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- Volume 37, Issue 2, 2003
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 37, Issue 2, 2003
Volume 37, Issue 2, 2003
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 149 –163 (2003)More Less
Current theories of second language acquisition emphasise the importance of learners' attending consciously to form. Similarly, current discussions of communicative language pedagogy stress the need for classroom language learners to focus on form as well as meaning. The study reported in this article is intended to contribute to both theory and practice. It examines the different ways in which teachers and students achieve a 'focus-on-form' (i.e. attend to linguistic form in the context of activity that is primarily message-oriented). Based on an analysis of 12 hours of teaching English in a private language school, a coding system is developed to account for the general characteristics of 'focus-onform episodes' (FFEs). The system is then used to provide an account of focus-on-form in the classrooms studied, revealing that nearly half of the total FFEs were proactive rather than reactive and that more than half involved negotiating form rather than negotiating meaning (i.e. they were not triggered by any communicative problem). The paper concludes with proposals for future research.
The relationship between standardised test performance and language learning strategies in English Second Language : a case studySource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 164 –178 (2003)More Less
The English language proficiency of South African learners is integral to academic achievement, career development and functioning in a multilingual society. Against this background, this article reports on an empirical investigation of the relationship between (1) performance in standardised reading/writing tests in English Second Language (ESL) and (2) the use of language learning strategies (LLSs). The focus of the study on LLSs was determined by the importance of self-directed learning in outcomes-based education (OBE). A literature study investigated the role of and interplay between contextual factors and learner factors in the development of English Second Language proficiency and their relationship with the ESL learner's language learning strategies. The empirical inquiry comprised a case study of an underachieving Grade 11 learner in a secondary school in KwaZulu-Natal. The latter was chosen on the basis of poor matriculation results. Data gathering took place by means of the application of two standardised tests, the Writing Performance Test in English and the Strategy Inventory for Language Learning, an individual interview using a structured interview schedule and observation in the teaching and learning environment. It was found that a significant relationship between language proficiency (in terms of performance in standardised reading and writing tests) and LLS use can only be assumed with some confidence in respect of memory and cognitive strategies, but not in respect of compensation, metacognitive, affective and social strategies. The implications for language teaching in Curriculum 2005 context are briefly indicated.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 179 –196 (2003)More Less
Many educators have already asked the question, <I>"How should I read and handle the Harry Potter books? "</I>. This article describes several criteria that have relevance for the educator of Afrikaans who has to choose prescribed books for the senior school phase. These criteria are discussed to enter the debate about the value of Harry Potter in the lives of young and developing minds. Firstly, the question is asked whether and how the texts are reader-directed, and secondly, the article focuses on the interaction between the text and the reader and the extent to which reading these books can satisfy the needs of young learners in the puberty and early adolescent phases. Thirdly, the article focuses on the functionality of these books in the education process and fourthly, the possibility that the series can contribute to the quality of education gets attention. Fifthly the communicative potential of the texts in a reader response approach is discussed, and lastly the contextual orientation of the books is explored. Eventually this article will be followed up by a second article to focus on the intertextuality to see what the literary value of the <I>Harry Potter</I> texts is.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 197 –214 (2003)More Less
This article explores the intrinsic criteria that are applied to discover the literary value of the <I>Harry Potter</I> texts. The aim of the article is to equip educators of Afrikaans in the intermediate and senior school phases with background knowledge by providing an overview of discussions and commentaries on the literary genres in which these texts can be read, as well as examples of relevant intertexts. Educators who have chosen to prescribe these texts for learners of Afrikaans can use the texts to develop learners' critical literacy by means of problematising the culture and knowledge offered by the texts for readers to weigh and evaluate. The <I>Harry Potter</I> series in Afrikaans offers educators an opportunity to stimulate the interest of Afrikaans-speaking readers in the rich cultural heritage represented by the fantasy, Gothic and school series genres. These texts can furthermore challenge the readers to think critically about the implied intertexts in order to construct their own identity and moral choices. In relation to the aesthetic value of the <I>Harry Potter</I> books, they are firstly discussed as examples of fantasy and how they represent different elements of fantasy. Secondly, <I>Harry Potter</I> can be read in the Gothic tradition, and examples of Gothic elements are shown. Finally, it is shown that the books are a typical school series combination and that they can be read as such.
Author Sioux McKennaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 215 –223 (2003)More Less
This paper provides an overview of the four major research paradigms and suggests that they provide useful ways of looking at curriculum design. It proposes that worldviews can be roughly delineated along similar categories to those of research and that the fundamental differences between these four paradigms is a major factor accounting for the different ways in which educators approach the task of curriculum design. The paper uses quotes from course evaluations to illustrate these differences and to question how educators with each of the four worldviews would use student evaluations as a means of course improvement.
