No description available.

Thesis (Ph. D.)--University of Wyoming, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 49-55).

Thesis (Ed. D.)--University of Nevada, Reno, 1982. / "May 1982." Includes bibliographical references (leaves 97-104). Online version available on the World Wide Web.

M.Ed. / South Africa is known as the rainbow nation, therefore it is important to be able to communicate with one another in order to understand each other. A second language is therefore necessary to acquire and the second language teacher at a South African high school plays an important role in this process. The computer has become a part of our everyday life. It has found a place in the business world and more and more people are becoming aware of the computer as a helping aid. Educational authorities are also aware of the computer as a helping aid, especially with administrative work. It can also be used in the classroom. The young people of today grow up in a technological era and the computer is something that they are very familiar with. It has been proven by research that the computer can be utilized in the classroom, but only if it is used effectively. The main aim of this study is to show how CM (computer-assisted instruction) can be used in the teaching of Afrikaans as a second language, and that CM complements the communicative approach. A further aim is that CAI can be a helping aid for the teacher in the communicative Afrikaans classroom. In order to find an objective answer, it is necessary to do a literature study regarding how first and second languages are acquired. A literature study regarding the four most common CAI approaches has been conducted, namely: Drill and practice Games and simulation Problem solving Tutorials A short discussion regarding the word processor, database and spreadsheet has also been included. Different methods or approaches regarding teaching a second language have been used over the years. This study follows the Communicative Language approach. It focuses on learners and learners' skills. Co-operative learning works hand in hand with the communicative approach. Working in groups helps learners to learn to work together and communicate in the target language. The teacher needs to create opportunities for the learner to communicate and the computer can be used to do this. One of the advantges of CAI is that it can motivate learners if the computer is used properly. Certain problems in teaching a second language have been highlighted and discussed. The problems are: Quality of teaching Method of teaching First language influence Attitudes (teacher and learner) Number of learners in class There are some limitations concerning computers in classrooms. Most of the teachers in the teaching profession did not grow up with computers and are therefore hesitant about using them. They may also be unaware of the possibilities for using computers in the classroom. Examples of how the computers can be used in an Afrikaans second language classroom have been presented. Different exercises of drill and practice, problem-solving, simulation, games and tutorials are discussed. The following finding resulted from this study: The potential of the computer in the language classroom has not yet been discovered. Programmes are limited for Afrikaans. Computers motivate learners if they are used correctly and if learners feel that they are learning something. Learners become active participants and not only passive listeners. The teacher's role in the language class is still important; it is one of a facilitator, helper and a coach. The computer cannot take over the role of the teacher. The following conclusions can be made: The computer can be an effective helping aid for the second language teacher in his/ her complex task. The computer can provide opportunities for groupwork, which is important in the communicative approach. In order to successfully implement computer-aided instruction programmes in second language classrooms, it is recommended that: Teachers should try computer usage in their classrooms as one method that can help the learner as well as the teacher. In-service training programmes should be implemented. These programmes should keep the teachers up to date with the latest technological developments. Programmes should be developed with the help of the Department of Education. It can be said with certainty that the computer has an important place in the second language classroom.

The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.

no abstract provided by author / Master of Science

No description available.

No description available.

No description available.

The purpose of this study was to determine and analyse student achievement as a result of the use of an experimental edition of a programmed business English textbook in selected classes. The participants in the study were 202 post high school and junior college students distributed in seven classes in four states. The textbook used was the experimental edition of Programmed Business English, developed by Harry Huffman of Virginia Polytechnic Institute, Blacksburg, Virginia, and Syrell Rogovin, a linguist at the Thomas J. Watson Research Center. Yorktown Heights, New York. The students took a pretest before initiating their study of the textbook. Four interim tests were taken during the study, and a posttest was taken at the conclusion of the study. A comparison of posttest over pretest achievement represented students’ business English achievement as a result of their study of the textbook. Specific problems and findings in the study were: 1: Problem: Reliability of the pretest and the posttest used in the study. Findings: By using Tests A and B (pretests and posttests) the investigator found a .66 positive correlation between Tests A and B. By using the split-half method on Tests A and B the investigator found a .82 positive correlation on Test A and a .87 positive correlation on Test B. 2: Problem: Business English achievement of students before they used the program business English textbook. Findings: The achievement of individual students before they used the programmed business English textbook ranged from a low of 23 percent for a student in Class 1 to a high of 82 percent for students in Classes 3 and 7. 3. Problem: Business English achievement of selected classes of students after they used the programmed business English textbook. Findings: The achievement of individual students after they used the programmed business English Textbook ranged from a low of 31 percent for a student in Class 2 to a high of 99 percent for a student in Class 3. 4. Problem: Analysis and interpretation of the business English achievement of each class after the programmed business English textbook had been used. Findings: The mean gains in points were 20.41, 24.39, 25.00, 22.31, 19.09, 36.18, and 19.14 for the seven classes who used the textbook. 5. Problem: Comparison of the business English achievement among the classes that used the programmed business English textbook. Findings: Class 6 had the highest mean achievement (88.41) after completing the textbook used in the study, and Class 1 had the lowest mean achievement (64.59). The mean posttest achievement for all the classes was 74.11 percent. 6. Problem: Participating instructors’ opinions as to the strengths and weaknesses of the programmed business English textbook. Findings: Five of the six instructors who returned questionnaires to the investigator had favorable opinions of the textbook. They stated that it was beneficial for more detailed work and left the teacher free to work with slower students. All the replies stated that the textbook provides for more hours or periods of instruction than were used. The major objection to the textbook was the testing program. The tests, according to the instructors, were too infrequent and covered too much material. The advantages the instructors cited were: the provision for individual differences, the immediate verification of response, and the opportunity provided the teacher to work with individual students. / Master of Science