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- Volume 39, Issue 1, 2005
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 39, Issue 1, 2005
Volume 39, Issue 1, 2005
Author Anne BakerSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 1 –16 (2005)More Less
Teaching German as a foreign language in post-apartheid South Africa is different and more complex than before, because of the multilingual nature of the groups of learners with which the teachers are confronted, as opposed to the monolingual and monocultural groups before 1994. Taking cognizance of the full repertoire of languages represented in the classroom is not a new idea, but the current situation is such that teachers of German in South Africa have little or no knowledge of the Bantu languages, which renders them unable to do so. Contrastive analyses of German and the Nguni and Sotho languages and textbooks aimed specifically at the needs of South African learners of German as a foreign language have become a necessity. The focal point of this article is a comparison of the congruence systems in German and Zulu.
Author Ambrose B. ChimbgandaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 18 –33 (2005)More Less
This article discusses the controversial concept of the "native speaker" of English within the context of the language policy on higher education of not only Southern Africa in general, but also of many other bi- or multilingual countries that are faced with the problem of choosing a language that can be used for higher education. First, the article analyzes in some detail the different criteria used for defining a native speaker of English. It shows that many of the common assumptions are either hollow, half-truths or are deliberately intended to reinforce social, political, economic and educational exclusivity. The article then goes on to show how the notion of the "native speaker" of English affects ESL teaching and learning. In each case, it is argued that an insistence on "native speaker" norms, such as the use of "standard" English, suffocates the growth of regional varieties that have characterized, over many generations, the accommodative nature of English. The remaining part of the article is devoted to suggesting the ways and means of tackling English language learning problems in order to enhance the students' academic literacy skills. The article concludes by proposing that the main challenge in our current language discourse is to design a vibrant learning and teaching curriculum that can produce an academic intelligentsia that are capable of competing globally.
Author Anna CoetzeeSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 35 –50 (2005)More Less
Dialect marking in Afrikaans literary works This paper is based on research on the socio-linguistic aspects of dialect marking in Afrikaans literature since the 19th century. The ways in which dialect forms are being used in literature can be seen as "acts of identity", as described by Le Page and Tabouret-Keller (1985). In the 19th century some Afrikaans writers only used a few lexical and syntactic markers and Afrikaans-English mixing in caricaturist portrayals of Hottentots. Since about 1930 the representations were sympathetic and with only a few Hottentot dialect markers. It was only since the 1960s that socially stratified Cape dialect forms and Afrikaans-English mixing ('Kaaps') were used in Adam Small's works. It was only since the 1980s that the so-called liberated ('bevryde') Afrikaans (also called Kaaps), core Griqua dialect forms and the language varieties of whites in the Sandveld, Northern Cape, and Southern Namibia, which were influenced by Griqua forms, were used in literary works. This growth in the use of dialect forms concurs to a certain extent with Adamson and Van Rossem's (1994) four strands in the use of creole forms by creole writers outside Africa, but differs in this regard that the Afrikaans writers are located in Southern Africa and do not all come from former creole dialect communities. The emergence of extensive socio-linguistic research since the 1980s of the Afrikaans dialects that are creole-based or strongly influenced by creole forms, coincided with the emergence of these kinds of dialect forms in Afrikaans literature. This fact enables researchers to describe the Afrikaans dialect forms in literature within context.
Author Vanessa EversonSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 52 –64 (2005)More Less
The article starts with a brief overview of what and how French is taught in South African universities and attempts a critical appraisal of this teaching. Reference is made to the evolution of French didactics and methodology which has taken place in language teaching at tertiary level in this country and mention is made of the relative absence of any concomitant development within literature teaching. Chevallard's didactic triangle is explained and curriculum planners are advised as a consequence to establish learner profiles; the University of Cape Town's learners of French are used as an example of a typical South African tertiary student population. Reasons are advanced in justification of the teaching of literary texts written in French and a corpus of texts is suggested. Current assessment procedures are evaluated critically and a classwork-assessed, cross-cultural model with examples of pedagogical activities is proposed as the most appropriate form of literature teaching for French Sections of South African tertiary institutions.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 66 –79 (2005)More Less
This article considers the value of disciplinebased academic literacy courses in Management Studies and Science. It outlines the most important genres in these two undergraduate areas of study, before going to describe two discipline-based academic literacy courses located in these two fields. It argues that basing academic literacy courses in the disciplines that students are studying is essential in assisting students to acquire discipline-specific genres, and is likely to be far more effective than a generic course in facilitating students' access into the discourse community of their disciplines. This is in line with the idea that language use is dependent on context and needs to be developed in context.