Author Philip H. MhundwaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 224 –236 (2003)More Less
In an attempt to highlight the need for lecturers to adopt clear strategies for treating language usage errors in written assignments, the writer of this article analysed selected students' essays to determine some of the error handling strategies that can be used at tertiary level. The suggestions made at the end of the study were based on the analysis of data collected from student's written work in Discourse Analysis. Although there is generally no consensus on how lecturers should treat students' errors in written assignments, observations in this study enabled the researcher to provide certain strategies that lecturers can adopt.
Author M.J. MojalefaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 237 –348 (2003)More Less
When Groenewald (1993a: 20) examined Northern Sotho novels, he realised that certain authors have written about a journey. They have used it in different ways to achieve different aims and objectives. Groenewald is the first to emphasise the importance of a journey when an author to reveal and display his intentions in writing such a work of literary art uses it. This will be examined in full so that the importance of the journey as used as a technique can be realised. In <I>Megokgo ya lethabo</I>, (1992) Lentsoane uses a journey technique to resolve problems brought about by Dikgoneng's marriage. On the other hand, Mahapa (1968) uses the journey technique to contrast modern and traditional ways of living. By so doing, he creates problems because a modern philosophy of life and a traditional attitude to life are two different things.
Ge Groenewald (1993a: 20) a sekaseka dipadi t?a Sesotho sa Leboa o lemogile gore go na le bangwadi ba bangwe bao ba ngwadilego ka leeto. Ba diri?a leeto ka ditsela t?a go fapafapana go fihlelela maikemi?et?o le dinepo t?a go fapafapana. Groenewald ke wa mathomo wa go gatelela bohlokwa bja leeto ge mongwadi a le diri?a go utolla le go t?welet?a maikemi?et?o a gagwe ka me?omo yeo ya bokgabo. Taba yeo e tla tsinkelwa ka botlalo gore bohlokwa bja leeto bjalo ka ge le diri?it?we bokathekniki bo tsupollwe. Mo go Megokgo ya lethabo (1992), Lentsoane o diri?a thekniki ya leeto go rarolla mathata a go hlagi?wa ke lenyalo la Dikgoneng. Ka lehlakoreng le lengwe, Mahapa (1968) yena o diri?a thekniki ya leeto go fapant?ha bophelo bja sebjalebjale le bja set?o. Ka go dira bjalo, o hlola mathata ka gobane tsela ya selehono ya bophelo le mokgwa wa bogologolo wa bophelo ga di nwe?ane a mokgako.
The effect of tertiary study at an English medium university on the written English of speakers of Black South African EnglishAuthor Jean ParkinsonSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 249 –267 (2003)More Less
Increasing numbers of South African students speak a variety of English known as Black South African English (BSAfE). Lectures, notes and textbooks are in Standard English, and might be expected to influence the written English of students. Students are under pressure to produce "correct" English, as assignments and exams containing too many non-standard constructions may be misunderstood by lecturers or possibly viewed as ungrammatical and thus worthy of fewer marks. This article finds little change in the variety of English used by science students in response to exposure to standard South African English over a period of two to five years. It speculates that this may reflect a positive attitude towards BSAfE influenced perhaps by the use of BSAfE by government officials and a rapidly growing group of successful middle-class South Africans. Secondly, it finds a high level of variability in use of the constructions studied. It suggests that this may be because much of the English heard by students remains BSAfE, reinforcing variability in the grammars of the participants. Finally, this high level of variability indicates that it is too early in the development of BSAfE to talk of restandardisation of English in South Africa.
Author Devi SarinjeiveSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 268 –280 (2003)More Less
At Vista in recent times in order to be relevant lecturers in the English Department have had to extend the literature, theory and academic reading and writing repertoire to include new modules, such as ENG5009: Reading and Writing Skills for Business English . Students study the workings of groups in business, how to identify and manage conflict situations, conduct meetings, compose notices, agendas, minutes, reports and presentations and how to manage time and the rules of grammar. In this paper I seek to show that from a postmodernist perspective ENG5009 is to some extent a response to the local context, a Lyotardian 'small narrative' ('petit recit') in its own right and, simultaneously, traceable to the 'grand narratives'('grands recits') of English produced and reproduced continuously since its inception as a field of study. Moreover, as a 'grand narrative' post-apartheid offspring, ENG5009, the type of English now demanded both locally and globally, will be shown to be complicitous with 'neo-colonialism'.
