A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.

This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated by an interest in the results of a corpus study, this study discussed hypothetical would-clauses in terms of how their descriptions in Korean EFL textbooks matched real language use. This study additionally investigated whether the textbooks presented the target language features in ways recommended by the Focus on Form approach. In the past few decades, authentic language use and the Focus on Form approach have received a great amount of attention in the SLA field. Recognizing the trend in SLA as well as necessities in Korean EFL education, the Korean government has incorporated these two into the current 7th curriculum. Such condition provided the momentum for the evaluation of the textbooks in these respects. The findings show that the language features were hardly supplemented by the information drawn from real language data. In addition, there were very few attempts to draw learner attention to language forms while keeping them focused on communication as recommended by Focus on Form approach. With increasing use of the English language, it is becoming more necessary for Korean EFL learners to use English in real life contexts where understanding correct nuances and delivering appropriate expressions may be important. Also, in EFL contexts like Korea, the students may have limited access to the target language input and little opportunities to produce outputs in extracurricular settings, so the integrated methodology of Focus on Form approach, rather than just using either one of structure-centered or meaning-oriented approach, would be of greater benefit to the students. However, the results strongly indicate that the textbooks neither incorporate the language features as they occur in naturally occurring language nor present them as to facilitate the learning of both form and meaning. This study suggests that greater use of real language data and more thorough application of Focus on Form methods in the textbook writing process should be seriously considered. Thus, this study could be useful for curriculum developers and textbook writers in creating curriculum and language materials concerning the incorporation of grammar patterns based on actual language use as well as in improving textbooks with respect to the Focus on Form approach.

No description available.

South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics / MA ((Applied Linguistics)

South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.

The purpose of this project is to address the problems and improve English as a Foreign Language (EFL) learning for the students of Korea by contrasting cultural similarities and differences and the same time utilizing computer-based instruction learning.

The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.