This research study aims to identity the shifts in form and function of English writing in Computer Mediated Communication (CMC) and determine whether writing changed through CMC. It critically evaluates English writing in CMC in South Africa, and includes a case study of both synchronous and asynchronous forms of CMC. Chapter 1, outlines the problem concerning the changes of writing in both form and function in the present age of CMC. This chapter, also gives a detailed description and outlines the methodology of this study. Chapter 2, centres on the historical and theoretical aspects of writing using the work done by scholars such as McLuhan, Shlain and Baron. The literature is divided into two subsections. The research and theories highlights the importance and complexity of writing in human history. It also gives insight into understanding the impacts of different mediums on writing. This chapter similarly depicts an understanding in the use of writing to represent language, and in particular, how speech and writing divvied up communication functions in literature societies. Chapter 3, gives a detailed theoretical and critical outline of writing in the present age of CMC. Based on the nature of the computer medium, writing in CMC often has its own characteristics which can serve both developmental and social purposes. The aim of this chapter is to grasp an appropriate analogy through which to capture the changes the computer technology would engender in writing communication, and re-examine the relationship between writing and speech in CMC. Chapter 4, comprises of an empirical research study done in South African on-line discourse, focusing on the changes of writing in CMC. The hypothesis of this case study is that writing in CMC differentiates the conventional writing in a variety of ways. Therefore, the study looks at the particular writing style in CMC and determines whether computer-mediated writing is gradually becoming a mirror of speech. This chapter explains methodology and the process of data coding in this case study. It also includes a summary of the survey results, as well as a discussion of the findings from this case study. Chapter 5, includes a conclusion of this study and suggestions for further research. It is the hope of the researcher that this study will provoke questions and thoughts for further inquiries.

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Behavioral skills training (BST) has continuously demonstrated to be an effective means of training others in new skills and techniques. A limitation of BST, however, is that it requires extensive time and a professional trainer. Currently, there is a lack of literature comparing BST to alternative and effective training methods that require less resources, such as written directions and video modeling. Therefore, the purpose of this study was to determine which training modality (i.e., behavior skills training, written directions, or video modeling) was most effective at increasing staff members' correct implementation of applied behavior analysis procedures, specifically forward chaining, shaping, discrete trial training, at a therapeutic day school. Using a multiple baseline across participants design, the percentage of correct implementation was monitored when participants were exposed to BST, written directions, and video modeling. Results suggested that BST was the most effective training method, however written directions and video modeling also lead to increases in the percentages of correct implementation. Implications, limitations, and areas for future research are discussed.

No description available.

A large number of individuals who are identified as having learning disabilities have deficits in written expression. Existing theory and research indicate that for those individuals oral expression not only precedes, but also exceeds their written expression capabilities. As a result, dictation has been investigated as an accommodation for these individuals. Research in this area indicates that dictation does tend to increase quality, length, and rate of production of written expression. This mode, however, has a number of shortcomings, including difficulties caused by social skills deficits and a loss of independence. Additionally, for universities providing this accommodation, the annual cost of providing a transcription service is high. Speech recognition has the potential to overcome these shortcomings, but presently little research has been conducted to investigate the advantages and disadvantages of this mode of writing. The purpose of this study was to examine the compensatory effectiveness of oral expression through the use of continuous speech recognition technology on the written composition performance of postsecondary students with learning disabilities. This writing mode was compared to a popular accommodation involving oral expression, using a human transcriber to create a verbatim transcription, and to a common visual-motor method of writing, using a keyboard without assistance. Analysis of the data revealed that students with learning disabilities in the area of written expression wrote significantly higher quality essays at a faster rate using the transcription and speech recognition modes of writing than they did using the keyboarding method of writing. There was no significant difference in the length of essays across the three treatment groups. This study suggests that current continuous speech recognition technology can offer postsecondary students with learning disabilities a method to write that is superior to keyboarding as indicated by measures of quality and rate of production. Since the speech recognition technology does not have the limitations of the transcription process (i.e., loss of independence and high cost), it may be the best alternative for postsecondary students with learning disabilities in the area of written expression to maximize their oral language strengths to more efficiently produce better quality writing. / Ph. D.

