Fluent sentence comprehension requires the automatic application of grammatical principles, in combination with other kinds of information, to a linear input string. The latter can vary greatly in complexity, and it has been observed that structures that involve non-adjacent relationships (non-local dependencies) cause particular processing difficulties, for even fluent readers. This thesis focuses on the potential role that L1 transfer plays in processing non-local dependencies in the L2. Although L1 transfer has been demonstrated in a variety of L2 domains (Juffs, 2005), the degree to which L1 syntactic properties influence the L2 in real-time processing remains an open question (Clahsen & Felser, 2006b). A better understanding of L1 influence on L2 processing has important implications for emerging models of L2 sentence processing and SLA theory in general. This thesis examines L1 effects on the processing of L2 English relative clauses. It builds on established models of L1 relative clause processing (e.g., Gibson, 1998) and focuses on the asymmetry observed in the processing of subject versus object relative clauses. Research has shown that L1 individuals find object relative clauses more difficult to process than their subject counterparts (King & Just, 1991), and off-line L2 research suggests that this asymmetry might hold for L2 processing as well (Izumi, 2003; Kanno, 2007). This thesis will examine the asymmetry on-line and investigate the role that L1 background plays in on-line performance, both alone and in combination with other processing factors. The main data are on-line performance by three groups of advanced-level learners of L2 English from Japan, China, and Vietnam. The three L1s differ from English to varying degrees in relative clause formation, as reflected in head direction, branching direction and the presence of an overt relative marker. Vietnamese shares all three properties with English and Japanese none, leading to the prediction that the Japanese learners will have the greatest difficulty, as evident in the largest subject/object asymmetry in processing times. Evidence for the effect of L1 syntactic properties on L2 processing will be sought in a set of studies that compare processing outcomes for these learners across key individual difference factors in L2 processing, working memory capacity, lexical processing efficiency, and proficiency. The effect of non-structural information, in the form of animacy contrasts and frequency effects, on L2 syntactic processing across the L1 groups will also be examined. By systematically examining group differences across these key factors, the degree and nature of potential L1 influence on the processing of these non-local dependencies can be better assessed. Three groups of advanced-level L2 English learners from China, Japan, and Vietnam, a group of intermediate-level learners in Japan, and native English controls participated in the data collection. Participants were first tested on a battery of individual difference measures that established language proficiency and general processing skill for individual participants and groups. On-line reading data of relative clause structures were then collected and reported in a set of five studies. Study 1 examined reading when the target structures contained high frequency content words, which minimized word recognition demands. Advanced L2 learners took longer to read object relative clauses, and the difference was the greatest for the Japanese group. Study 2 revealed that the subject/object asymmetry and L1 influence evident in Study 1 disappeared when word recognition was effortful, as in sentences with low frequency words, suggesting that L1 syntactic influence may only be evident when lexical processing is relatively automatic. Study 3 examined the effect of proficiency differences on processing outcomes by comparing performance by Intermediate and Advanced Japanese learners. The Intermediate learners showed no subject/object asymmetry in sentences with high frequency words, providing further evidence that processing efficiency is a key factor when considering possible L1 effects in L2 processing. Study 4 demonstrated that advanced L2 learners benefited from animacy cues in on-line processing, with the difficulty associated with object relative sentences and the L1 effect evident in sentences with animate head nouns neutralized in sentences with inanimate head nouns. The findings indicate that L2 learners may rely on lexical information as an alternative to syntactic knowledge in some cases. Finally, Study 5 compared processing performance on full or reduced relative clauses to examine both the influence of L1 syntactic properties and L1 structural frequency biases on L2 processing outcomes. Although the influence of frequency information was not evident, the results suggested that the availability of an overt relative marker in the L1 affected L2 processing outcomes. Overall, the results provide some support for the view that L1 background influences the processing of complex syntactic structures in the L2, a finding consistent with Juffs (2005) but contrary to Clahsen et al. (Clahsen & Felser, 2006b). However, the effect is sensitive to a range of factors, which appears to support the claim by the latter that L2 learners may rely more on lexical-semantic information than L1 individuals.

