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Pragmatic assessment of schizophrenic bilinguals' L1 and L2 use : a comparison of three assessment toolsTheron, Janina 12 1900 (has links)
Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The term "schizophrenia" refers to a psychiatric condition which affects an individual's
thought and speech (Eaton and Chen 2006). The verbal expression of schizophrenics can
therefore be used as a tool for insight into the nature of schizophrenia as well as the
cognitive processes of schizophrenics (Wróbel 1990:1). This thesis reports on a
comparative evaluation of three pragmatic assessment tools, namely the Pragmatic
Protocol (Prutting and Kirchner 1987), the Profile of Communicative Appropriateness
(Penn 1985), and the Framework for Assessing (Children's) Conversational Skills
(Rumble 1988), in order to establish which of these tools is most suitable for assessing
the first language (L1) and second language (L2) pragmatic abilities of late bilingual
schizophrenics. Four late bilingual schizophrenic patients participated in this study. A
thirty minute informal interview was conducted with each of the participants in both their
L1 and L2 and the speech samples were transcribed and then analysed by means of each
of the pragmatic assessment tools. A careful examination of the results yielded by the
three assessment tools, showed, firstly, that when presenting the results of a pragmatic
assessment of schizophrenic speech, it is crucial that both quantitative and qualitative
information be included: if the latter is excluded, a significant amount of information is
hidden from the clinicians and/or linguists doing the assessment, as well as the people to
whom they report their findings. Secondly, with respect to the characteristics of
schizophrenic speech, the three instruments used in this study show that whereas most of
the aspects of schizophrenics' linguistic abilities seem intact, their pragmatic skills are
definitely impaired. Thirdly, regarding differential symptomatology in bilingual
schizophrenics, this study concludes that none of the three assessment tools contributes to
a better understanding of this phenomenon, and that, in fact, it is highly unlikely that any
pragmatic assessment tool would be able to capture this phenomenon. Finally, it is
recommended that clinicians assess bilingual patients in both languages, whenever
possible, in order to determine the full range of symptoms experienced by the patient, to
gain a better indication of the severity of the illness and to track the progress of the
illness. / AFRIKAANS OPSOMMING: Die term "skisofrenie" verwys na 'n psigiatriese toestand wat 'n individu se denkprosesse
en spraak beïnvloed (Eaton en Chen 2006). Die verbale uitinge van skisofrene kan dus
gebruik word om insig oor die aard van skisofrenie, sowel as die kognitiewe prosesse van
skisofrene, te verkry (Wróbel 1990:1). Hierdie tesis lewer verslag oor 'n vergelykende
evaluering van drie pragmatiese assesseringsinstrumente, naamlik die "Pragmatic
Protocol" (Prutting en Kirchner 1987), die "Profile of Communicative Appropriateness"
(Penn 1985), en die "Framework for Assessing (Children's) Conversational Skills"
(Rumble 1988), om sodoende vas te stel watter een van hierdie drie die mees gepaste
instrument is vir die assessering van tweetalige skisofrene se pragmatiese vaardighede in
hul eerstetaal (T1) en tweedetaal (T2), spesifiek in gevalle waar die T2 later (d.w.s. nie
binne die eerste sewe lewensjare nie) verwerf is. Vier sulke tweetalige skisofrene het
deelgeneem aan die studie. Daar is met elkeen van die deelnemers 'n informele
onderhoud gevoer vir 30 minute in hul T1, gevolg deur 30 minute in hul T2. Die
onderhoude is getranskribeer en daarna geanaliseer deur middel van elk van die drie
assesseringsinstrumente. 'n Noukeurige ondersoek en vergelyking van die resultate van
die drie instrumente het eerstens getoon dat dit belangrik is om die resultate van 'n
pragmatiese analise van skisofreniese spraak op beide 'n kwantitatiewe en kwalitatiewe
wyse aan te bied: wanneer kwalitatiewe inligting weggelaat word, bly 'n betekenisvolle
hoeveelheid van die informasie verborge vir die klinici en/of taalwetenskaplikes wat die
assessering doen, asook die mense aan wie hulle hulle bevindinge rapporteer. Tweedens,
met betrekking tot die eienskappe van skisofreniese spraak, wys die drie instrumente wat
in hierdie studie gebruik is dat alhoewel meeste aspekte van skisofrene se taalvaardighede
ongeskonde is, hulle pragmatiese vaardighede ooglopend aangetas is. Derdens, rakende
differensiële simptomatologie in tweetalige skisofrene kom hierdie studie tot die
gevolgtrekking dat geen van die drie instrumente bydra tot 'n beter begrip van hierdie
verskynsel nie, en dat dit selfs hoogs onwaarskynlik is dat enige pragmatiese
assesseringsinstrument hierdie verskynsel sou kon vaslê. Uiteindelik word daar aanbeveel
dat klinici, wanneer dit ookal moontlik is, tweetalige pasiënte in beide tale behoort te
assesseer om sodoende die volledige reeks van simptome wat 'n pasiënt ervaar vas te stel,
om 'n beter aanduiding te bekom oor die erns van die siekte, en om die progressie van die
siekte te volg.
