The author's Habilitationsschrift--Georg-August-Universität zu Göttingen, 1981. / Includes bibliographical references (p. 461-[470]) and index.

Thesis (Ph. D.)--Freie Universität, Berlin, 1991. / Includes bibliographical references (p. 5-40).

Thesis (doctoral)--Leiden, 1988. / Summary in German. Includes bibliographical references (p. 561-570) and index.

Proefschrift Universiteit Leiden. / Met lit. opg., index. - Met samenvatting in het Nederlands.

Abstract in Afrikaans Onderwyseresse is dikwels onseker oor die wyse waarop hulle tweede of addisionele taal graad R-leerders behoort te onderrig. Gevolglik stel hulle dieselfde kommunikasie-eise en op dieselfde wyse aan tweede taal leerders as aan moedertaalleerders. `n Groot aantal Suid-Afrikaanse graad R-leerders se basiese interaktiewe taalvaardighede in Engels as onderrigtaal, is dikwels nie op peil aan die einde van graad R nie, omdat hulle nie Engels magtig is by toetrede tot graad R nie. Gevolglik kan hierdie leerders se kognitiewe akademiese taalvaardighede nie toereikend ontwikkel in Engels nie en beskik hulle nie aan die einde van graad R oor doeltreffende kommunikasievaardighede vir skool-gereedheid nie. Vir die doel van hierdie studie is daar spesifiek gefokus op graad R-onderwyseresse asook op leerders se kommunikasievaardighede vir skoolgereedheid. `n Transformerend-opeenvolgende ontwerp bestaande uit `n gemengde metodiek van kwalitatiewe en kwantitatiewe benaderings in drie fases is vir die uitvoer van die studie geselekteer. Fase een het bestaan uit `n literatuurstudie, vir fase twee is graad R-onderwyseresse as deelnemers geselekteer en by fase drie is data van fases een en twee met mekaar vergelyk. Data-insameling het deur middel van vraelyste, `n onderhoudskedule vir semi-gestruktureerde onderhoude, en `n skedule vir die fokusgroepbespreking geskied. `n Omvattende ontwikkelingsgebaseerde lys voorvereistes van kommunikasievaardighede (die lys), is in die literatuur vir spraak-taalpatologie geïdentifiseer asook kommunikasievaardighede wat deur die amptelike graad R-kurrikulum geïmpliseer word. Resultate van fase twee het getoon dat graad R-onderwyseresse nie al die kommunikasievaardighede van graad R-leerders in ooreenstemming met die lys vereis het nie. Volgens fase drie se bevindinge het die onderwyseresse meer kommunikasievaardighede van leerders verwag as wat deur die graad R-kurrikulum geïmpliseer word. Die kliniese waarde van die studie is geleë in die feit dat riglyne verskaf word vir interaksie tussen graad R-onderwysers en leerders vir die fasilitering van taalontwikkeling by die leerders. Die navorsingsbevindinge beaam vorige bevindinge dat graad R-onderwysers kan baat by addisionele opleiding oor spraak-taalontwikkeling en kommunikasievaardighede vir skoolgereedheid. Hierdie addisionele opleiding kan gesamentlik volgens die model van samewerkende dienslewering deur die onderwysers en die spraak-taalterapeut beplan word. Die navorsingsresultate kan aangewend word as uitgangspunt vir toekomstige navorsing oor die problematiek wat deur hierdie navorsing geïdentifiseer is. Op grond van die gevolgtrekkings is kliniese implikasies en aanbevelings vir toekomstige navorsing geïdentifiseer. Die data wat tydens die navorsing ingesamel is, word as betekenisvol beskou vir die ontwikkeling van `n aanvullende program vir onderwysers om jong kinders se taalontwikkeling te fasiliteer. / Dissertation (Master of Communication Pathology)--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

Thesis (doctoral)--Rijksuniversiteit te Utrecht, 1983. / Errata slip and "Stellingen" (1 leaf) inserted. Includes bibliographical references (p. 282-292).

Thesis (doctoral)--Åbo akademi, 2006. / Extra t.p. with thesis statement inserted. Includes bibliographical references (p. 259-300).

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.