Данная работа посвящена исследованию педагогической системы немецкого композитора Карла Орфа «Орф-Шульверк» в формировании иноязычной коммуникативной компетенции обучающихся на занятиях китайского языка. На сегодняшний день изучение китайского языка становится популярным среди школьников. Однако существует проблема повышения качества процесса обучения китайскому языку, необходимость использования нетрадиционных методов для успешного формирования коммуникативной компетенции обучающихся. Поэтому, актуальность темы исследования обусловлена практической потребностью в поиске новых методик и технологий преподавания иностранных языков. Первая глава исследования является теоретической базой, в которой описываются особенности формирования иноязычной коммуникативной компетенции, а также рассматривается использование элементов системы К. Орфа при обучении китайскому языку. Во второй главе проведена опытно-поисковая работа, разработан комплекс упражнений для формирования иноязычной коммуникативной компетенции, оценена эффективность применения элементов системы Карла Орфа в процессе обучения китайскому языку. Также даны методические рекомендации по применению элементов системы К. Орфа в обучении. Апробировав все упражнения в процесс обучения, мы добились положительных результатов. Большинство обучающихся повысили уровень сформированности иноязычной коммуникативной компетенции. Следовательно, проведенная опытно-поисковая работа подтвердила эффективность применения элементов системы Орфа и доказала необходимость ее использования в традиционной системе обучения. / This work is devoted to the study of the pedagogical system of the German composer Carl Orff "Orff-Schulwerk" in the formation of foreign language communicative competence of students in Chinese classes. Today, learning Chinese is becoming popular among schoolchildren. However, there is a problem of improving the quality of the Chinese language learning process, the need to use non-traditional methods for the successful formation of students' communicative competence. Therefore, the relevance of the research topic is due to the practical need to find new methods and technologies for teaching foreign languages. The first chapter of the study is a theoretical basis which describes the features of the formation of foreign language communicative competence, and also examines the use of elements of the C. Orff system in teaching Chinese. In the second chapter, experimental research work was carried out, a set of exercises for the formation of foreign language communicative competence was developed, and the effectiveness of using elements of the Carl Orff system in the process of teaching Chinese was evaluated. Methodological recommendations on the use of elements of the C. Orff system in teaching are also given. Having tested all the exercises in the learning process, we have achieved positive results. Most of the students have increased the level of formation of foreign language communicative competence. Consequently, the conducted experimental research work confirmed the effectiveness of the use of elements of the Orff system and proved the need for its use in the traditional learning system.

This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006). / English Studies / M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)

The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education)

This study investigated the communication rules in the family structures of the Maasai and the Akamba cultures with the aim of comparing the core symbols emanating from the rules. The researcher used the qualitative design to identify and compare the communication rules of the rural Maasai of the Rift Valley Province and the rural Akamba of the Eastern Province of Kenya. The study focused on male and female adult individuals in family situations who were familiar with the traditional expectations of their cultures. Data was collected through focus group and in-depth interviews. From the data it was concluded that although the Maasai and the Akamba are from two different ethnic groups of Africa, namely the Nilo-Hamitic and Bantu respectively, the core symbols of their communication rules that are similar far outnumber those that are different. This phenomenon was noted when comparing the different levels of relationship within the family structures, namely, communication between spouses, communication between parents and children, and communication between siblings. One of the important findings of this study is that there are more similarities than differences in the cultures of the Maasai and the Akamba at family level. Therefore, the similarities of core symbols could imply that ethnic differences should not lead to the assumption that cultural practices will be significantly different. However, similar cultural practices or core symbols might not necessarily rule out conflict, as was indeed the case with the Maasai and the Akamba.Another finding was that the most outstanding core symbol in both cultures was respect, which was the fulcrum of most of the other core symbols in the communication rules. / Communication Science / D. Litt. et Phil. (Communication)

This thesis examines the results of a large-scale sociolinguistic study on the use of English in two universities in China. The aim of the thesis is to determine the sociolinguistic realities of the use of English in higher education in China. The universities were selected on the basis of their unique status in China’s higher education hierarchy. One university was a private institute reliant on student fees for its income, and the other a state-funded university under the supervision of the Chinese Ministry of Education. A sociolinguistic survey was conducted involving some 490 respondents at these universities between early 2012 and mid-2013. It was specifically aimed at describing the use of the English language in the formal education of students. The study reports on the status and functions of English at the universities, as well as the attitudes of various stakeholders towards English (and other languages). It also examines their beliefs about English. English is considered in a number of contexts: first, the context of language contact, of English alongside other languages and language varieties on the two university campuses; second, of English as part of the linguistic worlds of Chinese students who switch between languages in their daily lives, both in their education as well as their private lives; and third, of the spread and use of English in terms of the physical and virtual movement of people across spaces. The findings of the study indicate that the increasing use of English in the formal education at these universities is having an impact on the ways in which Chinese students are learning their course materials, and even more notably in the myriad ways these students are using multiple languages to negotiate their everyday lives. As university students in China become increasingly bilingual, their ability to move across spaces is shown to increase, both in the ‘real’ world, as well as in their Internet and entertainment lives. / Linguistics / D. Lit. et Phil. (Linguistics)

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)

Text in Afrikaans / Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld gedoen. ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans as vreemde taal op tersiere vlak saam te ontwikkel. Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van onderwysstudente in Afrikaans as vreemde taal op tersiere vlak. / The purpose of this study is to investigate the use of the communicative language teaching approach in the teaching of Afrikaans as a foreign language to first year education students at tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took a variety of language teaching aspects into account. Communicative language teaching is described against the background of the different language teaching approaches used in the past century. The different types of syllabuses were compared to communicative language teaching and outcomes-based education in order to develop a possible learning programme for the teaching of Afrikaans as foreign language at tertiary level. The national prescribed syllabus for technicon education students, namely the teaching and learning of the language skills speaking, writing, reading and listening is described analytically. These language skills are communicatively described within the outcomes based framework as a suggested learning programme for the teaching of Afrikaans as a foreign language to education students at tertiary level. / Education / M. Ed.

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.

Teaching ESL continues to pose a big challenge in most schools in Zambia. This is due to the paucity of teaching resources. While the number of schools has increased, there has not been a corresponding increase in funding due to economic reasons. This study arose from the desire to find alternative resources to teach English as a second language effectively within the communicative language teaching (CLT) framework. A review of available literature has shown that literature can help students to acquire the four language skills: reading, writing, listening and speaking. / English Studies / M. A.

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)