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Cultural differences in using a telephone answering machine : views on conveying information or maintaining relationshipsMathoho, Evelinah 03 1900 (has links)
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
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Cultural awareness in TESOL student and teacher materialPatel, Chirayush C. 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012 / ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New
Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to
which Cultural Awareness [CA] is present in the material. CA is herein defined as
the use of empathy to explicitly examine the contextual variations which give
rise to different languages and cultures with the aim of avoiding stereotypes
and promoting a mediated third linguistic and cultural place which
incorporates the variations of context inherent in a student’s L1 and WEs.
The thesis provides an overview of TESOL methodology together with issues arising
from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA
and Cert.TESOL, are also examined with specific attention to their inclusion of
references to CA. The examination of NHA is carried out with the use of Hofstede &
Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of
NHA. Finally there is a discussion of the extent to which CA is present in NHA and
recommendations for the future development of ESOL and TESOL material. / AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen,
veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die
mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in
hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek
van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde
stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te
bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit.
Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies
voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers,
naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke
verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede &
Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van
NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig
is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL
materiaal.
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Die interne struktuur van die komplementeerdersisteem in AfrikaansBotha, Morne 03 1900 (has links)
Thesis (MA (General Linguistics))--University of Stellenbosch, 2007. / This study focuses on the internal structure of the CP in Afrikaans. Rizzi’s (1997) Split-CP Hypothesis serves as the starting-point; however, careful consideration is also given to the more recent proposals of Beninca’ and Poletto (2004). The aim of the study is to determine whether the proposals of Rizzi (1997) and Beninca’ and Poletto (2004) provide an adequate framework for the description of the CP-domain in Afrikaans. The study is presented within the theoretical framework of Minimalist Syntax. Specific adaptations to the Split-CP Hypothesis are suggested throughout the course of the discussion in an attempt to make the Split-CP Hypothesis compatible with the facts of Afrikaans. Finally, attention is also given to three problematic issues in Afrikaans that require further investigation.
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Pragmatic aspects of making and responding to complaints in an intercultural university contextNdenguino-Mpira, Hermanno 12 1900 (has links)
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The broad topic of this study is the nature and the effects of making and interpreting complaints
in intercultural interactions involving international students and South African administrative
staff in two Stellenbosch University residences. It appears that during these interactions, the
international students are often frustrated by the way their complaints are handled. As a speech
act, the effectiveness of a complaint depends on the way it is expressed and understood and also
on the social context in which it is performed. In this regard, the study examines the influence of
cultural differences on the way complaints are made and responded to in the above-mentioned
intercultural interactions. The study aims to analyse intercultural situations involving the making
and understanding of complaints that may result in misunderstandings.
The complaints data were collected through a discourse completion task, performed by 24
international students belonging to six cultural groups, namely American, Chinese, Dutch,
Gabonese, German and Libyan. All the students were residents in one of two student residences
of Stellenbosch University. The social acceptability judgments data were elicited from three
Afrikaans-speaking South African staff members of these residences, and from an additional six
Afrikaans-speaking South African students who served as informants. All the data were analyzed
within the pragmatic framework of the CCSARP (Cross-Cultural Speech Act Realization
Project), as developed by Blum-Kulka, House and Kasper (1989).
