The decline of the requisite linguistic skills of law students around the world has been documented comprehensively through legal scholarship. While ameliorating initiatives attempt to remedy law school education, the curriculization of English for academic legal purposes (EALP) has been neglected, resulting in the absence of a principled curricular framework for developing EALP syllabi. The proliferation of legal English communication across the circles of world English has accentuated the deterioration of students’ linguistic skills and exacerbated the educational challenges confronting law schools. These premises were influenced and validated by the researcher’s experiences as student and teacher of law and language. Three research questions address the rationale and guide the research: (1) Which curricular principles can be deduced from theoretical linguistics, second language (L2) pedagogy, and legal education to constitute a framework for EALP? (2) Which legal linguistic skills clusters can be identified from a typology of EALP-type textbooks? (3) As research outcome, how can the literature review and textbook analysis be synthesized into a cohesive curricular framework for EALP that can be applied across the circles of world English? The cyclical research strategy that underpinned this qualitative study relied on a social constructionist worldview, case study methodology, and qualitative content analysis method. The literature review probed theoretical linguistics, L2 pedagogy, and legal education as tributary disciplines of EALP. Insights gleaned from the literature review informed the qualitative content analysis of a purposive sample of EALP-type textbooks (N = 44). The textbooks were coded to create a typology and to determine the clusters of linguistic skills introduced during law school and across the circles of world English. The literature review led to the formulation of theoretically informed, curricular principles from the three disciplines that underpin EALP. The qualitative content analysis resulted in the creation of a typology of textbooks that exhibits clusters of linguistic skills that are scaffolded throughout law school. While academic communication skills were accentuated, legal linguistic skills incorporate additional clusters of thinking, research, and pedagogic skills. Together these skills constitute the skill of “thinking like a lawyer.” A synthesis of the theoretical principles and skills clusters provides a holistic curricular framework for EALP that is sensitive to the local diversity within the circles of world English. The curricular framework for EALP draws legal English from the periphery to the center of law school education by accentuating the legal linguistic skills needed both in academia and in legal practice. The main limitations of the study are the challenges posed by the inclusion of original EALP syllabi and the manual coding of the textbook sample. / Thesis (PhD)--University of Pretoria, 2015. / Humanities Education / Unrestricted

This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers. The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position. Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.

ABSTRACTThis study is an investigation of Japanese university students’ use of metacognitive knowledge for reading an English narrative text for general comprehension and their inference generation while reading. Research in second language (L2) reading and reading comprehension has advanced over the past three and half decades (Grabe & Stoller, 2020). Many studies focusing on L2 reading comprehension have shed light on the strong correlation of linguistic knowledge such as vocabulary and syntax with reading comprehension (e.g., Jeon & Yamashita, 2014). In addition, the literature on L2 reading has shown a strong interest in the role of higher-order processing and metacognition. However, there is a paucity of research on higher-order processing and metacognitive knowledge in L2 reading in English as a Foreign Language (EFL) contexts. With these gaps in mind, this study draws on Flavell’s (1979) model of cognitive monitoring and Nelson and Narens’ (1990) model of metacognition. It also draws on Kintsch’s (1988) Construction-Integration (CI) Model that elaborately describes the process of reading comprehension. Ten intermediate- and advanced-proficiency Japanese EFL learners voluntarily participated in this multiple case study, read a narrative text for general comprehension, and reported on their reading. The data collected from the participants’ course assignments, class oral presentation, class discussion, semi-structured interviews, and the think aloud and stimulated recall protocols were transcribed and coded for analysis. The transcribed data together with the written data were analyzed thematically clustering the data into categories manually using Flavell’s (1979) framework of metacognitive knowledge, person, task, and strategy, and by the types of inferences made. This study provides a descriptive account of the participants and contributes to the literature on EFL learners’ strategy use, metacognition, and inference-making in L2 reading. The findings reveal that intermediate- and advanced-proficiency Japanese EFL learners used strategies in combination to solve the difficulties they encountered, and metacognitive strategies to monitor and evaluate their strategy use while reading. Accordingly, this study supports the conclusion that metacognitive strategies are essential to self-regulated reading to achieve comprehension. In addition, the participants’ positive beliefs about themselves as EFL learners appeared to positively contribute to their motivation to read. In particular, their beliefs about good L2 readers helped them set goals with regards to the areas that they problematized. For example, the participants aspired to read faster because they recognized that their present L2 reading speed was slow. The findings also provide a detailed account of how readers constructed situation models for their reader comprehension. In particular, re-reading helped enhance participants’ ability to draw inferences, identify causal relationships, remove irrelevant or contradictory elements, and integrate relevant background knowledge to the textbase in the interest of updating their situation models. The rich description of the multiple cases in this study contributes to our understanding of difficulties intermediate- and advanced-proficiency Japanese EFL learners encounter while reading, how they use strategies to address them, how they draw inferences to connect information, and how they evaluate their comprehension on an ongoing basis. / Teaching & Learning