Fluent sentence comprehension requires the automatic application of grammatical principles, in combination with other kinds of information, to a linear input string. The latter can vary greatly in complexity, and it has been observed that structures that involve non-adjacent relationships (non-local dependencies) cause particular processing difficulties, for even fluent readers. This thesis focuses on the potential role that L1 transfer plays in processing non-local dependencies in the L2. Although L1 transfer has been demonstrated in a variety of L2 domains (Juffs, 2005), the degree to which L1 syntactic properties influence the L2 in real-time processing remains an open question (Clahsen & Felser, 2006b). A better understanding of L1 influence on L2 processing has important implications for emerging models of L2 sentence processing and SLA theory in general. This thesis examines L1 effects on the processing of L2 English relative clauses. It builds on established models of L1 relative clause processing (e.g., Gibson, 1998) and focuses on the asymmetry observed in the processing of subject versus object relative clauses. Research has shown that L1 individuals find object relative clauses more difficult to process than their subject counterparts (King & Just, 1991), and off-line L2 research suggests that this asymmetry might hold for L2 processing as well (Izumi, 2003; Kanno, 2007). This thesis will examine the asymmetry on-line and investigate the role that L1 background plays in on-line performance, both alone and in combination with other processing factors. The main data are on-line performance by three groups of advanced-level learners of L2 English from Japan, China, and Vietnam. The three L1s differ from English to varying degrees in relative clause formation, as reflected in head direction, branching direction and the presence of an overt relative marker. Vietnamese shares all three properties with English and Japanese none, leading to the prediction that the Japanese learners will have the greatest difficulty, as evident in the largest subject/object asymmetry in processing times. Evidence for the effect of L1 syntactic properties on L2 processing will be sought in a set of studies that compare processing outcomes for these learners across key individual difference factors in L2 processing, working memory capacity, lexical processing efficiency, and proficiency. The effect of non-structural information, in the form of animacy contrasts and frequency effects, on L2 syntactic processing across the L1 groups will also be examined. By systematically examining group differences across these key factors, the degree and nature of potential L1 influence on the processing of these non-local dependencies can be better assessed. Three groups of advanced-level L2 English learners from China, Japan, and Vietnam, a group of intermediate-level learners in Japan, and native English controls participated in the data collection. Participants were first tested on a battery of individual difference measures that established language proficiency and general processing skill for individual participants and groups. On-line reading data of relative clause structures were then collected and reported in a set of five studies. Study 1 examined reading when the target structures contained high frequency content words, which minimized word recognition demands. Advanced L2 learners took longer to read object relative clauses, and the difference was the greatest for the Japanese group. Study 2 revealed that the subject/object asymmetry and L1 influence evident in Study 1 disappeared when word recognition was effortful, as in sentences with low frequency words, suggesting that L1 syntactic influence may only be evident when lexical processing is relatively automatic. Study 3 examined the effect of proficiency differences on processing outcomes by comparing performance by Intermediate and Advanced Japanese learners. The Intermediate learners showed no subject/object asymmetry in sentences with high frequency words, providing further evidence that processing efficiency is a key factor when considering possible L1 effects in L2 processing. Study 4 demonstrated that advanced L2 learners benefited from animacy cues in on-line processing, with the difficulty associated with object relative sentences and the L1 effect evident in sentences with animate head nouns neutralized in sentences with inanimate head nouns. The findings indicate that L2 learners may rely on lexical information as an alternative to syntactic knowledge in some cases. Finally, Study 5 compared processing performance on full or reduced relative clauses to examine both the influence of L1 syntactic properties and L1 structural frequency biases on L2 processing outcomes. Although the influence of frequency information was not evident, the results suggested that the availability of an overt relative marker in the L1 affected L2 processing outcomes. Overall, the results provide some support for the view that L1 background influences the processing of complex syntactic structures in the L2, a finding consistent with Juffs (2005) but contrary to Clahsen et al. (Clahsen & Felser, 2006b). However, the effect is sensitive to a range of factors, which appears to support the claim by the latter that L2 learners may rely more on lexical-semantic information than L1 individuals.

