Orientador: Ana Mariza Benedetti / Banca: Ana Clotilde Thomé William / Banca: Douglas Altamiro Consolo / Resumo: Este trabalho, de caráter etnográfico com características de intervenção, teve o objetivo de observar como se dá a prática de ensino da gramática de uma professora de LI em um contexto de escola Municipal de EF e, com base na análise do modo de ensinar gramática dessa professora, buscou-se apontar os pressupostos e crenças que norteiam sua prática (utilizando como referência, autores como PAJARES, 1992; BROWN, 1994; RICHARDS e LOCKHART, 1994; WOODS, 1996). Partindo desse levantamento, foi observada ainda sua reação e a de seus alunos a uma proposta de ensino de gramática por meio de atividades voltadas para a comunicação. A pesquisa foi realizada em duas etapas. A primeira teve o objetivo de caracterizar o contexto, os participantes e mapear suas expectativas acerca das aulas de LI, assim como suas crenças acerca do ensino da gramática pedagógica da LI. Na segunda etapa, aplicou-se a proposta pedagógica e observou-se a reação dos participantes e sua avaliação à tal proposta. Para tanto, os principais procedimentos utilizados foram o diário de pesquisa produzido pela pesquisadora, entrevista semi-estruturada, questionários, gravações das aulas em áudio e vídeo, sessão de discussão (sobre os construtos teóricos), logs e sessões de visionamento. A análise dos dados sugeriu que as crenças da professora expressam um ensino com tendências tradicionais, calcado em suas experiências pessoais anteriores e influenciadoras diretas das crenças dos alunos acerca do tópico abordado (a gramática da LI). Além disso, ao analisar-se a reação e a avaliação dos participantes à proposta, observou-se uma nítida importância do livro didático neste contexto sob investigação e embora houvesse certo receio no uso de uma nova abordagem, a professora participante apresentou indícios de reflexão e preocupação com questões concernentes a sua prática de ensino e seu aperfeiçoamento profissional. / Abstract: This research study has an ethnographical character with characteristics of intervention. It aimed at observing how an English teacher teaches the English grammar in a Municipal school. Based on the analysis of this teacher's grammar teaching practice, this study tried to point out the assumptions and beliefs that guide such practice (using as reference, authors such as PAJARES, 1992; BROWN, 1994; RICHARDS and LOCKHART, 1994; WOODS, 1996). From this information, both the teacher's and her students' reactions to a proposal of grammar teaching through communicative activities were observed. The research was had two phases. The first aimed at characterizing the context and the participants, and mapping their expectations concerning the English language classes, as well as their beliefs concerning the teaching of the English pedagogical grammar. In the second phase, the pedagogical proposal was applied and the participants' reactions and evaluation to such proposal were observed. For doing so, the main procedures used for data collection were the research diary written by the researcher, a semi-structured interview, questionnaires, audio and video recordings, discussion session (about theory), logs and viewing sessions. The analysis of the data suggested that the teacher's beliefs express a way of teaching with traditional tendencies, based on her previous personal experiences and influencing directly the students' beliefs concerning the topic under study (the English language grammar). Moreover, when analyzing the participants' reactions and evaluation of the proposal, a clear importance of the course book was observed and although there was a certain fear in the use of a new approach, the participant teacher showed evidences of reflection and preoccupation with matters concerning her teaching practice and her professional improvement. / Mestre