L'autobiographie comme introduction à la critique dans l'enseignement du français langue étrangère (niveaux avancés)Author Elisabeth SnymanSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 281 –291 (2003)More Less
Curricula designed for the teaching of French as a foreign language usually exclude literary theory, which is considered as a meta-science reserved for first language speakers only. This article postulates that postgraduate (i.e. Honours) students of French as a foreign language should also be introduced to the underlying theories of their discipline. The theoretical debate which surrounds autobiography is proposed as a point of departure to initiate the student into the field of literary criticism. This essay suggests a case for autobiography as a field of study to which a student can relate with greater ease. Theoretical and critical reflection on literature, which is by definition an activity of a highly abstract and academic nature, would thus become more accessible to students whose French is still far from perfect.
Some aspects of success performing in departments preparing candidates for language teacher recruitment in the French secondary education systemAuthor Guy TchibozoSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 292 –299 (2003)More Less
In France, secondary teachers are public sector employees. Becoming a language teacher in secondary education is subject to passing public competitive entry examinations. Preparation for these examinations is provided in College Departments, which are essentially assessed on the basis of their success performance in the exams. This paper analyses the determinants of Departments' success performance. We first present the broad lines of the French system of language teacher recruitment in secondary education. Next, by means of statistical analysis of data from a survey on Departments, we isolate significant determinants of success performance. Finally, from this analysis, we derive some strategic implications for the management of Departments' success performance.
Author Svetlana Ter-MinasovaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 300 –306 (2003)More Less
The paper deals with linguistic issues hampering intercultural communication. These issues are:<ul> <li>1. Collocational or lexical-phaseological constraints of speech production. This means that any word in any language has its own, characteristic only of the language in question, set or reserve of words with which it is compatible <li>2. Difference in semantic and stylistic connotations. Words of different languages with the same meaning (that is referring to the same object or phenomenon of reality) may have different connotations determining their use in speech. For example, the English word crimson and the Russian word bagrovy as colour terms refer to the same part of spectre but the Russian word has strong negative connotations unlike its English "equivalent". <li>3. The socio-cultural factor is a great problem of communication because it is invisible and often forgotten. Every nation has its own cultural vision (picture) of the world underlying its language picture which may lead to conflicts of communication.</ul>
Author J.D. McLachlanSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 307 –309 (2003)More Less
Extracted from text ... 307 Resensie M?ller, D. Skryf Afrikaans van A tot Z: Die essensi?le gids vir taalgebruikers. 2003. Kaapstad: Pharos Woordeboeke. 718 bladsye. ?R160, 00 Dit is 'n byna natuurlike ontwikkeling vir taalpraktisyns wat in hegter of losser verband saamwerk, om mettertyd sekere riglyne te begin ontwikkel waarvolgens hulle hulle werk doen. Dit maak besluitneming dikwels gouer en makliker, en bevorder uiteindelik eenvormigheid en konsekwentheid. So ontstaan mettertyd 'n bepaalde manier van dinge doen - wat soms die "huisstyl" of huisre?ls genoem word. Skryf Afrikaans van A tot Z (SAAZ) is wesenlik 'n teboekstelling van so 'n huisstyl, wat, blykens die ..
Author Anna CoetzeeSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37, pp 310 –316 (2003)More Less
Extracted from text ... 310 Report 21st World Congress of the World Federation of Modern language Associations / F?d?ration Internationale des Professeurs de Langue Vivantes (FIPLV), 2-5 July 2003 Host: Rand Afrikaans University (RAU), Johannesburg, South Africa Host association: South African Association for Language Teaching (SAALT) / Suid-Afrikaanse Vereniging vir Taalonderrig (SAVTO) Anna Coetzee Conference Organizer It was our privilege to host the magnificent 21st World Congress of FIPLV at the Rand Afrikaans University (RAU) in Johannesburg, South Africa, from 2-5 July 2003. All the excellent papers and workshops during the four days of the conference, the friendly faces, and the multitude ..
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 37 (2003)More Less
Extracted from text ... 317 SAALT 2004 FIRST CALL FOR PAPERS "Reflecting on the Past and Projecting in the future in Language Learning and Teaching" Changes in the education systems of the world have left teachers with a number of challenges and problems. This is true for language teachers as well. The Faculty of Education at the University of Transkei invites you to submit abstracts of approximately 250 words for: papers, posters presentations as well as workshop for presentation at the SAALT 2004 conference. Papers may deal with any aspect of language teaching and learning that could address the main theme as well as ..