of this study are summarized as follows. Firstly, English teachers have teaching techniques which are ineffective in achieving the intended objective. They use the structural approach to language teaching, which is out-dated. Secondly, grammar is the main focus of lessons. Most of the students commented that more oral (speaking) classes should be included in the learning of language to achieve oral/aural proficiency. Teachers must therefore foster a supportive classroom environment and stress the importance of oral classes in language learning. / Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

Recent discussions on African-American Vernacular English (AAVE) have focused on the linguistic divergence and convergence hypotheses. Some linguists (Ash and Myhill 1986; Bailey and Maynor 1987, 1989; Graff, Labov, and Harris 1986; Labov 1983, 1987; Labov and Harris 1986; Luthin 1987; Myhill and Harris 1986; Thomas 1989) claim that AAVE is diverging from White Vernacular English (WVE) on a national level. However, other linguists (Butters 1987, 1988, 1989; Vaughn-Cooke 1986, 1987; Wolfram 1987) have challenged the divergence hypothesis, and have argued that AAVE is actually converging with WVE. They point out that the data in most of the studies supporting the divergence hypothesis were incomparable and manifested age-grading. In addition, these studies investigated only a few linguistic features. Most importantly, most of these studies lack the time-depth data which are essential to investigate language change.This study analyzed the time-depth data of speech samples from thirty-two African-American subjects, sixteen from 1980 and sixteen from 1993, in Muncie, Indiana. The subjects were both males and females, equally divided into young adult and elderly speakers. The analysis of the study focused on twenty-three syntactic and five phonological features.The results from the study have found no innovative features, either syntactic or phonological, in the speech of Muncie AAVE subjects. More importantly, the findings of the study, based on the time-depth data, have shown that Muncie AAVE was not divergent with WVE, but convergent with it, at least from 1980 to 1993. Thus, the findings of the study do not support the divergence hypothesis. / Department of English

The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher. The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pupils’ willingness to communicate, and consequently their oral production in different tasks. The larger the group is, the more anxious they become. In order to motivate pupils, a variety of exercises is needed, where the topic is of great importance to awaken their interest for communication. The teacher also needs to circulate in the classroom to avoid a situation where pupils switch to their first language. Otherwise, pupils appear to code-switch as soon as an opportunity presents itself, which was observed in the analyses of recorded lessons.

Most pupilsin grade 5 and grade 9 pass the oral part of the national exam. The aim of thispaper is to find out when and how often the pupils speak English in theclassroom. There is also a question of when and how often the teachers speak inEnglish and why the teachers make these choices. The studywas carried out by using a questionnaire. The pupils were asked two questionsand the teachers were asked almost the same two questions with the addition offive open questions. 71 fifth graders from four different classes and 94 ninthgraders from four different classes responded. 3 teachers from grade 5 and 4teachers from grade 9 also participated. Theresults show that both the teachers and the pupils use spoken English in avariety of situations such as communication between teacher and pupil and amongpupils. The younger pupils take on a more passive role, like imitating theteacher, but there is a progression from more controlled situations to moreopen situations. There seems to be a more varied, but less regular communicationin the older ages. The teachers want to speak English as much as possible, butoften explain difficult parts in Swedish in order for the pupils to understand.

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