Examines genre approach with reference to its use to teach Xhosa to learners. / Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study examines the genre approach with reference to its use to teach Xhosa to learners. Genres or text types are produced by learners through writing texts. Different genres are distinguished, such as social, cultural and also political texts. This study firstly considers definitions of genre by different researchers. Swales (1990) views genre as a set of communicative events whereas Medway (1994) views genre by its common communicative purposes. Kaplan (1996) defines genre as discourse type that has identifiable properties and purposes. Kalantzis (1996) argues that the genre-approach to literacy represents fundamentally new educational approach. The study reviews register, which results from the situation of the speaker and the writer respect to three aspects, namely field, mode and tenor. Littlefair defines the notion of systems of genre as the interrelated genres that interact with each other. These authors consider rhetorical devices in genre, like explanation, narration, persuasion and exposition. This study demonstrates that in constructing the Xhosa text, the level and status of the reader is considered by the writer. The writer chooses different lexical items when constructing the text for readers to understand. If the writer and the reader share the same background knowledge reader it is easy for the reader to interpret the phrases used. The study will demonstrate how the writer constructs the text in terms of the sentential and textual structures. The five community-related Bona articles are examined, illustrate the theoretical assumptions. The ethnography of writing addresses the question who writes what to whom for what purpose why and how. Finally, this study explores the curriculum 2005 outcomes for learning language. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-benadering met betrekking tot die gebruik daarvan om Xhosa aan leerders te onderrig. Genres of tekstipes word geproduseer deur die skryf van tekste deur leerders. Verskillende genres kan onderskei word, bv. genres wat vir sosiale of politieke doeleindes geskryf word. Die studie beskou eerstens definisies van die term genre deur verskillende navorsers. Swales (1990) beskou genre as 'n stel kommunikatiewe gebeurtenisse terwyl Medway (1994) genre definieer in terme van die algemene kommunikatiewe doelstellings daarvan. Kaplan (1996) definieer genre as 'n diskoerstipe wat identifiseerbare eienskappe en doelstellings het. Kalantzis (1996) argumenteer dat die genre benadering tot geletterdheid 'n fundamenteel-verskillende opvoedkundige benadering tot geletterdheid verteenwoordig. Die studie verwys na die konsep van register, wat voortspruit uit die situasie van die spreker en skrywer met betrekking tot drie aspekte, naamlik veld, tenor en modus. Littlefair (1991) definieer die begrip van sisteme van genre as die verbandhoudende genres wat met mekaar in interaksie is. Hierdie outeurs beskou retoriese meganismes in genre, byvoorbeeld verduideliking, narratief, oorreding en eksposisie. Hierdie studie demonstreer dat in die konstruksie van Xhosa tekste, die vlak en status van die leser in ag geneem word deur die skrywer. Die skrywer kies bepaalde leksikale items in die konstruksie van die teks wat lesers kan verstaan. Indien die skrywer en die leser dieselfde agtergrondkennis deel, is dit makliker vir die leser om die teks te interpreteer. Die studie salook demonstreer hoe die skrywer die teks saamstel in terme van tekstuele en sinsstrukture. Die vyf gemeenskaps-verwante BONA artikels wat in die studie ontleed word, illustreer die teoretiese aannames van die genre-benadering. Die etnografie van skryf spreek die vraag aan van: wie skryf wat aan wie, vir watter doel, hoekom en hoe. Laastens ondersoek die studie die beginsels en riglyne van skryfvaardigheid soos uiteengesit in Kurrikulum 2005. / ISICAPHULO: Esi sifundo sophando sijongana nendlela yejenra esetyenziswayo ukufundisa ulwimi kubafundi. Ijenra iveliswa ngokuthetha okanye ukubhala. Injenra ezohlukeneyo ziya setyenziswa ezinjengezentlalo, ezenkcubeko kwakunje nezopholitiko. Esi sifundo sicingela inkcazo ngejenra yababhali abaninzi. uSwales 91990) ubona injera njengeseti yezehlo zoqhagamshelwano xa vena u Medway (1994) ebona ijenra ngeenjongo zoqhagamshelwano. Kaplan (1996) uthetha ngejenra njengohlobo Iwentetho Iwezinto ezikhethekayo. Kalantzis (1996) uxoxa athi uhlobo Iwejenra kufundo lumele uhlobo olusiseko Iwemfundo entsha. uLittlefair (1991) chaza umnabo wolwimi njengento engekhoyo ezinokuthi iititshala ziyive kuphondo lolwimi. Umnabo wolwimi uvela kwimeko yesithethi nonobhala enezinto ezintathu ezi zezi ifilidi, imowudi ne thena. uLittlefair (1991) uchaza uluvo Iwesisistim Iwejenra njengeejenra ezithungeleneyo nezithi zisebenzisane enye kwenye. Ababhali bacinga ngezinto zobuciko ezinjengochazo, ukubalisa, ukucenga nokubhenca. uLittlefair (1991) ujolisa kwiintlobo zejenra zeencwadi ezinjengezenkqubo, iincwadi zolwazi. Xa umbumba isicatshulwa inqanaba nezinga lomlesi uyalicingela umbhali. Umbhali uthi akhethe isigama esohlukileyo xa ebumba isicatshulwa sabalesi ukuze basiqonde. Ukuba umbhali nomlesi bakwizinga elinye lovimba wolwazi kuiuia ukuba umlesi akwazi ukutolika amabinzana amagama asetyenzisiweyo. Igrama Vivo enika intsingiselo kwisicatshulwa. Umbhali ubumba isicatshulwa esekele kwisakhivo sesivakalisi nesakhiwo sesicatshulwa. Imiba ezalaniswa noluntu iyaxoxwa, ixukushwa kusetyenziswa inqqikelelo yengcingane. Ubhalo ngenkcazo yenzululwazi ngcentlanga liphendula umbuzo othi, ngubani obhala, ntoni isiya kubani? Nganjongo zini, kutheni njani? Ukuphetha esi sifundo sijongana neziphumo zokufunda kwikharityhulam 2005.