Wong, Hin Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 179-202). / Abstracts in English and Chinese. / Acknowledgements / List of Abbreviations / List of Tables / Abstract / Chapter Chapter One --- Introduction / Chapter 1.1 --- Bilingual first language acquisition --- p.1 / Chapter 1.2 --- Cross-linguistic Influence --- p.3 / Chapter 1.2.1 --- Definition --- p.3 / Chapter 1.2.2 --- Cross-linguistic influence in bilingual development --- p.5 / Chapter 1.3 --- Structural overlap --- p.7 / Chapter 1.4 --- Language dominance --- p.14 / Chapter 1.5 --- Language Input --- p.17 / Chapter 1.6 --- Individual variation --- p.18 / Chapter 1.7 --- English VPC and Cantonese DVC --- p.20 / Chapter 1.8 --- Organization of the thesis --- p.24 / Chapter Chapter Two --- The structure of English VPC and Cantonese DVC / Chapter 2.1 --- English VPCs --- p.28 / Chapter 2.1.1 --- Semantic classes of English VPCs --- p.28 / Chapter 2.1.2 --- The Structure of English VPCs --- p.32 / Chapter 2.1.3 --- Linear order of VPCs --- p.38 / Chapter 2.1.4 --- "Differentiating verb particles, prepositions and adverbs" --- p.41 / Chapter 2.2 --- Cantonese DVCs --- p.45 / Chapter 2.2.1 --- Cantonese directional verbs --- p.46 / Chapter 2.2.2 --- Cantonese simple DVCs --- p.50 / Chapter 2.2.3 --- Cantonese complex DVCs --- p.51 / Chapter 2.2.4 --- Structure of Cantonese DVC --- p.52 / Chapter 2.2.4.1 --- Simple DVCs vs Complex DVCs --- p.52 / Chapter 2.2.4.2 --- Insertion of dak1 and m4 --- p.56 / Chapter 2.2.5 --- Aspectual meanings in directional complements --- p.58 / Chapter 2.3 --- Typological Differences between English VPCs and Cantonese DVCs --- p.59 / Chapter 2.3.1 --- Talmy (2000)'s classification of languages --- p.59 / Chapter 2.3.2 --- English VPCs vs Cantonese DVCs --- p.62 / Chapter 2.4 --- Summary --- p.65 / Chapter Chapter Three --- The acquisition of English VPCs in monolingual and bilingual children / Chapter 3.1 --- "Snyder (1995, 2001) The Compounding Parameter on acquisition of VPC s" --- p.69 / Chapter 3.2 --- Sawyer (2001)'s study of acquisition of English VPCs in monolingual children --- p.72 / Chapter 3.3 --- Diessel and Tomasello (2005)'s study on acquisition of VPCs --- p.76 / Chapter 3.4 --- Yip and Matthews (2007)'s study on acquisition of VPC in bilingual children --- p.78 / Chapter 3.5 --- Summary --- p.82 / Chapter Chapter Four --- Hypotheses and Methodology / Chapter 4.1 --- Acquisition of English VPCs --- p.83 / Chapter 4.2 --- Acquisition of Cantonese DVCs --- p.86 / Chapter 4.3 --- Language dominance --- p.87 / Chapter 4.4 --- Parental input --- p.88 / Chapter 4.5 --- Multifactorial analysis of the choice of VPC order --- p.89 / Chapter 4.6 --- Methodology --- p.89 / Chapter 4.6.1 --- Subjects --- p.90 / Chapter 4.6.2 --- The bilingual data --- p.92 / Chapter 4.6.3 --- Analysis --- p.93 / Chapter 4.7 --- Summary --- p.100 / Chapter Chapter Five --- The Acquisition of English Verb-Particle Constructions / Chapter 5.1 --- Distribution of English VPCs --- p.101 / Chapter 5.2 --- Transitive VPCs with a null object --- p.103 / Chapter 5.3 --- Split/non-split order of VPCs --- p.106 / Chapter 5.4 --- Type of VPCs in split/non-split order --- p.111 / Chapter 5.4.1 --- Spatial VPCs vs Non-spatial VPCs --- p.111 / Chapter 5.4.2 --- English VPCs containing particles in and out and their word order --- p.115 / Chapter 5.5 --- Frequency of particles in VPC --- p.116 / Chapter 5.6 --- Statistical analysis --- p.121 / Chapter 5.6.1 --- Monofactorial analysis among Cantonese-dominant bilingual children --- p.123 / Chapter 5.6.2 --- Monofactorial analysis among non-Cantonese-dominant bilingual children --- p.125 / Chapter 5.7 --- Input analysis --- p.127 / Chapter 5.8 --- Non-target forms --- p.128 / Chapter 5.8.1 --- Non-split VPCs with personal pronoun as direct object --- p.129 / Chapter 5.8.2 --- The combination of the verb and the particle --- p.132 / Chapter 5.8.3 --- Particle used as a verb --- p.135 / Chapter 5.8.4 --- Errors reported in monolingual children --- p.138 / Chapter 5.9 --- Summary --- p.140 / Chapter Chapter Six --- The Acquisition of Cantonese DVCs / Chapter 6.1 --- Simple and complex DVCs --- p.143 / Chapter 6.2 --- Directional verbs as complements and main verbs --- p.147 / Chapter 6.3 --- Frequency of directional verb complements --- p.153 / Chapter 6.4 --- Placement of objects --- p.155 / Chapter 6.5 --- Non-target forms --- p.160 / Chapter 6.5.1 --- Absence of the second verb complement in Cantonese complex DVCs --- p.160 / Chapter 6.5.2 --- Non-split order in complex DVCs --- p.162 / Chapter 6.5.3 --- Negation in Cantonese DVC --- p.165 / Chapter 6.4.5 --- Other non-target forms --- p.167 / Chapter 6.6 --- Summary --- p.168 / Chapter Chapter Seven --- Discussion of Results / Chapter 7.1 --- Cross-linguistic influence in bilingual acquisition --- p.170 / Chapter 7.2 --- Cross-linguistic