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Teaching English language learners teacher knowledge, perceptions, and behaviors /Canady, Meghan Alis. January 2009 (has links) (PDF)
Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (February 23, 2010) Includes bibliographical references (p. 44-46)
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The Matrix a metaphorical paralell [i.e. parallel] to language /Oliver, William R. January 2008 (has links) (PDF)
Thesis (M.A.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May 27, 2009) Includes bibliographical references (p. 3431-3835)
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Composing in new environments incorporating new media writing in the composition classroom /Virtue, Andrew D. January 2008 (has links)
Thesis (M.A.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed September 24, 2008) Includes bibliographical references: 81-83.
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Identity and representation on the internetBrendel, Claudia 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This thesis investigates the ways in which identity is established and
represented on the Internet. Through detailed case studies of different
Internet sites, I examine the changing parameters of these concepts, and
indeed of our concept of 'reality' itself. I then undertake a detailed
reading of a number of films that represent the Internet as an integral part
of their narrative. I make use, but also critique, postmodern
understandings of identity and representation. Existing postmodern
theories of identity and representation cannot fully account for the way
Internet identity functions and the Internet interacts with other media and
offline life. New analyses are required to explain the interactions between
these concepts. This thesis uses the constructs of presence, performance,
the body, and narrative to describe the way in which identity and
representation function online, are represented in film and influence
offline life. / AFRIKAANSE OPSOMMING: Hierdie tesis beskou die maniere waarop identiteit op die internet
gevestig en oorgedra word. Ek ondersoek die veranderende parameters
van hierdie konsepte deur uitgebreide gevallestudies van verskillende
internetruimtes te doen, en bekyk ook ons opvatting van die werklikheid
self. Voorts doen ek 'n deurtastende ondersoek na 'n aantal films wat die
internet as 'n integrale rolspeler in die narratief voorstel. Ek maak
gebruik van, maar beoordelook, postmodernistiese beskouings van
identiteit en oordrag. Die bestaande postmodernistiese teorieë oor
identiteit en oordrag kan nie volledig rekenskap gee van die wyse waarop
die internet-identiteit funksioneer of hoe die internet op ander media en
aftydse middele reageer nie. Nuwe ondersoeke is nodig om die
wisselwerking tussen hierdie konsepte te verduidelik. Hierdie tesis
gebruik die begrippe van aanwesigheid, optrede, hoofinhoud en narratief
om die wyse waarop indentiteit en oordrag intyds funksioneer, in film
oorgedra word en aftydse middele beïnvloed, te beskryf.
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Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch UniversityAllardice, Seamus Rory 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness
for academic writing in the first-year literary studies course, English 178, located in the
English Department at Stellenbosch University. The research was conducted during 2011 and
2012 making use of a survey which was completed by the 2011 first-year English 178 class,
and also utilising a series of interviews with students, tutors and lecturers in 2012.
Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially
constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of
Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the
quantitative and qualitative information yielded by the study.
The dissertation assesses multiple interlocking elements that comprise student
preparedness and finds striking discrepancy between student perception of their preparedness
and that of the lecturers and tutors. While tutors, lecturers and the report of the National
Benchmark Test all suggest that at least half of all first-year students are poorly prepared for
academic writing, only about 21% of students perceive themselves to be poorly prepared.
Possible reasons for the difference in views between students and other sources are explored.
The thesis concludes by asking if the English 178 course at Stellenbosch University truly
tests the students’ academic writing abilities and if the course is balancing its “obligations to
students [with the]… obligation[s] to knowledge and society” (Elbow 327). / AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir
akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement
Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen
deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is,
asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie
verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep
van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na
die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die
kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te
situeer.
Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat
studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se
persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se
voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles
daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir
akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid.
Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word
ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die
Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die
kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n
verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
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The role of a tutoring programme in a first-year English course : student and tutor perceptionsRoodt, Jolette 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Over the last two decades, the deteriorating academic performance of first-year university students has led to the implementation of teaching and learning interventions, such as tutorial programmes, in various subjects at universities world-wide, including in South Africa. The changing nature of higher education has also led to the incorporation of more student-centred teaching approaches (such as tutorials) along with the traditional teacher-centred approaches (such as lectures). Consequently, tutorial programmes have become the topic of many research projects aimed at describing the function or operation of these programmes, or assessing their efficacy.
