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- Volume 35, Issue 4, 2001
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 35, Issue 4, 2001
Volume 35, Issue 4, 2001
Author Denis CunninghamSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 201 –222 (2001)More Less
In the geological constant that the globe provides, we are faced by evolution on all fronts. As we broach a new century and a new millennium, we are motivated to reflect upon the challenges before us. We are at the crossroads of emerging and evolving technologies, the imminent probability of English being the international lingua franca, and the global multilingualism which the world requires. All of these will have an impact on the teaching of languages, demanding that teachers of languages have input to solutions. Some areas in which this can be achieved are technology, policy and planning, promotion and publicity. To achieve this, teachers and associations have a critical role to play, but rejuvenation and
Pre-informational versus pre-debate introductions and story formulations in South African news interview talk : organisational propertiesAuthor Susan I. BrokenshaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 223 –237 (2001)More Less
In his Conversation Analytic (CA) study of the sequential structure of North American political-news interview openings, Clayman (1991) focuses, among others, on the procedures news interviewers need to employ to set the scene for (i) informational- and (ii) debate-news interview talk. Clayman (1991) contends that the way in which news introductions and story components are constructed determines which of the two types of interview will follow. This research article reports on the discourse findings of an analysis of South African business-news interview talk carried out within Clayman.s (1991) Conversation Analytic framework. The principal aim was to determine whether the organisational properties of pre-informational and pre-debate introductions and story formulations identified by Clayman (1991) were reflected in the South African data. The analysis verified the typicality (generality) of Clayman.s (1991) findings with regard to the organisation of informational news interviews. For this reason, it was argued that the findings might be exploited by language practitioners in the domain of English for Specific Purposes (ESP) to generate communicative and meta-communicative teaching materials for prospective South African news interviewers in the business sphere. Since the analysis revealed a very low incidence of debate-news interview talk, it did not confirm Clayman.s (1991) findings with regard to pre-debate introductions and story components. Possible reasons for this low incidence are considered in the article. An important justification for this study lies therein that, although a few researchers have focused attention on the organisation of South African news interview talk (e.g. Greyling, 1998; Brokensha, 2000a; 2000b; forthcoming), little information is currently available about the components required to assemble South African informational and debate news interviews.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 238 –258 (2001)More Less
We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of educational technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting educational technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating educational technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning.
Author Willfred J. GreylingSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 259 –277 (2001)More Less
It is argued in this article that literature is a resource for exploring constructs in non-literary fields of study. More specifically, we selected a fictional account of an .assessment event. in Terry Pratchett.s <i>Pyramids</i> as source material for teacher training. Pratchett.s fictional rendition of authority-based facilitator-learner interaction in an .oral assessment event. indicates that the novelist has a firm grasp of the interactional rules that govern this kind of exchange. The discourse in the fictional event follows the traditional Initiation-Response exchange pattern, with Feedback (IRF) suspended until the learner has successfully concluded the entire assessment process. Moreover, the assessment event is analysed from an outcomes-based education (OBE) perspective. The fictional interactional exchange (and the subsequent hands-on performance-based assessment in the novel) . with Pratchett in satiric mode . provides sufficient information for prospective teachers to define (hypothetical) specific outcomes, assessment criteria and range statements that could apply to the training of assassins in the Assassins. Guild on the Discworld. Several worksheets are presented to illustrate how this particular fictional text may be used to examine practical aspects and theoretical constructs in English Language Teaching (ELT).
Author Jean ParkinsonSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 278 –293 (2001)More Less
This article focuses on the question of whether formal teaching of grammatical constructions results in a change in ESL students. written use of these constructions. It also tests the assumption that given a large amount of comprehensible input in academic English, ESL students will automatically acquire this variety including its grammatical features. The writing produced by BSc first year L2 students enrolled in an ESL course forms the data of the study. Four sets of data were collected: exam essays written in June and November of 1999 when formal grammatical instruction was not part of the course, and exam essays written in June and November of 2000 when grammatical instruction was introduced into the course. Matched t-tests indicate that in neither 1999 nor 2000 did students. grammatical proficiency improve. The implication of this is that in the context of the study grammatical improvement was not observed either as a result of formal teaching or as a result of extensive communication in the language. The article speculates that this may be a result of students' targeting a non-standard variety of English: BSAE.
Language status and covert prestige in the code switching practices of Mathematics, Science and Biology teachersSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 294 –306 (2001)More Less
This article reports on one aspect of an investigation into the code switching practices of a group of South African teachers who are so-called ESL speakers of English, but who teach Mathematics, Science and Biology through the medium of English to secondary school students who are also so- called ESL users of English. In the course of the investigation it emerged that, because of the covert prestige or overt status of particular codes, teachers would switch mainly to and from that code. This code switching practice may introduce a second layer of linguistic complexity, since this code is, once again, not the home language of the students or teachers. In fact, it cannot be described as the home language of any particular group, because this particular language is a 'street' variety of Zulu and Northern Sotho and has the status of an urban, sophisticated code. In the initial phase of the study ethnographic classroom observations were undertaken to record the extent and nature of code switching practices. Follow-up interviews (unstructured) were conducted with the teachers to check the researchers' impressions against the teachers' intentions and perceptions of what they were doing. During the second round of interviews a questionnaire about the status of the various Southern African languages was used as the main topic for discussion. This questionnaire was then distributed to senior students (who were in the classes that were observed), to practising teachers doing in-service upgrading courses at Vista University and to teacher trainees at the Mamelodi Campus of Vista University. The results of these questionnaires constitute the most important data for this study and raises important issues about the role of African languages in education.
Author Kouzina KatramadouSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 307 –324 (2001)More Less
This paper includes a schematic presentation of the factors responsible for gender assignment, before dwelling at some length on the issue of gender distribution in nouns over the animate-inanimate spectrum, taking into account Corbett's (1990) distinction into semantic and formal assignment systems. Next, the thorny subject of the gender carrier and an evaluation of the different approaches to it are offered, namely, whether gender belongs to the stem or the suffix (derivational, inflectional) and how it is represented (i.e. the gender feature). Finally, syntactic agreement with reference to gender will be addressed. The theoretical orientation is morphological rather than etymological / semantic, phonological or syntactic. The linguistic approach favoured, is the lexicalist theory within Generative Grammar, in the footsteps of Lieber (1980).
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 325 –329 (2001)More Less
Extracted from text ... Tydskrif vir Taalonderrig 35 nr 4 325 BOOK ANNOUNCEMENTS/BOEKAANKONDIGINGS Multilingualism, the Judiciary and Security Services Belgium ? Europe ? South Africa ? Southern Africa Kas Deprez ? Theo du Plessis ? Lut Teck (Eds.) Van Schaik Publishers, 2001 Part 1: Multilingualism, the judiciary and security services Part II: Multilingualism, the judiciary and security services in Belgium Part III: Multilingualism, the judiciary and security services in other European countries Part IV: Multilingualism, the judiciary and security services in South Africa ..
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 35, pp 330 –331 (2001)More Less
Extracted from text ... Journal for Language Teaching 35 no 4 330 THE AFRIKAANS HANDBOOK & STUDY GUIDE ?? A comprehensive set of notes, rules and useful vocabulary ?? Works all the way from Senior Primary to Matric ?? Explanations in English . pupils understand, retain and apply knowledge ?? Colour coded - aids understanding and memorising ?? Great for classroom instruction - quick, easy, thorough and effective ?? Great for homework tasks . pupils empowered ..