Not many studies exist in the literature on reading in South Africa which examine the differences between the reading performance of first (L1) and second (L2) language English speaking learners, particularly those who experience barriers to learning. Using archival material from the Education Clinic of the University of the Witwatersrand, this study compared the results on the Stanford Diagnostic Reading Test (Brown Level) for a group of 43 high school L1 (20) and L2 (23) learners identified as experiencing barriers to learning. In line with international research on reading difficulties skills (Ben-Zeev, 1984; Baker, 1988; Drucker, 2003; Cummins, 1989,1991; Miller, 1984; Droop and Verhoeven, 1998), it was found that the L2 students performed significantly below the level of their L1 counterparts in Auditory Vocabulary and Reading Comprehension. The results on the Phonetic Analysis were found to be similar for both groups.

Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study investigates English as a second language (ESL) writing teachers' beliefs about themselves as language learners and as writers in their first and/or second language(s). The purpose is to discover how ESL writing teachers’ beliefs about and practice of teaching L2 writing are influenced by their experiences in writing in their first and/ or second languages. Three native (NES) and two non-native English-speaking (NNES) teachers teaching L2 writing took part in the study. During a 15-week semester, their ESL writing classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed two times using stimulated recall regarding both their classroom instructional practices and instruction provided in the margins of student papers. Findings revealed that, language learning in general was an important contributor to both NNES and NES teachers’ cognitions. Even NES teachers who were not advanced in their respective second and/or additional languages still referred to their language learning experiences. The NNES teacher participants also commented that they sometimes had to step out of their own language experience in order to better help their students. Results also indicated that L2 writing teachers without advanced L2 literacy skills were influenced primarily by their L1 writing experiences. L2 writing teachers with advanced L2 literacy skills, however, were greatly influenced by their L2 writing experience. In all of the cases, being an advanced writer, whether in their L1 or L2s, was an important contributor to L2 writing teachers’ cognitions.

Made available in DSpace on 2016-03-22T17:27:15Z (GMT). No. of bitstreams: 1 Francine.pdf: 1635014 bytes, checksum: 766d4215eec29b93b8bf7a4e0d6bed91 (MD5) Previous issue date: 2013-09-27 / The correction of foreign language students errors (corrective feedback) can be considered a useful strategy for teachers in order to help learners in the new language acquisition. Therefore, this work investigates teachers' and learners' (both Portuguese native speakers) beliefs about corrective feedback. It also identifies English language students main errors, the feedback used in the correction and the uptake given, or not, by the students. The study is based on Swain (1995), Ranta (1994), Lyster (2001, 2004), Rauber & Gil (2004), among others. The results indicated that the most used feedback was the recast and that the uptake was not given in all evidences of correction / A correção de erros (feedback corretivo) de alunos de línguas estrangeiras (LEs) pode ser considerada uma estratégia útil para os professores ajudarem os aprendizes na aquisição da nova língua. Partindo desse pressuposto, este trabalho investiga as crenças de alunos e professores falantes de português como L1 sobre o feedback corretivo; identifica os principais erros de alunos de inglês como LE, o tipo de feedback utilizado pelo professor para corrigi-los e o uptake fornecido, ou não, pelo aluno. Para tanto, foram utilizados questionários e transcrições de ocorrência de erros e correções de cinco aulas de três turmas de inglês de nível de proficiência intermediário-avançado. O estudo está fundamentado em autores como Swain (1995), Ranta (1994), Lyster (2001, 2004), Rauber e Gil (2004), entre outros. Os resultados da investigação evidenciaram que o tipo de feedback mais utilizado foi o recast e que nem sempre os alunos forneceram uptake

Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.

