Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the
English Foreign Language programme at Stellenbosch University. The relationships between
students’ reported language learning strategy use and their language proficiency as
measured on a standardised English language proficiency test were recorded and the
influence of other learner factors such as age, gender, motivation, culture and educational
background, and teacher-centeredness versus learner/learning-centeredness in learning
situations and curricula were explored.
A literature review was done to provide some insight into similar research conducted
internationally and in South Africa and to provide a framework for this investigation.
Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and
Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this
investigation.
The research is primarily qualitative and set in an interpretivist paradigm in an attempt to
firstly explore the relationship between reported language learning strategy use and English
language proficiency in the skills of reading and listening and secondly to explore other
factors which could impact on the development of English language proficiency in all four
language skills. The study was not concerned with a search for generalisible phenomena, but
was aimed at providing a descriptive analysis of the interpreted understanding of social
phenomena with regard to English Foreign language learning processes, where English
proficiency had to be used for academic purposes. Information was obtained through
observation, informal discussions, questionnaires, interviews, focus group interviews and
English language proficiency test results.
Results were interpreted for this particular situation at Stellenbosch University and
suggestions were made as to how language learning strategies could be incorporated into
the English Foreign Language curriculum to optimise the development of English language
proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as
Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders
se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse
taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die
taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook
onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula.
’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is
op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te
voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990)
en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie
ondersoek.
Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die
verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse
taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na
ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die
taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan
maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale
invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese
taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude,
fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae.
Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings
is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van
die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook
gemaak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/19889 |
| Date | 03 1900 |
| Creators | Wait, Tania Hanlie |
| Contributors | Ridge, Elaine, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | x, 138 leaves : ill. |
| Rights | Stellenbosch University |
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