Students who study through the medium of a second language often have reading/listening
comprehension and general study problems. This study focuses on particular aspects of these
problems only, namely, identification of main ideas, summarisation and note-taking. The aim
of this study was w determine the effect of teaching L2 students a combination of
metacognitive and cognitive strategies for reading and listening comprehension (the main
idea, summarising and note-taking by means of dictation). An intervention programme was
designed in order to teach students these skills. There were ten students in both the
experimental and the control groups. Both groups were assessed before and after the
intervention programme. The findings reveal that the intervention was successful, with the
experimental group showing greater improvement than the control group. The findings of this
study have implications for second language tertiary learning and teaching theory and
practice / Linguistics and Modern Languages / M.A. (Linguistics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17050 |
| Date | 01 1900 |
| Creators | Kaplan-Dolgoy, Gayle |
| Contributors | Pretorius, Elizabeth Josephine |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xii, 306 leaves) |
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