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The learning of English grammatical morphemes by Japanese high school studentsShirahata, Tomohiko, 1957- January 1988 (has links)
This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.
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Teaching English as a second language: learning strategies of successful ESL learnersWarren, Philip James 01 January 2002 (has links)
The Huang and Van Naerssen (1987) survey in Southern China proved conclusively that the more
fluent Chinese L2 learners ofEnglish used more communicative strategies than their not :fluent
counterparts. This study was an attempt to repeat the Huang and Van Naerssen study in a
different setting with L2 learners of different ethnic and cultural backgrounds. L2 learners of
English at secondary level were chosen from four countries in which I had recently lived and
worked. In addition an attempt was made to empirically test the validity of Schumann•s (1978)
acculturation hypothesis on models for which it was not originally intended. A correlation was
being sought between the level of acculturation ofL2 learners and their fluency in English.
A cloze test was given to the one hundred and twenty-five L2 learners in the study in order to
gauge their level of proficiency in English. A survey was then presented to L2 learners in all four
countries, Chile, Paraguay, South Africa and Botswana. Part One of the survey asked questions
related to acculturation. Part Two asked the same communicative questions used in the South
China study.
The results from the survey were inconclusive though the raw data for the communicative
strategies and acculturation helped to show that the more proficient the student in English, the
more likely he or she was to use communicative strategies or show a higher level of acculturation.
The results were not statistically significant. / English Studies / M.A. (English)
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The oral proficiency of ESL teacher trainees in different discourse domainsOlivier, Christina Ethel 30 November 2002 (has links)
This study investigated the oral proficiency of ESL teacher trainees in different discourse domains. The sample for the study consisted of twenty ESL teacher trainees in their final year at a College of Education. Different methods were used to measure the teacher trainees' oral proficiency in the English Communication Skills class while engaging in less formal conversations and in more formal teaching of content subjects during Practice Teaching. Three categories of constructs for oral proficiency were measured: Accuracy and fluency, classroom language and non-verbal communication. The findings supported the hypothesis: The oral proficiency of ESL teacher trainees is more satisfactory in some discourse domains,e.g. casual conversation, than in others, e.g. formal teaching. Although these findings cannot be regarded as conclusive they raise awareness of the problem. Recommendations were made on how to address the problem of poor oral performance of ESL teachers and teacher trainees teaching content subjects. / Linguistics and Modern Languages / M.A. (Specialisation in Applied Linguistics)
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Teaching of the Arabic language in South African schools : nature of language and methodologyDawood, Shaukat 29 February 2008 (has links)
Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng schools, the focus of discussion is the validity of the Nāšiٓēn as a prescribed text book and the methodology best suited to achieve linguistic competence in the language.
In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized.
In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language.
A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures.
The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated. / Religious Studies and Arabic / M.A. (Arabic)
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DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroomJohannes, Elisabeth 12 1900 (has links)
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007. / This thesis presents the planning and development of a multimedia application appropriate for Computer-Assisted Language Learning (CALL) in a self-access environment for German Second Additional Language Grade 10. It entails learning through listening and viewing comprehension and other tasks for CALL. The application is based on a communicative language teaching and learning framework as well as deriving its theoretical principles from Cognitive and Constructivist Learning Theories. It is set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning and user-friendly instructional software design.
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Leseprobleme fremdsprachiger Studenten mit deutscher Literatur des 20. Jahrhunderts : eine empirische UntersuchungBohlke, Sabine 12 1900 (has links)
Thesis (MA) -- Stellenbosch University, 1989. / Contents: Bd. 1. Darstellung -- Bd. 2. Dokumentation. / No Abstract Available
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Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary levelMazwi, Ntombomzi Rose-May 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2000. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for
Xhosa second language at tertiary level. Central to the task-based approach to second
language learning are the goals of complexity, accuracy and fluency as outcomes. The
principles of task-based instruction to syllabus design are examined as this approach to
syllabus design is believed to provide an effective base for successful second language
acquisition.
Theoretical assumptions as propounded by vanous researchers are discussed paymg
particular reference to the nature of second language learning and teaching pedagogy. Most
linguists agree on the view that Universal Grammar is a constant background against
which any language learning process takes place. Universal Grammar is also viewed as the
faculty which influences second language acquisition. The study will explore the
relationship between second language theory and pedagogy. The Communicative
Language Teaching is advanced in this study as an appropriate method for teaching
language.
The task-based syllabus is discussed with reference to different syllabus types which
exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased
methodology is illustrated. A range of communication tasks for Xhosa is presented
as an example of a task-based course design and analysed according to a task typology to
investigate the communicative value of each task type. Salient functions, notions and
language structures are identified based on Xhosa communicative task dialogues.
It is hoped that Xhosa second language teachers and researchers will pursue the approach
that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with
aspects of Xhosa second language learning and that Xhosa teaching will benefit in a
variety of respects. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir
Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en
vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die
beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie
benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer.
Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers
gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die
meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop
tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat
tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig
bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die
mees gepaste metode vir taalonderrig.
Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes
wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig
en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe
take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe
kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke
taak te ondersoek.
Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die
Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en
navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder
salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer
wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
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The comprehension of English through listening among Hong Kong ChinesestudentsBoyle, Joseph Patrick. January 1984 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Effects of text structure-based knowledge and strategies on second language expository prose comprehension秦嘉慧, Chun, Ka-wai, Cecilia. January 2000 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Dominance in L1 and L2 conversation: a study of Japanese male and female learners of EnglishItakura, Hiroko. January 1998 (has links)
published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy
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