Fluent sentence comprehension requires the automatic application of grammatical principles, in combination with other kinds of information, to a linear input string. The latter can vary greatly in complexity, and it has been observed that structures that involve non-adjacent relationships (non-local dependencies) cause particular processing difficulties, for even fluent readers. This thesis focuses on the potential role that L1 transfer plays in processing non-local dependencies in the L2. Although L1 transfer has been demonstrated in a variety of L2 domains (Juffs, 2005), the degree to which L1 syntactic properties influence the L2 in real-time processing remains an open question (Clahsen & Felser, 2006b). A better understanding of L1 influence on L2 processing has important implications for emerging models of L2 sentence processing and SLA theory in general. This thesis examines L1 effects on the processing of L2 English relative clauses. It builds on established models of L1 relative clause processing (e.g., Gibson, 1998) and focuses on the asymmetry observed in the processing of subject versus object relative clauses. Research has shown that L1 individuals find object relative clauses more difficult to process than their subject counterparts (King & Just, 1991), and off-line L2 research suggests that this asymmetry might hold for L2 processing as well (Izumi, 2003; Kanno, 2007). This thesis will examine the asymmetry on-line and investigate the role that L1 background plays in on-line performance, both alone and in combination with other processing factors. The main data are on-line performance by three groups of advanced-level learners of L2 English from Japan, China, and Vietnam. The three L1s differ from English to varying degrees in relative clause formation, as reflected in head direction, branching direction and the presence of an overt relative marker. Vietnamese shares all three properties with English and Japanese none, leading to the prediction that the Japanese learners will have the greatest difficulty, as evident in the largest subject/object asymmetry in processing times. Evidence for the effect of L1 syntactic properties on L2 processing will be sought in a set of studies that compare processing outcomes for these learners across key individual difference factors in L2 processing, working memory capacity, lexical processing efficiency, and proficiency. The effect of non-structural information, in the form of animacy contrasts and frequency effects, on L2 syntactic processing across the L1 groups will also be examined. By systematically examining group differences across these key factors, the degree and nature of potential L1 influence on the processing of these non-local dependencies can be better assessed. Three groups of advanced-level L2 English learners from China, Japan, and Vietnam, a group of intermediate-level learners in Japan, and native English controls participated in the data collection. Participants were first tested on a battery of individual difference measures that established language proficiency and general processing skill for individual participants and groups. On-line reading data of relative clause structures were then collected and reported in a set of five studies. Study 1 examined reading when the target structures contained high frequency content words, which minimized word recognition demands. Advanced L2 learners took longer to read object relative clauses, and the difference was the greatest for the Japanese group. Study 2 revealed that the subject/object asymmetry and L1 influence evident in Study 1 disappeared when word recognition was effortful, as in sentences with low frequency words, suggesting that L1 syntactic influence may only be evident when lexical processing is relatively automatic. Study 3 examined the effect of proficiency differences on processing outcomes by comparing performance by Intermediate and Advanced Japanese learners. The Intermediate learners showed no subject/object asymmetry in sentences with high frequency words, providing further evidence that processing efficiency is a key factor when considering possible L1 effects in L2 processing. Study 4 demonstrated that advanced L2 learners benefited from animacy cues in on-line processing, with the difficulty associated with object relative sentences and the L1 effect evident in sentences with animate head nouns neutralized in sentences with inanimate head nouns. The findings indicate that L2 learners may rely on lexical information as an alternative to syntactic knowledge in some cases. Finally, Study 5 compared processing performance on full or reduced relative clauses to examine both the influence of L1 syntactic properties and L1 structural frequency biases on L2 processing outcomes. Although the influence of frequency information was not evident, the results suggested that the availability of an overt relative marker in the L1 affected L2 processing outcomes. Overall, the results provide some support for the view that L1 background influences the processing of complex syntactic structures in the L2, a finding consistent with Juffs (2005) but contrary to Clahsen et al. (Clahsen & Felser, 2006b). However, the effect is sensitive to a range of factors, which appears to support the claim by the latter that L2 learners may rely more on lexical-semantic information than L1 individuals.