The main findings of the analysis indicate that the six cultural groups differed in the way they
made their complaints. Moreover, these differences influenced the manner in which some
complaints were understood by the staff members. It was also found that the staff members’
responses to the complaints were influenced by their social acceptability judgments of the
international students’ utterances. These findings lead to three main conclusions: (i) the way in
which complaints are made and understood is influenced by factors that relate to cultural
differences; (ii) such cultural differences may lead to misunderstandings; and (iii) conscious
efforts to create greater awareness of cultural differences will lead to a better understanding of
the way in which people of different cultural groups make and respond to complaints. / AFRIKAANSE OPSOMMING: Hierdie studie handel breedweg oor die aard en effek van klagtes, soos uitgedruk en
geïnterpreteer tydens interkulturele interaksies tussen internasionele studente en Suid-Afrikaanse
administratiewe personeel in twee koshuise van die Universiteit Stellenbosch. Dit blyk dat die
studente dikwels gefrustreerd voel oor die manier waarop hulle klagtes in sulke interaksies
gehanteer word. Die effektiwiteit van ’n klagte, as ’n taalhandeling, word bepaal deur die manier
waarop dit uitgedruk en verstaan word, asook deur die sosiale konteks waarbinne dit uitgevoer
word. Die studie ondersoek in dié verband die invloed van kulturele verskille op die manier
waarop klagtes uitgedruk en op gereageer word in die bogenoemde interaksies. Die doel van die
studie is om ’n analise te maak van interkulturele situasies waar misverstande kan ontstaan by
die uitdruk en interpretasie van klagtes.
Die klagte-data is ingesamel deur die voltooiing van ’n diskoers-taak waarby 24 studente van ses
verskillende kultuurgroepe betrek is: Amerikaans, Chinees, Duits, Gabonees, Libies en
Nederlands. Al die studente was inwoners van een van twee koshuise van Stellenbosch
Universiteit. Die data oor sosiale aanvaarbaarheidsoordele is verkry van drie Afrikaanssprekende
Suid-Afrikaanse personeellede, en van ’n verdere ses Afrikaanssprekende Suid-Afrikaanse
studente wat opgetree het as informante. Al die data is ontleed binne die pragmatiekraamwerk
van die CCSARP (“Cross-Cultural Speech Act Realization Project”), soos ontwikkel deur Blum-
Kulka, House en Kasper (1989).
Die hoofbevindings van die analise dui daarop dat die ses kultuurgroepe van mekaar verskil wat
betref die manier waarop hulle hul klagtes uitgedruk het, en dat hierdie verskille ’n invloed het
op die manier waarop sommige klagtes geïnterpreteer is deur die personeellede. ’n Verdere
bevinding is dat die personeellede se reaksies op die klagtes beïnvloed is deur hulle beoordeling
van die sosiale aanvaarbaarheid van die internasionale studente se uitings. Drie
hoofgevolgtrekkings kan op basis van dié bevindings gemaak word: (i) die manier waarop
klagtes uitgedruk en geïnterpreteer word, word beïnvloed deur faktore wat verband hou met
kulturele verskille; (ii) sulke kulturele verskille kan lei tot misverstande; en (iii) daadwerklike
pogings om ’n groter bewussyn van kulturele verskille te skep, sal lei tot ’n beter begrip van die
manier waarop klagtes uitgedruk en op gereageer word deur mense van verskillende
kultuurgroepe.
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A minimalist analysis of expletive daar (“there”) and dit (“it”) constructions in AfrikaansDe Bruin, Jeané 03 1900 (has links)
Thesis (MA (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: This study deals with syntactic aspects of expletive daar (“there”) and dit (“it”)
constructions in Afrikaans. Previous analyses of these constructions have mostly been of a
non-formalistic nature (e.g. Barnes 1984; Donaldson 1993; Du Plessis 1977; Ponelis 1979,
1993). The present study investigates the properties of Afrikaans expletive constructions
within the broad theoretical framework of Minimalist Syntax. Four recent minimalist
analyses of expletive constructions in English, Dutch and German are set out, namely those
proposed by Bowers (2002), Felser and Rupp (2001), Richards and Biberauer (2005), and
Radford (2009). Against this background, an analysis is proposed of transitive, non-passive
unaccusative, passive unaccusative, and unergative expletive constructions in Afrikaans.