As a compulsory or potentially compulsory subject for at least seven courses in three faculties at Stellenbosch University, English 178 has one of the highest annual student intakes at the institution. Considering the important role the subject is generally perceived to play in equipping all manner of students for the professional environment, it was imperative that the English 178 course’s primary learning intervention – its tutorial programme – be thoroughly evaluated in order to ensure its usefulness and the accomplishment of its purposes. This study investigated the role of tutors in the achievement of the English 178 course outcomes as perceived by students and tutors respectively. A combination of qualitative and quantitative research methods were employed to effect this assessment.
The study found that when students arrive at English 178, they are underprepared for academic writing. According to the results, the course then equips students for the more basic aspects of this skill, such as formulating and developing an argument, and structuring an academic essay. However, advanced skills such as independent research and referencing are still problematic for many students by the end of English 178. In supporting students to acquire these academic skills, tutors have four roles, according to student and tutor perceptions: expositor, chairperson, teacher, and scaffolder. Based on these results, the English 178 course can be seen as an example of facilitated textual enquiry (FTE), a teaching and learning model introduced by this study, which constitutes a selective application of problem-based learning (PBL) principles to literary studies. FTE entails the scaffolded, partially-guided instruction of close reading, critical thinking and academic writing skills by a tutor-facilitator. The study posits that this type of model is indispensable in the achievement of course outcomes in the 21st-century academic landscape. / AFRIKAANSE OPSOMMING: In die afgelope twee dekades het eerstejaar-universiteitstudente se verswakkende akademiese prestasie gelei tot die implementering van onderrig- en leerintervensies, soos tutoriaalprogramme, in verskeie vakke aan universiteite wêreldwyd, insluitend in Suid-Afrika. Die veranderende aard van hoër opvoeding het ook gelei tot die inlywing van meer studentgesentreerde onderrigbenaderings (soos tutoriale) by tradisionele dosentgesentreerde benaderings (soos lesings). Gevolglik het tutoriaalprogramme die onderwerp van vele navorsingsprojekte geword wat daarop gemik is om die funksie of werking van hierdie programme te beskryf, of die doeltreffendheid daarvan te assesseer.
As ’n verpligte of potensieel verpligte vak vir ten minste sewe kursusse in drie fakulteite by die Universiteit Stellenbosch het Engels 178 een van die hoogste jaarlikse studente-innames aan die instelling. Gegewe die belangrike rol wat die vak volgens algemene persepsie speel in die toerusting van allerlei studente vir die professionele omgewing, was dit noodsaaklik dat die Engels 178-kursus se primêre leerintervensie – die tutoriaalprogram – deeglik geëvalueer word om die dienstigheid en die vervulling van die doelwitte daarvan te verseker. Hierdie studie het die rol van tutors in die bereiking van die Engels 178-kursusuitkomste ondersoek vanuit die oogpunt van onderskeidelik studente en tutors. ’n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om hierdie assessering te doen.
Die studie het gevind dat wanneer studente by Engels 178 aankom, hulle ondervoorbereid is vir akademiese skryf. Volgens die resultate rus die kursus hulle dan toe vir die meer basiese aspekte van hierdie vaardigheid, soos om ’n argument te formuleer en ontwikkel, en om ’n akademiese opstel te struktureer. Gevorderde vaardighede, soos onafhanklike navorsing en verwysings, is egter teen die einde van Engels 178 steeds vir baie studente problematies. Wanneer tutors studente ondersteun om hierdie akademiese vaardighede aan te leer, het hulle volgens studente en tutors se persepsies vier rolle: uitlêer (expositor), voorsitter (chairperson), leermeester (teacher), en steieraar (scaffolder). Gegrond op hierdie resultate kan die Engels 178-kursus gesien word as ’n voorbeeld van gefasiliteerde tekstuele ondersoek (facilitated textual enquiry of FTE), ’n onderrig- en leermodel wat deur hierdie studie bekendgestel word en wat bestaan uit ’n selektiewe toepassing van probleemgebaseerde leerbeginsels op letterkundestudie. FTE behels die gesteierde (scaffolded), gedeeltelik geleide onderrig van stiplees (close reading), kritiese denke en akademiese skryfvaardighede deur ’n tutor-fasiliteerder. Die studie voer aan dat hierdie soort model onontbeerlik is in die bereiking van kursusuitkomste in die 21ste-eeuse akademiese landskap.
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