influence in English VPCs --- p.171 / Chapter 7.3 --- Acquisition of Cantonese DVCs --- p.178 / Chapter 7.4 --- The factors of structural overlap and language dominance --- p.183 / Chapter 7.5 --- Parental Input --- p.184 / Chapter 7.6 --- Acquisition of the components of VPC and DVC --- p.185 / Chapter 7.7 --- Individual differences --- p.186 / Chapter 7.8 --- Snyder's parameter for English VPCs --- p.186 / Chapter 7.9 --- Sawyer's study on acquisition of English VPCs --- p.188 / Chapter 7.10 --- Summary --- p.188 / Chapter Chapter Eight --- Conclusions and Suggestions for Future Research / Chapter 8.1 --- Conclusions --- p.191 / Chapter 8.2 --- Suggestions for further research --- p.194 / Chapter 8.3 --- Open questions --- p.195 / References

This study investigated the effect of first language (L1) transfer on Arabic ESL learners' acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students' errors predicted by CA. Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors. The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students' language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing. The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.

This dissertation explores a family of temporal meanings pertaining to when, as it appears in When the results were negligible, Galdwin asked why; when she was 50, she left him; and Lowe took a 3-1 lead into the 5th when he finally surrendered his first home run of the season. A widely-accepted view is that when used this way functions as a generalpurpose temporal connective, with underspecified semantics reminiscent to after, during or before, which vary depending on the surrounding context. I propose a heavy revision of this particular claim; surrounding contexts do not by themselves determine the temporal interpretation of when, but they function to strengthen the basic meaning already imposed by grammatical features and lexical constraints. The present system provides accounts for several empirical problems related to corpus-based examples which are inconsistent with previous approaches to the semantics of when. A further characteristic of the present study is its cross-linguistic nature. I extend the analysis of when to toki(-ni), the Japanese counterpart to when. Comparing English and Japanese, I argue that the two languages share the fundamental semantic system but employ different sets of triggering factors for the strengthening process. Supporting evidence for my arguments comes from two manuallyculled newstext corpora prepared for this study. Chapter 1 gives an introduction to the phenomena and issues of interest. I address three distinct temporal relations holding between the when- and main clause events. Forward-sequence entails that the when- clause event occurs earlier than the main, as in when the results were negligible, Galdwin asked why. Overlap consists of two clauses that denote overlapping events, as in when she was 50, she left him. Backward-sequence entails that the when- clause event takes place after the main clause event, as in Lowe took a 3-1 lead into the fifth when he finally surrendered his first home run of the season. Discussions in later chapters assume some familiarity to temporal and discourse semantics literature. Chapter 2 has been devoted to providing such background information, including an introduction to Discourse Representation Theory (Kamp and Reyle (1993)) and Two-Component Aspect Theory (Smith (1993, 1997)). For visual presentation of my ideas, I adopt Blackburn & Bos’ (2000) DRS-building scheme. In Chapter 3 I sketch previous analyses on when- sentences and address their empirical problems. I discuss two streams of approaches. Under one view, when commits to placing two eventualities temporally close to each other, without fixing their relative order (Heinëmäki (1978), Ritchie (1979) and Hinrichs (1986)). An implication of this type of proposal is that whenever a when appears, there is little restriction as to which one of the temporal meanings is chosen. Thus, for these authors when is a general-purpose temporal adverbial used without a specific temporal meaning built into it. Alternatively, scholars such as Moens and Steedman (1989) and Sändström (1993) argue that when does not order events temporally; it only adds an implication concerning event consequentiality, namely that the main clause event is a consequence