Throughout, the focus is on whether the devices available within Minimalist Syntax, and
specifically the Expletive Conditions proposed by Radford (2009), provide an adequate
framework in which the relevant facts of Afrikaans can be described and explained. Where
required, modifications to the devices in question are proposed. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor sintaktiese aspekte van ekspletiewe daar- en dit-konstruksies in
Afrikaans. Vorige analises van dié konstruksies was grootliks nie-formalisties van aard
(bv. Barnes 1984; Donaldson 1993; Du Plessis 1977; Ponelis 1979, 1993). Die huidige
studie ondersoek die eienskappe van Afrikaanse ekspletiewe konstruksies binne die breë
teoretiese raamwerk van Minimalistiese Sintaksis. Vier onlangse minimalistiese analises
van ekspletiewe konstruksies in Engels, Nederlands en Duits word uiteengesit, naamlik dié
wat voorgestel is deur Bowers (2002), Felser en Rupp (2001), Richards en Biberauer
(2005), en Radford (2009). Teen hierdie agtergrond word ’n analise voorgestel van
transitiewe, nie-passiewe onakkusatiewe, passiewe onakkusatiewe, en onergatiewe
ekspletiewe konstruksies in Afrikaans. Die fokus is deurgaans op die vraag of die
meganismes wat beskikbaar is binne Minimalistiese Sintaksis, en spesifiek die drie
Ekspletiewe Voorwaardes wat voorgestel word deur Radford (2009), ’n toereikende
raamwerk bied waarbinne die tersaaklike feite van Afrikaans beskryf en verklaar kan word.
Waar nodig, word aanpassings aan die betrokke meganismes voorgestel.
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English as a Lingua Franca and English in South Africa : distinctions and overlapOnraet, Lauren Alexandra 03 1900 (has links)
Thesis (MA (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as
it is used as a shared medium of communication by speakers who do not share a first
language in the Western Cape (i.e. as a lingua franca). These features were compared to
those found in certain second-language varieties in South Africa, namely Black South
African English, Cape Flats English and Afrikaans English.
Fourteen female students from the University of Stellenbosch between the ages of 18 and
27 from various first language backgrounds were recruited for the data collection. A closed
corpus was created in which recordings were made of semi-structured conversations
between the participants, paired in seven groups of two speakers each. These recordings
were then transcribed. In order to identify and analyse the English as a lingua franca (ELF)
phenomena that arose, reference was made to the various linguistic features and methods of
analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000),
amongst others. These features were then analysed and compared with the features reported
in the literature on second-language varieties of English in South Africa.
The study reveals that the South African ELF spoken by the participants displays similar
features to the ELF(s) spoken in Europe, although certain European ELF features that occur
in South African ELF are used to fulfil different functions. The study disclosed three ELF
phenomena which have not been reported as such in the European ELF literature and
therefore seem to be unique to the South African ELF context. Specifically, these are
auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency,
and thinking aloud. Finally, certain South African ELF features are also reported to be
features of South African second-language varieties (e.g. AUX-drop). / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as
linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n
gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n
eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié
eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English.
Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme
van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde
gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee
sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na
verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur,
onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die
waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in
die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika.
Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word,
soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat
sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander
funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese
ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse
ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek
van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar
ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid
Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
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An investigation into the ability of South African students at Stellenbosch University to interpret implicatures in their second language EnglishBester, Zaan 12 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Due to increasing concern about the low levels of throughput at university level, and with an
ever-growing awareness of the important role that students’ academic literacy plays in academic
success, Stellenbosch University implemented language support courses in various faculties
across the campus. In addition, the massification of higher education means that the demographic
profile of the student population in university classrooms has changed, and lecturers are
increasingly faced with students from a variety of multicultural contexts. It is within this context
that a study was done to determine to what extent linguistic and cultural background affects a
speaker’s ability to derive meaning from conversational and, by extension, academic
implicatures in English. Previous studies have found that native speakers (NSs) and nonnative
speakers (NNSs) of English infer different meanings when confronted with particular types of
implicature and that NNSs tend to interpret certain types of implicature correctly more often than
others. First-year students at Stellenbosch University with a variety of mother tongues were
asked to complete a questionnaire containing various types of implicatures. Their responses
indicated significant differences in the accuracy with which NSs and NNSs interpreted certain
types of implicatures, and in the meanings they arrived at. The thesis considers possible reasons
for these differences, and discusses the implications of the study’s results for academic
literacy/language support courses offered at South African universities. / AFRIKAANSE OPSOMMING: Te midde van toenemende kommer oor die lae deurvloeikoerse op universiteitsvlak, en ’n al
groter bewustheid van die beduidende impak van studente se akademiese geletterdheid op
akademiese sukses, het die Universiteit Stellenbosch taalondersteuningskursusse in verskeie
fakulteite op kampus geïmplementeer. Daarbenewens het die massifikasie van tersiêre onderwys
tot gevolg dat die demografiese profiel van die studentebevolking in universiteitsklaskamers
verander het, en dosente kom toenemend in aanraking met studente vanuit diverse kulturele
kontekste. Binne hierdie konteks is ’n studie onderneem om vas te stel in watter mate ’n spreker
se vermoë om die betekenis van geïmpliseerde taalgebruik (in alledaagse gesprekke en by
implikasie ook akademiese taal) te bepaal, deur taal en kulturele agtergrond beïnvloed word.
