Global ETD Search

1	Die rol van moedertaalversteuring in die Afrikaans van Zoeloesprekende leerlinge Wela, Vusumuzi Patrick January 1995 (has links) Submitted in partial fulfillment for the requirements of the Degree of Master of Arts in the Department of Afrikaans in the Faculty of Arts at the University of Zululand, South Africa, 1995. / The aim of the research was to identify the role of mother tongue influence in the Afrikaans of Zulu speaking pupils. The research was conducted in the Mehlwesizwe and Hlabisa inspection circuits respectively. The results showed that most deviations which could be ascribed to mother tongue influence were syntactic. Followed by lexical phonological and morphological deviations that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils being able to communicate in the language . Successful communication would determine whether the language is correct or not. The amount of exposure to Afrikaans as well as the residential area of the respondent did not necessarily determine the measure of proficiency in the language. The results also showed that Afrikaans occupies third place after the mother tongue and English in the research area. So is it fair to teach pupils a second language higher grade syllabus in Afrikaans ? Why not make provision for a second Language lower grade or even a third language Afrikaans sylabus? Mother tongue -- Zulu speaking learners Afrikaans teaching
2	Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners Mahabeer, Sandhya D. 11 1900 (has links) This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling) Parental involvement Mother tongue Educational resources Cognition Intrinsic factors Low socio-economic background Multicultural education Bilingual teacher training Second language learners Outcomes Based Education Zulu-speaking learners Basic spelling skills Basic reading skills Barriers Foundation Phase 372.65210968 Spelling ability Education, Primary -- South frica Reading (Primary) -- South Africa Multicultural education Second language acquisition
3	Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learners Mahabeer, Sandhya D. 11 1900 (has links) This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling) Parental involvement Mother tongue Educational resources Cognition Intrinsic factors Low socio-economic background Multicultural education Bilingual teacher training Second language learners Outcomes Based Education Zulu-speaking learners Basic spelling skills Basic reading skills Barriers Foundation Phase 372.65210968 Spelling ability Education, Primary -- South frica Reading (Primary) -- South Africa Multicultural education Second language acquisition

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