of the when clause event. A major problem common to both approaches is empirical. The former entails that when is vague as to its temporal implications, when in actuality a given when sentence is usually associated with only one of the temporal meanings. The latter approach, on the other hand, is misleading in giving the impression that all when sentences bear a consequential relation: corpus examples in the present study reveal that it is not true. Chapter 4 presents English corpus data collected for this study and an analysis of when- sentences that avoids the problems surrounding the previous approaches, with emphasis on the claim that pragmatic information is fully responsible for rendering the temporal meanings associated with when. I examine this proposal critically and arrive at a hybrid system where grammatical and pragmatic or extra-linguistic informational contents work in tandem. I also discuss DRT construction rules for when and demonstrate my system for some key examples drawn from the corpus. Chapter 5 turns to a cross-linguistic consideration, focusing on Japanese. After reviewing the literature on Japanese toki-ni (“when” lit. time-at) sentences, such as that authored by Yoshimoto and Mori (2003), I discuss Japanese corpus data and argue for one salient difference between the systems in the two languages: the strengthening processes in English tend to allude to pragmatic and extra-linguistic information while those in Japanese are more directly affected by grammatical factors such as tense marking variations and particle-drop. Chapter 6 concludes the study. I mention some remaining issues, for the purpose of suggesting some future avenues of research which the achievement of this study opens up. Two appendices are included at the end of this dissertation. One explains technical details regarding the corpora used in this study. The other is a summary of miscellaneous numerical results I have obtained while I worked on the project. / text

Not available / text

The purpose of the study was to determine the "interlanguage" characteristics in Chinese-American college writers' texts. Also, the study sought to determine the connections between their "interlanguage" characteristics at the syntactic and discourse levels and their cultural values and linguistic backgrounds. The population of the study consisted of 3 randomly selected Chinese-American students who have taken freshman writing classes at UCLA.The methods employed in this case study were context-sensitive textual analysis and qualitative techniques. In the context-sensitive analysis, twenty-four academic papers by these students were analyzed from four angles--error analysis, syntactic fluency analysis, cohesive ties analysis, syntactic construction analysis, and discourse organization pattern analysis. In the use of qualitative techniques, twenty-seven interviews were carried out, two recordings of family dinner and party were analyzed, and answers to questionnaires were studied.Findings support the hypothesis of the study--there are characteristic features in the texts by Chinese-American writers, and these characteristics at both syntactic and discourse levels have correlations to their linguistic background and cultural values. At the discourse level, the essay organization in these students' essays tends to follow an indirect pattern as Kaplan has claimed in his 1966's study. At the syntactic level, thekinds of errors occurring in these students' texts are the same as ESL Chinese students' errors, which supports the research findings by Zhu Hong, Hu, and other ESL researchers. Thus, the study has made two-fold connections--between Chinese-American college writers' texts and their cultural and contextual backgrounds and between ESL studies and composition studies.The implications of the research findings for the teaching of basic writing and future research in the field are discussed in the last chapter to enhance Chinese-American students' as well as their writing teachers' awareness of their writing characteristics and of connections between their cultural values and linguistic background. / Department of English

<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p> <p><br /> Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.</p>

Revision of thesis (Ph.D.)-Lund University, 2003. / Includes bibliographical references and index.