Navorsing het getoon dat moedertaalsprekers en nie-moedertaalsprekers van Engels verskillende
betekenisse toeken wanneer hulle met sekere tipes geïmpliseerde taalgebruik in aanraking kom,
en dat nie-moedertaalsprekers sekere tipes geïmpliseerde taalgebruik meer dikwels korrek
interpreteer as ander. Eerstejaarstudente aan die Universiteit Stellenbosch met ’n verskeidenheid
moedertale is gevra om ’n vraelys met verskillende tipes geïmpliseerde taalgebruik te voltooi.
Die response het getoon dat daar beduidende verskille is in die akkuraatheid waarmee
moedertaalsprekers en nie-moedertaalsprekers sekere tipes geïmpliseerde taal interpreteer, en in
die betekenisse wat hulle daaraan toeken. Die tesis bespreek moontlike redes vir hierdie
verskille, sowel as die implikasies van die studie se resultate vir akademiese geletterdheids-
/taalondersteuningskursusse wat by Suid-Afrikaanse universiteite aangebied word.
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Investigating English home language and 12 learner's ability to access pragmatic and contextual aspects of literary textBadal, Bernice 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates differences in L1 and L2 Grade 12 learners' interpretation of an English literary text. In particular, the research focuses on pragmatic features of the text, or features which require knowledge of the cultural and situational context in order to be understood. It is hypothesised from the outset that L1 learners will be more adept at interpreting the pragmatic features of the text since L2 learners may lack the necessary linguistic and cultural knowledge needed to derive meaning from an English literary text.
The research takes the form of a qualitative study in which data was derived from ten participants in the form of a standardised test and semi-structured interviews. The test was based on F. Scott Fitzgerald's The Great Gatsby and aimed to determine learners' textual and pragmatic competence through a series of questions. Semi-structured interviews then followed in order to investigate the students' own reasons for shortcomings in the test. In addition, the research draws on theories put forth by Brown and Levinson (1978) and Sperber and Wilson (2005) regarding “pragmatic competence”, Hymes‟ (1972) notion of "communicative competence‟, as well as research into how narratives are embedded into cultural mores, customs and norms. These concepts and ideas were incorporated into the research so far as they could assist in articulating the reasons for shortcomings in the literacy test.
The two methods of data collection and subsequent analysis generated significant information which was then correlated. First, the L1 learners outperformed their L2 peers in the literary test, both in terms of understanding the literary elements and in terms of understanding the cultural and contextual elements of the text. Second, the semi-structured interviews revealed two contrasting methods of language socialisation pertaining to the learners: while the L1 learners acquired English through direct methods and were found to engage more with English literary texts in the home, the L2 learners generally revealed that English was not practised outside of the classroom and engagement with English or English texts was not explicitly encouraged in the home. The study reveals that inadequate exposure to a language not only affects text-comprehension on a grammatical level, but prevents the learner from engaging with and understanding critical pragmatic elements of the literary text such as idioms, metaphors and other cultural references.
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English lingua franca as language of learning and teaching in northern Namibia : a report on Oshiwambo teachers’ experiencesIipinge, Kristof 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of
learning and teaching (LOLT). Since then, government documents and other literature have
revealed the poor performance of learners and falling of standards of teaching (Benjamin
2004:25). It seems that teachers are facing several challenges when using English as an
LOLT in the classroom. This study therefore investigates the challenges faced by teachers in
northern Namibia when using ELF as a LOLT, as well as how teachers overcome these
challenges. In this regard, structured, one-on-one interviews were conducted with six
Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati
region of northern Namibia. The findings of this study suggest that teachers believe that the
learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further
their studies abroad, as possessing knowledge of English would enable them to communicate
with people from different countries. Another main finding, in terms of how teachers
overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to
code-switching to ensure that their students understand the concepts they are being taught. / AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik
ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander
literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is
(Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van
Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie
uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua
franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings
oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende
onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati
omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo
dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in
die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van
verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel
dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat
aangeleer word wel verstaan.
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