Fluent sentence comprehension requires the automatic application of grammatical principles, in combination with other kinds of information, to a linear input string. The latter can vary greatly in complexity, and it has been observed that structures that involve non-adjacent relationships (non-local dependencies) cause particular processing difficulties, for even fluent readers. This thesis focuses on the potential role that L1 transfer plays in processing non-local dependencies in the L2. Although L1 transfer has been demonstrated in a variety of L2 domains (Juffs, 2005), the degree to which L1 syntactic properties influence the L2 in real-time processing remains an open question (Clahsen & Felser, 2006b). A better understanding of L1 influence on L2 processing has important implications for emerging models of L2 sentence processing and SLA theory in general. This thesis examines L1 effects on the processing of L2 English relative clauses. It builds on established models of L1 relative clause processing (e.g., Gibson, 1998) and focuses on the asymmetry observed in the processing of subject versus object relative clauses. Research has shown that L1 individuals find object relative clauses more difficult to process than their subject counterparts (King & Just, 1991), and off-line L2 research suggests that this asymmetry might hold for L2 processing as well (Izumi, 2003; Kanno, 2007). This thesis will examine the asymmetry on-line and investigate the role that L1 background plays in on-line performance, both alone and in combination with other processing factors. The main data are on-line performance by three groups of advanced-level learners of L2 English from Japan, China, and Vietnam. The three L1s differ from English to varying degrees in relative clause formation, as reflected in head direction, branching direction and the presence of an overt relative marker. Vietnamese shares all three properties with English and Japanese none, leading to the prediction that the Japanese learners will have the greatest difficulty, as evident in the largest subject/object asymmetry in processing times. Evidence for the effect of L1 syntactic properties on L2 processing will be sought in a set of studies that compare processing outcomes for these learners across key individual difference factors in L2 processing, working memory capacity, lexical processing efficiency, and proficiency. The effect of non-structural information, in the form of animacy contrasts and frequency effects, on L2 syntactic processing across the L1 groups will also be examined. By systematically examining group differences across these key factors, the degree and nature of potential L1 influence on the processing of these non-local dependencies can be better assessed. Three groups of advanced-level L2 English learners from China, Japan, and Vietnam, a group of intermediate-level learners in Japan, and native English controls participated in the data collection. Participants were first tested on a battery of individual difference measures that established language proficiency and general processing skill for individual participants and groups. On-line reading data of relative clause structures were then collected and reported in a set of five studies. Study 1 examined reading when the target structures contained high frequency content words, which minimized word recognition demands. Advanced L2 learners took longer to read object relative clauses, and the difference was the greatest for the Japanese group. Study 2 revealed that the subject/object asymmetry and L1 influence evident in Study 1 disappeared when word recognition was effortful, as in sentences with low frequency words, suggesting that L1 syntactic influence may only be evident when lexical processing is relatively automatic. Study 3 examined the effect of proficiency differences on processing outcomes by comparing performance by Intermediate and Advanced Japanese learners. The Intermediate learners showed no subject/object asymmetry in sentences with high frequency words, providing further evidence that processing efficiency is a key factor when considering possible L1 effects in L2 processing. Study 4 demonstrated that advanced L2 learners benefited from animacy cues in on-line processing, with the difficulty associated with object relative sentences and the L1 effect evident in sentences with animate head nouns neutralized in sentences with inanimate head nouns. The findings indicate that L2 learners may rely on lexical information as an alternative to syntactic knowledge in some cases. Finally, Study 5 compared processing performance on full or reduced relative clauses to examine both the influence of L1 syntactic properties and L1 structural frequency biases on L2 processing outcomes. Although the influence of frequency information was not evident, the results suggested that the availability of an overt relative marker in the L1 affected L2 processing outcomes. Overall, the results provide some support for the view that L1 background influences the processing of complex syntactic structures in the L2, a finding consistent with Juffs (2005) but contrary to Clahsen et al. (Clahsen & Felser, 2006b). However, the effect is sensitive to a range of factors, which appears to support the claim by the latter that L2 learners may rely more on lexical-semantic information than L1 individuals.