Thesis (MA )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Given the promise of upward socio-economic mobility that English is currently deemed to hold in South Africa, it is a matter of egalitarian principle that the schooling system provides all learners in this country with a fair chance at acquiring English to a high level of proficiency. There exists a common misconception, however, that such a chance is necessarily provided in the form of English medium education for all learners, regardless of what their mother tongue may be. As a result, the majority of learners are caught in a system that cites English as medium of instruction, despite their and often also their teachers’ low overall proficiency in this language; the little opportunity many have for the naturalistic acquisition of English; and the national Language-in-Education Policy of 1997’s advice to the contrary, in promoting additive bilingualism with the home language serving as foundation through the use thereof as medium of instruction. As an interim solution, it is suggested that English-as-an-additional-language be developed to serve as a strong support subject in explicitly teaching learners the grammar of English. In order to identify grammatical features for explicit instruction, an initial step was taken in analysing the free speech of eight first language speakers of isiXhosa, the African language most commonly spoken in the Western Cape. The grammatical intuitions of these speakers, who had all reached a near-native level of proficiency in English, were tested in an English grammaticality judgement task. Collectively, results revealed syntactic, semantic and morphological features of English, in that order, to prove most problematic to these speakers. More specifically, in terms of syntax, the omission of especially prepositions and articles was identified as a candidate topic for explicit instruction, along with the syntactic positioning of adverbs and particles. In terms of semantics, incorrect lexical selection, especially of prepositions / prepositional phrases and pronouns, proved the most common non-native feature to be suggested for explicit teaching. Lastly, in terms of morphology, inflection proved most problematic, with the accurate formulation (especially in terms of tense and / or aspect forms) of past tense, progressive and irrealis structures being the features suggested for explicit instruction, along with the third person singular feature. / AFRIKAANSE OPSOMMING: Aangesien Engels tans vir baie Suid-Afrikaners die belofte van opwaartse sosio-ekonomiese mobiliteit inhou, is dit ’n egalitêre beginselsaak dat die skoolsisteem alle leerders in hierdie land voorsien van ’n regverdige kans op die verwerwing van Engels tot op ’n hoë vaardigheidsvlak. Daar bestaan egter ’n algemene wanopvatting dat só ’n kans homself noodwendig voordoen in die vorm van Engels-medium onderrig vir alle leerders, ongeag wat hul moedertaal ook al mag wees. Gevolglik is die meerderheid leerders vandag vasgevang in ’n sisteem wat Engels as onderrigmedium voorhou, ten spyte van hul en dikwels ook hul onderwysers se algehele lae vaardigheidsvlak in Engels én vele se beperkte geleenthede om Engels op ’n naturalistiese wyse te verwerf. Hierdie sisteem is verder ook teenstrydig met die nasionale Taal-in-Onderrigbeleid van 1997 se bevordering van toevoegende tweetaligheid met die huistaal as fondasie in die gebruik daarvan as onderrigmedium. As ’n interim-oplossing word daar voorgestel dat English-as-an-additional-language ontwikkel word tot ’n sterk ondersteunende vak deurdat dit leerders die grammatika van Engels eksplisiet leer. Ten einde grammatikale eienskappe vir eksplisiete instruksie te identifiseer, is ’n eerste stap geneem in die analise van die vrye spraak van agt eerstetaalsprekers van isiXhosa, die Afrikataal wat die algemeenste gebesig word in die Wes- Kaap. Hierdie sprekers, wat almal ’n naby-eerstetaalsprekervlak van vaardigheid bereik het in Engels, se grammatikale intuïsies is deur middel van ’n grammatikaliteitsoordeel-taak getoets. Resultate het gesamentlik daarop gedui dat sintaktiese, semantiese en morfologiese eienskappe van Engels, in hierdie volgorde, die grootste probleme ingehou het vir hierdie sprekers. Meer spesifiek, ten opsigte van sintaksis, is die weglating van veral voorsetsels en lidwoorde as kandidaatonderwerpe vir eksplisiete instruksie geïdentifiseer, tesame met die sintaktiese posisionering van bywoorde en partikels. Ten opsigte van semantiek, was onakkurate leksikale seleksie, veral in die geval van voorsetsels / voorsetselfrases en voornaamwoorde, die algemeenste problematiese eienskap wat gevolglik vir eksplisiete instruksie voorgestel is. Laastens, ten opsigte van morfologie, het infleksie die grootste uitdaging blyk te wees, en is die akkurate formulering (veral ingevolge tempus- en / of aspekvorme) van verledetyds-, progressiewe en irrealisstrukture voorgestel as kandidaatonderwerpe vir eksplisiete instruksie, tesame met die derdepersoon-enkelvoudeienskap.

