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- Volume 40, Issue 2, 2006
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 40, Issue 2, 2006
Volume 40, Issue 2, 2006
The effects of immersion on Grade 7 learners' vocabulary size : is incidental learning of vocabulary enough?Author Ruth ScheepersSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 1 –19 (2006)More Less
Immersion creates more opportunities for learners to activate their language learning abilities than any other teaching methodology. Research has shown that vocabulary in the language of learning and teaching is an important component of overall language proficiency, playing a crucial role in reading and academic success, whether students are studying through their mother tongue or not. The study described in this article compared the language proficiency of Grade 7 English second-language immersion learners with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion were identified: length and quality, i.e. richness. It was assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size would be. Results showed that length had a slightly stronger effect on receptive vocabulary size than quality, though both were generally positive. Implications of these findings for the classroom are discussed.
Author Rinelle EvansSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 21 –34 (2006)More Less
Interaction between educator and learners is widely considered crucial for effective instruction. The TeleTuks Schools community project involved several hundred learners watching daily broadcasts that aimed to offer academic support to matriculants via interactive television (ITV). While technology permitted bi-directional audio contact with the presenter in the studio, Grade 12 viewers seldom phoned in to ask questions or make comments about the content being presented on screen. These infrequent responses were unexpected and called for explanation. An initial proposition suggested that learners lacked sufficient proficiency in the medium of instruction - English - and thus refrained from participating. Methods used for data gathering included analyses of telelessons, learner and adult interviews and open-ended survey questions.Findings revealed that limited English was not the primary cause of low responsiveness but rather a combination of presenter-related factors. This paper focuses specifically on presenters- speech personality, speed of delivery, immediacy behaviours and questioning styles. These constructs have contributed to the formulation of an instructional dissonance theory and recommendations are deemed applicable to any face-to-face instructional contexts as well as blended learning environments where verbal interaction is prevalent.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 36 –47 (2006)More Less
Motivation, stress, anxiety and self-concept are affective variables which relate to drama performance. An empirical investigation was conducted with the aim to determine the underlying relationship between the different affective variables, to establish the relationship between these variables and achievement in drama and to determine the developmental pattern of the affective factors from Grade 8 to 12. Hundred and one drama learners from Grade 8 to 12 were used in the sample. The results showed that motivation correlates positively with self-concept and self-concept and motivation correlate negatively with anxiety and stress. Stress and anxiety showed a positive correlation which indicates that high stress relates to high anxiety. Significant but low positive correlations were found between motivation, self-concept and drama achievement. No significant relationship could be found between drama achievement and stress or anxiety. Similarly, no significant differences could be identified between the affective factors in the different grades.
Author Francesca BalladonSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 49 –66 (2006)More Less
In this paper I will demonstrate that the South African vision of multiculturalism as it is expressed in the National Curriculum Statement is limited and that it is not preparing young South Africans for the twenty-first century. I will argue that to achieve a broader multiculturalism, the educational system needs to further foreign languages actively. Twelve years ago, education was faced with the challenge of designing a curriculum which affirmed the diversity of South African cultures, religions, ethnic and racial groups while unifying people within this diversity. Policy was thus underpinned very firmly by the principles of multiculturalism. However, South African multiculturalism is inward-looking, it does not prepare learners for the realities of a nation composed not only of a heterogeneous population of South Africans but which also comprises a growing number of non-South Africans. South African multiculturalism must be broadened to go beyond local cultural diversity to include world cultures. Education must open learners to the Other: to South Africans of different cultural groups, as well as people of other nationalities. I will argue that this discovery of the Other and of Otherness can best be made through the learning of foreign languages.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 68 –86 (2006)More Less
Research regarding the specific needs of the L2MI teacher points to the need for developing a training course that not only ensures advanced levels of personal proficiency in the medium of instruction, but also certifies the ability to apply methodological and presentational skills that enhance and promote learning in the L2MI subject content classroom. This article describes the design and implementation of an integrated course for second language medium of instruction (L2MI) teacher trainees. Based upon the profile of effective L2MI and deriving outcomes for language, methodological and presentational skills from this, the course is both practical and functional. The hybrid model that was used for the design of the course is based on a combination of an Outcomes-based and a Backward Design model for course design and consists of six distinctive steps. The integrated course was developed within the BEd teacher-training programme and introduced for one semester. The students and the course instructor reviewed some aspects of the course and the Instructional Plan afterwards.