Most South African subtitles are produced and broadcast in English despite the fact that English is the first language of only 8.2% of the entire population (Statistics South Africa, 2004). Therefore, current English subtitles are predominantly received as second language text. This poses questions as to how people perceive these subtitles, and if and how their reading of English second language (L2) subtitles differs from their reading of L1 (non-English) subtitles. In recent years, eye tracking has proven to be a valuable method in observing and measuring the eye movements of people watching and reading subtitles. In order to explain the use of eye tracking and in order to answer the question at hand, this study comprises a literature review and an empirical study. The literature review gives an in-depth account of previous studies that used eye tracking to study reading and elaborates on the parameters used to account for various findings. The two empirical components of this study examined the accessibility and effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English, while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and comparing the data with that of English L1 speakers reading English subtitles. Participants were also given static text to read (accompanied by a corresponding comprehension test) in order to see if there was a relation between participants’ first and second language reading of static text and that of subtitling. Additionally, participants were given a questionnaire on their reading behaviour, reading preferences, access to subtitled television programming and reading of subtitles in order to find explanations for occurrences in the data. The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically significant differences were indeed found, but the differences were much more significant for the Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low literacy levels can be attributed to the participants’ socioeconomic background and history, and needs to be addressed urgently. Recommendations for future research include that the current study be broadened in terms of scope, sampling size, representativeness and experimental material; that the focus be shifted to the rest of the languages spoken in South Africa for which the users do not have a shared sense of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore the relation between the reading of static text and subtitle reading in order to ensure adequate subtitle reading in terms of proportional attention allocation. However, the issue of low literacy levels will have to be addressed urgently; only then will the South African viewing public be able to gain full access to any form of broadcast communicative material or media, and only then will they be able to benefit from subtitling and all that it offers. / North-West University (South Africa). Vaal Triangle Campus.

Most South African subtitles are produced and broadcast in English despite the fact that English is the first language of only 8.2% of the entire population (Statistics South Africa, 2004). Therefore, current English subtitles are predominantly received as second language text. This poses questions as to how people perceive these subtitles, and if and how their reading of English second language (L2) subtitles differs from their reading of L1 (non-English) subtitles. In recent years, eye tracking has proven to be a valuable method in observing and measuring the eye movements of people watching and reading subtitles. In order to explain the use of eye tracking and in order to answer the question at hand, this study comprises a literature review and an empirical study. The literature review gives an in-depth account of previous studies that used eye tracking to study reading and elaborates on the parameters used to account for various findings. The two empirical components of this study examined the accessibility and effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English, while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and comparing the data with that of English L1 speakers reading English subtitles. Participants were also given static text to read (accompanied by a corresponding comprehension test) in order to see if there was a relation between participants’ first and second language reading of static text and that of subtitling. Additionally, participants were given a questionnaire on their reading behaviour, reading preferences, access to subtitled television programming and reading of subtitles in order to find explanations for occurrences in the data. The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically significant differences were indeed found, but the differences were much more significant for the Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low literacy levels can be attributed to the participants’ socioeconomic background and history, and needs to be addressed urgently. Recommendations for future research include that the current study be broadened in terms of scope, sampling size, representativeness and experimental material; that the focus be shifted to the rest of the languages spoken in South Africa for which the users do not have a shared sense of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore the relation between the reading of static text and subtitle reading in order to ensure adequate subtitle reading in terms of proportional attention allocation. However, the issue of low literacy levels will have to be addressed urgently; only then will the South African viewing public be able to gain full access to any form of broadcast communicative material or media, and only then will they be able to benefit from subtitling and all that it offers. / North-West University (South Africa). Vaal Triangle Campus.

Students entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.