Thesis (MA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: When English as a second language (L2) is learnt via classroom instruction, the extent to which learners become proficient depends, in part, on the education system in place and, more specifically, on the methods of instruction. This study set out to compare the efficacy of two focus-on-form methods of L2 instruction, namely enhanced input and traditional teacher-centred instruction, in teaching one typically problematic aspect of English grammar for L2 learners, namely the use of the passive form. The participants comprised two groups of grade 11 Afrikaans-speaking learners in a secondary, Afrikaans-English parallel medium school in the southern region of Gauteng, South Africa. One day before the onset of instruction on the English passive, all potential participants completed a pre-test to assess their existing knowledge of the English passive, in order to allow the members of one group to be paired with the members of the other group. Eight pairs could be found; a total of 16 learners thus participated in the study. Both groups then received 14 lessons (7 hours in total) on the English passive: The Enhanced group received (written) input enhancement in groups, whereas the Traditional group as a whole did copying exercises and received explanations on the formation of the passive structure. Participants wrote a post-test immediately after the end of the instruction period and a delayed post-test nine weeks later. The results of the immediate and delayed post-tests did not indicate a significant difference between the two groups; neither did the learners’ scores improve significantly from the pre-test to the post-tests. Reasons for this lack of improvement are suggested. Classroom observation indicated that learners in the Enhanced group enthusiastically participated in the activities, whereas the Traditional group appeared to be bored after a few lessons. The study also set out to ascertain whether different methods of assessment on the English passive lead to different test marks. It seemed that assessment tasks requiring little writing (such as multiple choice questions) result in higher marks than tasks requiring learners to formulate answers on their own. Although this was a small-scale study, the results suggest that under better circumstances (e.g., more time for instruction and a larger group of participants) it might be useful to conduct similar types of studies to test the effects of enhanced input and/or assessment methods when South African schools change from Outcomes Based Education to the new Curriculum and Assessment Policy Statement system in 2012. / AFRIKAANSE OPSOMMING: Wanneer Engels as tweede taal (T2) deur middel van die klaskameronderrig aangeleer word, hang die vaardigheid wat die leerder verwerf gedeeltelik af van die opvoedkundige sisteem waarbinne T2- onderrig geskied en, meer spesifiek, van die metodes van onderrig wat gebruik word. Die doel van hierdie studie was om die effektiwiteit van twee fokus-op-vorm-metodes van T2-onderrig met mekaar te vergelyk, naamlik verrykte toevoer en tradisionele onderwysergesentreerde onderrig, in die onderrig van een tipies problematiese aspek van die Engelse grammatika, naamlik die gebruik van die passiefvorm. Die deelnemers het bestaan uit twee groepe Afrikaanssprekende graad 11- leerders in ‘n sekondêre, Afrikaans-Engels parallel-medium skool in Suid-Gauteng. Alle deelnemers het een dag voor die aanvang van die onderrig oor Engelse passiefvorme ‘n voortoets afgelê sodat hul bestaande kennis aangaande sulke vorme gemeet kon word. Op grond van hul toetsresultate is die lede van die een groep daarna met die lede van die ander groepe afgepaar. Agt pare is geïdentifiseer; in totaal was daar dus 16 deelnemers. Beide groepe het 14 klasse (7 ure in totaal) se onderrig oor die Engelse passiefkonstruksie ontvang: Die Verrykte groep het geskrewe toevoer in groepsverband ontvang, terwyl die Tradisionele groep verduidelikings oor die vorming van die passief asook afskryf-oefeninge ontvang het. Deelnemers het onmiddellik ná die 14 klasse ‘n na-toets geskryf en nege weke ná instruksie ‘n uitgestelde na-toets. Die resultate van die onmiddellike en uitgestelde na-toets het nie beduidende verskille tussen die groepe aangedui nie. Die leerders se uitslae het ook nie beduidende verskille tussen die onmiddellike- en uitgestelde na-toets getoon nie. Redes vir die gebrek aan meetbare vordering word aangevoer. Klaskamer-observasie het egter getoon dat leerders wat die verrykte toevoer ontvang het, meer entoesiasties aan klaskameraktiwiteite deelgeneem het teenoor die groep wat tradisioneel onderrig is en verveeld voorgekom het. Die studie het ook gepoog om te bepaal of verskillende assesseringsmetodes vir Engelse passiewe lei tot verskillende toetsuitslae. Dit het voorgekom asof assesseringstake wat minimale skryfwerk vereis het (bv. veelvuldige keuse-vrae) tot beter resultate gelei het as die vrae wat van leerders verwag het om self antwoorde te formuleer. Alhoewel die studie van beperkte omvang was, is daar aanduidings dat dit – onder meer geskikte toestande (bv. meer tyd vir instruksie en groter deelnemergroepe) – nuttig sal wees om soortgelyke studies oor verrykte toevoer en/of verskillende assesseringsmetodes uit te voer, veral wanneer Suid-Afrikaanse skole in 2012 van Uitkomsgebaseerde Onderrig na die Assessment Policy Statement-sisteem toe verander.