Fluent sentence comprehension requires the automatic application of grammatical principles, in combination with other kinds of information, to a linear input string. The latter can vary greatly in complexity, and it has been observed that structures that involve non-adjacent relationships (non-local dependencies) cause particular processing difficulties, for even fluent readers. This thesis focuses on the potential role that L1 transfer plays in processing non-local dependencies in the L2. Although L1 transfer has been demonstrated in a variety of L2 domains (Juffs, 2005), the degree to which L1 syntactic properties influence the L2 in real-time processing remains an open question (Clahsen & Felser, 2006b). A better understanding of L1 influence on L2 processing has important implications for emerging models of L2 sentence processing and SLA theory in general. This thesis examines L1 effects on the processing of L2 English relative clauses. It builds on established models of L1 relative clause processing (e.g., Gibson, 1998) and focuses on the asymmetry observed in the processing of subject versus object relative clauses. Research has shown that L1 individuals find object relative clauses more difficult to process than their subject counterparts (King & Just, 1991), and off-line L2 research suggests that this asymmetry might hold for L2 processing as well (Izumi, 2003; Kanno, 2007). This thesis will examine the asymmetry on-line and investigate the role that L1 background plays in on-line performance, both alone and in combination with other processing factors. The main data are on-line performance by three groups of advanced-level learners of L2 English from Japan, China, and Vietnam. The three L1s differ from English to varying degrees in relative clause formation, as reflected in head direction, branching direction and the presence of an overt relative marker. Vietnamese shares all three properties with English and Japanese none, leading to the prediction that the Japanese learners will have the greatest difficulty, as evident in the largest subject/object asymmetry in processing times. Evidence for the effect of L1 syntactic properties on L2 processing will be sought in a set of studies that compare processing outcomes for these learners across key individual difference factors in L2 processing, working memory capacity, lexical processing efficiency, and proficiency. The effect of non-structural information, in the form of animacy contrasts and frequency effects, on L2 syntactic processing across the L1 groups will also be examined. By systematically examining group differences across these key factors, the degree and nature of potential L1 influence on the processing of these non-local dependencies can be better assessed. Three groups of advanced-level L2 English learners from China, Japan, and Vietnam, a group of intermediate-level learners in Japan, and native English controls participated in the data collection. Participants were first tested on a battery of individual difference measures that established language proficiency and general processing skill for individual participants and groups. On-line reading data of relative clause structures were then collected and reported in a set of five studies. Study 1 examined reading when the target structures contained high frequency content words, which minimized word recognition demands. Advanced L2 learners took longer to read object relative clauses, and the difference was the greatest for the Japanese group. Study 2 revealed that the subject/object asymmetry and L1 influence evident in Study 1 disappeared when word recognition was effortful, as in sentences with low frequency words, suggesting that L1 syntactic influence may only be evident when lexical processing is relatively automatic. Study 3 examined the effect of proficiency differences on processing outcomes by comparing performance by Intermediate and Advanced Japanese learners. The Intermediate learners showed no subject/object asymmetry in sentences with high frequency words, providing further evidence that processing efficiency is a key factor when considering possible L1 effects in L2 processing. Study 4 demonstrated that advanced L2 learners benefited from animacy cues in on-line processing, with the difficulty associated with object relative sentences and the L1 effect evident in sentences with animate head nouns neutralized in sentences with inanimate head nouns. The findings indicate that L2 learners may rely on lexical information as an alternative to syntactic knowledge in some cases. Finally, Study 5 compared processing performance on full or reduced relative clauses to examine both the influence of L1 syntactic properties and L1 structural frequency biases on L2 processing outcomes. Although the influence of frequency information was not evident, the results suggested that the availability of an overt relative marker in the L1 affected L2 processing outcomes. Overall, the results provide some support for the view that L1 background influences the processing of complex syntactic structures in the L2, a finding consistent with Juffs (2005) but contrary to Clahsen et al. (Clahsen & Felser, 2006b). However, the effect is sensitive to a range of factors, which appears to support the claim by the latter that L2 learners may rely more on lexical-semantic information than L1 individuals.