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study explores the text-linguistic and genre-analytic properties of Sesotho magazine texts on society issues. In particular, the model of text construction postulated by Grabe and Kaplan (1996) is employed as general theoretical framework for the research on Sesotho magazine texts. The writing properties of effective texts dealing with the theme of society issues will be analysed, taking into account the ethnography of writing, i.e. the influence of socio-cultural beliefs and views on writing in Sesotho. The study will present an extensive invesitgation of the genre approach to writing in the context of language teaching. The rationale of the genre approach and its advantages for teaching writing are reviewed. The text-linguistic and genre-analytic properties of texts need to be incorporated in methodology for teaching writing at secondary school. The study presents an extensive analysis of the Sesotho magazine texts as regard properties such as information structuring (topic-comment, theme-theme), coherence relations, cohesion and lexical choices as a reflection of communicative purposes. The linguistic devices in Seotho that characterise these properties are examined extensively. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die tekslinguistiese en genre-analitiese kenmerke van Sesotho tydskrifartikel tekste oor sosiale vraagstukke. Die model van tekskonstruksie, soos gepostuleer deur Grabe en Kaplan (1996), word gebruik as algemene teoretiese raamwerk vir die ondersoek van Sesotho tydskrifartikels. Die skryf-kenmerke van effektiewe tekste wat verband hou met die tema van gemeenskapsvraagstukke, salontleed word met inagneming van die etnografie van skryf, d.i. die invloed van sosio-kulturele sieninge op geskrewe tekste in Sesotho. Die studie sal 'n uitgebreide ondersoek bied van die genre-benadering tot geskrewe tekste in die konteks van skryfonderrig. Die rasionaal van die genre-benadering en die voordele daarvan vir skryfonderrig word beskou. Die tekslinguistiese en genre-analitiese kenmerke van tekste moet ingesluit word in 'n metodologie vir skryfonderrig in sekondêre skool. Die studie bied 'n uitgebreide analise van die Sesotho tydskrifartikels t.o.v. eienskappe soos informasiestrukturering, koherensie, kohesie en leksikale keuses as 'n refleksie van kommunikatiewe doelstellings. Die linguistiese elemente in Sesotho wat hierdie kenmerke realiseer word ekstensief ondersoek.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (MPhil (General Linguistics))--Stellenbosch University, 2009. / This study examined the impact of SMS speak on the written school work of English first language (L1) and English second language (L2) high school learners. The general aims of the study were to establish how widespread the use of SMS language is among high school learners, and to assess whether there is any evidence of the use of features of SMS speak in the English written work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class neighborhood in the Western Cape participated in this study. The participants included 43 grade 8s and 45 grade 11s, of which 51 were English L1 speakers and 37 English L2 speakers. The participants completed questionnaires from which the frequency and volume of their SMS use was determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of the learners’ English written work were examined for specific features of SMS speak. These features included (deliberate) spelling errors, lack of punctuation, over-punctuation, the omission of function words, the use of abbreviation or acronyms, and the use of emoticons and rebus writing. The results of this study indicate that high school learners are avid users of SMS and/or MXit. All participants reported using features of SMS speak in their SMSes, and many reported using SMS speak in their written school work. Despite this, the samples of written work did not contain a great number of incidences of SMS speak features. It seems that the general lack of SMS speak in the written work of these learners is a result of being able to assess when it is and is not appropriate to use a certain variety of language: These learners are proficient in SMS speak and use it when chatting to friends on MXit, but they can produce written work that adheres to the formally approved standards of written high school English. That said, a number of SMS speak features were indeed present in their formal written work, which indicates that SMS speak had some impact on the written work of these learners, which could in turn be attributed to the high frequency of their SMS usage. However, not all of the non-standard features of their written English could necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could be unrelated to SMS speak, as they have been noted in the written English of high school learners from before the advent of cellphones. The learners in this study were from a school that has a strict language policy, one which does not tolerate the use of SMS speak in written work. Seven of the teachers completed a questionnaire compiled for all teachers at the school in question. Responses to this questionnaire, especially those of the language teachers, indicated that teachers either deduct marks for features of SMS speak in written language or refuse to mark written work that does not conform to the formally approved standards that the school has set in place. It is possible that the actions of the teachers and the language policy of the school play a significant role in the lack of SMS speak features in the written language use of the learners.