Thesis (MEd)--PU vir CHO

L2 teaching has been subjected to •significant changes over the last few years. These changes can mainly be attributed to the fact that more attention has been given to the needs and aims of L2 learners. Agreement has been reached that language is essentially a tool for communication and that the most important need of L2 learners is the need to use the L2 for communicative purposes. Since the implementation of the communicative syllabus for English L2 for std 5, 6 and 7 pupils in 1986, the focus has been on communication. An indisputable link exists between teaching and testing. This implies that, should the overriding aim of a L2 syllabus be communicative competence, then the natural result of this should be the periodic testing of the communicative abilities of the pupils. Communicative teaching has already been explored to a considerable extent. One can assume that the amount of literature available on communicative teaching has resulted in a (positive) change in L2 classrooms. Communicative testing has not been explored sufficiently, however. In fact, there is enough reason to believe that the co-ordination that should exist between L2 teaching and L2 testing is lacking. In this mini-dissertation an attempt has been made to give guidance to L2 teachers in the bridging of the gap that exists between L2 teaching and L2 testing. Test construction has become a specialized field, and L2 teachers should get sufficient training in this field, so as to enable them to measure the progress of their pupils scientifically. In this mini-dissertation the following aspects of testing are discussed: validity, reliability, subjectivity/objectivity, the characteristics of communicative testing, the use of different scales for the evaluation of communicative competence, and techniques that can be applied in the testing of communicative competence. Knowledge of the above-mentioned aspects could lead to more scientific approach to L2 testing and this may help to eliminate the disharmony currently existing between L2.~eaching and L2 testing. It is concluded that communicative language testing in the junior secondary phase is indeed possible if the techniques proposed in this mini-dissertation are followed. / Skripsie (MEd)--PU vir CHO, 1990

Proefschrift Universiteit van Amsterdam. / Auteursnaam op omslag: Anne Bannink. Met lit. opg. - Met samenvatting in het Nederlands.

Thesis (doctoral)--Universität, Köln, 2000. / Includes bibliographical references (p. 245-259).

Thesis (Ph. D.)--University of Basle, 1972. / Includes bibliographical references (p. 138-140).

Thesis (doctoral)--Vrije Universiteit te Amsterdam. / At head of title: Vrije Universiteit te Amsterdam. Summary in English. Includes bibliographical references (p. 252-256).

Thesis--Université de Paris VII, 1977. / Includes indexes. Includes bibliographical references (v. 2, p. 368-384bis).

Thesis (PhD)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Although work on the Woordeboek van die Afrikaanse Taal started in the pretheoretic era of lexicography, it was originally the wish of the editorial staff to involve linguists in the compilation of the dictionary. They were, however, reluctant to implement suggestions of the critics after the first volumes had been published. A few adaptations were made, but a high premium was placed on the uniformity of the dictionary so that no meaningful changes were considered. The increasing harshness of the critisism as well as growing doubt whether the dictionary would be completed at the ever slowing pace, motivated the editorial staff to make a radical about-turn at the halfway mark. In an unprecedented step in lexicography the dictionary was redesigned during 1989 and 1990. Metalexicographers were involved and critisism on the completed volumes as well as the insights of lexicographic theory were taken into account in the designing of the new generation WAT volumes. The interaction between theory and practice should however be an ongoing process and more adaptations should be made if the ideal remains that the dictionary should reflect the state of metalexicography. / AFRIKAANSE OPSOMMING: Alhoewel die Woordeboek van die Afrikaanse Taal uit die voorteoretiese era van die leksikografie stam, was daar aanvanklik die begeerte by die redaksie om taalkundiges by die woordeboek te betrek. Daar was egter 'n traagheid om uitvoering te gee aan die voorstelle van die kritici met die verskyning van die eerste dele van die WAT. Enkele veranderinge is wel aangebring, maar die eenheidsbeeld van die woordeboek is steeds vooropgestel sodat geen diepgaande wysigings oorweeg is nie. Die feller wordende kritiek asook twyfel of die woordeboek ooit voltooi sou word teen die traer wordende pas, het die redaksie laat besluit om by die halfpadmerk 'n radikale omkeer te maak. In 'n ongeëwenaarde stap in die leksikografie is die woordeboek gedurende 1989 en 1990 herontwerp. Metaleksikograwe is betrek en die kritiek op die vorige dele en die insigte van die leksikografieteorie is verreken in die ontwerp van die nuwe-generasie- WAT-dele. Die wisselwerking tussen teorie en praktyk duur egter voort en meer aanpassings sal gemaak moet word indien dit steeds die ideaal is dat die woordeboek die stand van die metaleksikografie weerspieël.