With the number of Asian immigrants continually increasing in New Zealand society, Asian immigrant businesses have been appearing more rapidly in New Zealand, particularly in Auckland. The primary purpose of this study is to enquire into why a certain Asian immigrant group become business people after migrating to Auckland, New Zealand. In addition, it investigates the level of their business activity and the level of happiness with their new life in New Zealand. This study examines the growing phenomenon of Asian immigrants, and the entrepreneurship rate of ethnic groups through existing statistics. The study focuses on Korean immigrants. Twenty self-employed Koreans who are running a business in Auckland participated in the study. They were invited to talk about why they became self-employed business people and related matters about their business activity. The study found that Korean immigrants chose self-employment as a means of getting a job. They gave up seeking mainstream employment opportunities due to the language barrier and their inability to cope with a new society and new system. Other fundamental factors in their decision to become entrepreneurs were that firstly, they were willing to invest a considerable amount of their own money and secondly, they preferred to participate in the workforce rather than to depend on the New Zealand welfare system. Based on the information acquired through the research, the study reported that the recently increased numbers of Asian businesses are partly attributable to New Zealand business immigration policy which introduced a new business category – Long Term Business Visa (LTBV). The findings from this research pointed to commitment that immigrant businesses contribute to the New Zealand economy and New Zealand society as taxpayers and potential employers.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2005. / Title from second page of PDF document. Document formatted into pages; contains [2], iii, 189 p. Includes bibliographical references (p. 181-189).

abstract: ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

O tema desta dissertação de mestrado está focado nas questões propostas nos exames de Proficiência em Língua Brasileira de Sinais (Prolibras) realizados em nível nacional, elaborados e executados pela Comissão Permanente de Vestibular da Universidade Federal de Santa Catarina (COPERVE/ UFSC), através de uma equipe de professores surdos e intérpretes que se dedicam à elaboração e avaliação das provas. O objetivo principal é analisar as provas realizadas nas quatro edições (2006, 2007, 2008 e 2009) e discutir os conhecimentos específicos da Língua de Sinais que são avaliados na prova, através de entrevistas com candidatos que realizaram o Exame, da análise do Edital e das questões propostas nas provas. As reflexões decorrentes das análises trazem concepções, tendências e olhares de um novo lugar para a realização do Exame Prolibras: a evidência de aspectos relacionados a língua de sinais, cultura surda e identidade surda. / The subject of this dissertation of master's degree is focused on the objective questions of the examinations of Proficiency in Brazilian Sign Language (Prolibras) carried out in national level, prepared and executed by the Constant Commission of entrance exam of the Federal University of Saint Catarina (COPERVE / UFSC), through a team of deaf teachers and interpreters who devote themselves the preparation and evaluation of the proofs. The principal objective is to analyse the proofs carried out in three publications (2006, 2007, 2008 and 2009) and to look for the specific knowledges of the Sign Language that are valued at the proof. The reflections resulting from the analyses bring conceptions, tendencies and glances of a new place for the realization of the Examination Prolibras: the evidence of aspects that are related to language of signs, deaf culture and deaf identity.

Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)