Author Jennifer WrightSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 88 –109 (2006)More Less
This paper reviews collaboration between a Communication lecturer and two Science lecturers to improve underprepared students' scientific writing, using a process writing approach. Findings suggest that undertaking process writing is worthwhile as part of a deep learning approach in higher education; however, such an endeavour requires careful planning and constant coordination within the constraints of highly structured, time-pressured academic programmes. The author concludes that increasing the quality and quantity of students' scientific writing requires commitment and active collaboration by those involved at all levels of study in the discipline. Only with sustained, explicit and appropriate guidance by all lecturers concerned are science students likely to develop and value the appropriate scientific discourse that will mark them as fully-fledged members of the scientific community.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 111 –125 (2006)More Less
Information and Communication Technology (ICT) has been identified as one of the key pillars of growth in the South African economy. Currently a skills gap exists in formally trained black and coloured ICT professionals. Concurrently, higher education institutions experience a changing demographic profile of learner enrolments with high dropout rates, failure rates and an English proficiency level below the required Grade 12 level. The Vaal University of Technology (VUT) particularly experienced a high failure rate in the module, Programming 1.
Researchers at the VUT introduced an entry-level certificate in ICT, which includes an English Proficiency module in order to improve the learners' English proficiency and to provide articulation for a diversity of learners into the Higher Diploma in ICT. The results indicate that the English Proficiency module had a positive correlation with the results of the Programming 1 module. Results also indicate the successful implementation of a teaching strategy based on collaborative constructivism.
Some factors influencing the use of simultaneous interpreting as an alternative to parallel-medium teaching in tertiary educationSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 127 –138 (2006)More Less
Currently, a number of historical Afrikaans universities (i.e. North-West University, the University of the Free State and the University of Johannesburg) are experimenting with the use of simultaneous interpreting (using the whispered mode) as an alternative to parallel-medium teaching.
Simultaneous interpreting is discussed as a useful language policy management mechanism against the backdrop of a changing linguistic context at tertiary institutions. In the case of the University of Johannesburg's Kingsway Campus, a dramatic shift has taken place in the linguistic profile of learners over the past nine years. This shift has not only led to a need to reformulate the institution's language policy, but also poses challenges to the relevance of the languages of learning and teaching traditionally used, namely English and Afrikaans.
It was therefore decided to experiment with the use of simultaneous interpreting to provide teaching and thus additional linguistic support in the four languages prescribed by the University's language policy, namely English, Afrikaans, Sesotho sa Leboa and isiZulu. The project aimed at establishing how a multilingual context would impact on learners' language attitudes and what the repercussions of such attitudes would be on interpreting in the classroom.
This article reports on some of the factors found to influence the use of simultaneous interpreting at the University of Johannesburg, namely the hegemony of English, the extent of the linguistic diversity that has become characteristic of tertiary classrooms, and the impact of language attitudes.
Author Ronel JohlSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 140 –151 (2006)More Less
This article investigates the possibilities opened up for a nuanced understanding of Etienne van Heerden's novel In stede van die liefde by Peter Brooks' reworking of Freud's "masterplot" into a dynamic narrative model, and in the process accounting for the copious repetitions and symmetries found in the novel.
Author Hans-Jorg KnoblochSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 40, pp 153 –160 (2006)More Less
Thomas Mann's novella Death in Venice does not deal with guilt and atonement, as one can often read, but with fate and destiny as in the ancient tragedy. In contrast, the main problem that his protagonist, the writer Gustav von Aschenbach, faces is a very modern one: the problem of the artist at the turn of the century who has seemingly reached the boundaries of his art. Aschenbach tries to overcome them by switching from the Apollinian to the Dionysian principle. He even throws himself into the arms of Dionysian ecstacy. From this point in the novella, the narrator increasingly distances himself from his protagonist. In doing so, he is representative of the author who, for himself, had decided against Bohemian-like excesses and had turned to a bourgeois lifestyle. This does not mean, however, that Thomas Mann had found a way out of that cul-de-sac in which the artists had ended up at the beginning of the modern age - on the contrary: Death in Venice is one of the most pessimistic texts he ever wrote.