Developing language learners' applied competence : language as a strategic resource in organisationsAuthor Willfred J. GreylingSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 81 –97 (2005)More Less
SA Ministry of Education documentation clearly states that applied competence is a key construct (among many) to be pursued in education. Thus, the learner has to develop foundational competence (i.e. theoretical knowledge), practical competence (i.e. the practical application of knowledge), and reflexive competence (i.e. reflecting on the relationship between foundational and practical competencies) within an integrative framework. It is argued in this article that Hardy and Palmer's 1998 discourse-based management model is such a tool that can be used to develop language and other learners' applied competence. The focus here is on a group of third-year university students enrolled for a course in discourse analysis for the professions. One of the primary outcomes of the course was to raise these language learners' awareness of how language can be exploited as a strategic resource in managing organisations. Against the backdrop that language is a context-embedded vehicle for goal-directed communication, the study focused on learners' knowledge of and skills in applying Hardy and Palmer's model in two contexts. First, learners were required to use the model in a post-hoc analysis of the HIV / AIDS awareness organisation, loveLife. The aim was to illustrate how the circuits of the model could be used to make sense of the discursive evidence on the organisation's website. Second, on the basis of the preceding analysis, learners had to imagine and anticipate how they would use the model in pursuing change in loveLife. This a priori and future-orientated analysis had to be articulated in terms of the circuits of Hardy and Palmer's model.
Author Edward KatzSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 99 –112 (2005)More Less
Creating lectures, tutorials and classes that are playful as well as serious remains a challenge in the South African language education field. This article indicates how student names, both given and self-created, can be used to provoke important and meaningful writing by students in tertiary and late secondary levels. It can also be used to create a research project, without losing the personal narrative commitment of the student. There is direct instruction on how to create the project as well as theoretical background. This work continues to explore the possibility of a democratic, narrative pedagogy, wherein lived experience and academic discourse can interact to strengthen each other.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 114 –130 (2005)More Less
The writers of this article set out to explore the effectiveness and efficiency of a number of language learning interventions with students who failed a Senate discretionary access module designed to address the articulation gap between schooling and university. The article discusses various reasons for student failure despite language interventions. The students discussed in the first part of the article all visited the lecturers in the English for Specific Purposes Unit on more than one occasion for personal consultations. At these contact sessions, students were encouraged to make use of a number of language, reading and writing interventions within the system. Their use was optional and most of the students in the study did not avail themselves of the opportunities presented. On reflection, the conclusion reached by the lecturers was that students did not understand the amount of time that they needed to invest in their language development to be successful and to overcome the combined effects of previous experience and fossilization. They therefore applied to the university Senate to change the module from a semester to a year model to enable them, through a compulsory assignment system, to force students to put in the hours necessary to succeed. The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 132 –147 (2005)More Less
Given the acceleration in the international and local information and knowledge revolution, the University of Stellenbosch (US) has implemented an e-learning strategy to gain maximum benefit from the developments in information technology. In support of this strategy the US has implemented WebCT as an electronic course management system. The purpose of this study was to investigate whether the complementary learning and assessment techniques provided by WebCT are suitable for the evaluation of student responses in a subject like English. This was accomplished in conjunction with research of relevant literature, own experience, categories of student learning, and feedback from students. The WebCT assessment function was used as a complement to traditional lectures and traditional end-of-course written assessment to enrich teaching, promote learning and gauge student insight and progress. Bloom's Taxonomy was used to compare the validity of tests conducted through multiple choice WebCT assessment during the term with the results of the end-of-term traditional, written assessment to ascertain whether a reliable impression of student competence can be gained before students sit for their main test at the end of the term. It was concluded that WebCT is a constructive and effective teaching tool that motivates students both intrinsically and extrinsically and gives a fair reflection of student insight and progress. It can be a meaningful and enriching extension of a lecture course if the tool is used by willing lecturers in an innovative manner.
Author Philip H. MhundwaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 39, pp 149 –161 (2005)More Less
The study reported in this article identifies aspects of language usage that illustrate the relationship between grammatical structures and psycholinguistic processing. The psycholinguistic assumption underlying the research for this paper is that structures of speech utterances reflect the manner in which speakers perceive and psycholinguistically process information. The data analysed was elicited from selected first language users of Shona, Ndebele and Setswana. The corresponding English sentences were provided by the researcher. Similarities between the data verified the assumption that grammatical structuring is largely determined by speakers' psycholinguistic perceptions and how they process the meaning of what they perceive.