The object of this study was to develop a valid and reliable measuring instrument for the Relationship Harmony personality cluster as part of the overall SAPI project, a project that aims to develop a valid, reliable, fair and unbiased personality measuring instrument that can be used within the South African context. Due to the large item pool (i.e. 400 items) two questionnaire versions were developed, namely RH–1 and RH–2. A pilot study was conducted with both versions on participating students from tertiary institutions within the North West and Gauteng Provinces (RH–1: n = 507; RH–2: N = 475). Items indicating unacceptable kurtosis were excluded from further analyses due to their unsuitability for factor analysis. Principal component analyses indicated that 31 items from RH–1 and 24 items from RH–2 shared less than 5% of their variance with the total score. These items were thus excluded from further analyses. Principal component analyses were also conducted to determine the correlations between the 23 facets and their relating items. This procedure resulted in another 3 items being removed due to loadings < 0.20. First–order unstructured factor analysis techniques (scree plot, eigenvalues and parallel analysis) indicated that three factors should be retained for RH–1 and two factors for RH–2. Oblique rotations produced factor correlation matrices for both sets of data. Maximum likelihood was used to analyse the factor structure of the Relationship Harmony cluster in both data sets. The data sets were then subjected to higher order factor analysis. A hierarchical Schmid–Leiman factor solution produced a three factor solution for RH–1 (Negative Relational Behaviour, Positive Relational Behaviour and Approachability) and a two factor solution for RH–2 (Positive Relational Behaviour and Negative Relational Behaviour). Construct equivalence across the White and African groups was evaluated by comparing the factor pattern matrices. For RH–1, all facets except for Tolerant loaded on the same factors for both race groups. RH–2’s factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

The object of this study was to develop a valid and reliable measuring instrument for the Relationship Harmony personality cluster as part of the overall SAPI project, a project that aims to develop a valid, reliable, fair and unbiased personality measuring instrument that can be used within the South African context. Due to the large item pool (i.e. 400 items) two questionnaire versions were developed, namely RH–1 and RH–2. A pilot study was conducted with both versions on participating students from tertiary institutions within the North West and Gauteng Provinces (RH–1: n = 507; RH–2: N = 475). Items indicating unacceptable kurtosis were excluded from further analyses due to their unsuitability for factor analysis. Principal component analyses indicated that 31 items from RH–1 and 24 items from RH–2 shared less than 5% of their variance with the total score. These items were thus excluded from further analyses. Principal component analyses were also conducted to determine the correlations between the 23 facets and their relating items. This procedure resulted in another 3 items being removed due to loadings < 0.20. First–order unstructured factor analysis techniques (scree plot, eigenvalues and parallel analysis) indicated that three factors should be retained for RH–1 and two factors for RH–2. Oblique rotations produced factor correlation matrices for both sets of data. Maximum likelihood was used to analyse the factor structure of the Relationship Harmony cluster in both data sets. The data sets were then subjected to higher order factor analysis. A hierarchical Schmid–Leiman factor solution produced a three factor solution for RH–1 (Negative Relational Behaviour, Positive Relational Behaviour and Approachability) and a two factor solution for RH–2 (Positive Relational Behaviour and Negative Relational Behaviour). Construct equivalence across the White and African groups was evaluated by comparing the factor pattern matrices. For RH–1, all facets except for Tolerant loaded on the same factors for both race groups. RH–2’s factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.