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- Volume 42, Issue 2, 2008
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 42, Issue 2, 2008
Volume 42, Issue 2, 2008
Author T. HumanSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42 (2008)More Less
Without the contributions of the relevant authors whose specific research is published in this publication and the reviewers who judged the scientific merits of the contributions, this edition of Journal for Language Teaching would not have been possible. I thank you sincerely for this.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 7 –24 (2008)More Less
This paper reports on an investigation into students' attitudes to and motivations for reading. These socio-affective factors relating to students' reading abilities have been largely ignored in L1 and L2 reading research, especially in L2 contexts. Yet, L2 students tend to display differing motivations and attitudes for L2 reading (Grabe & Stoller, 2002:41). According to Grabe and Stoller (2002:242) students' attitudes and motivations are linked to their previous experiences of reading, exposure to print and people who read, and to perceptions about the usefulness of reading. These experiences shape students' perceptions of how successful they are as readers, and influence their willingness to participate in reading classes and related activities, which in turn affects the success of their reading development. Understanding students' attitudes can help teachers design and prepare appropriate reading programmes to meet students' needs and to counteract negative attitudes. A questionnaire adapted from Grabe and Stoller (2002) was administered to first-year students enrolled for an elective first-year course in Academic Reading at the University of Pretoria. The results of the study are discussed, and implications for reviewing the workbook presently in use are suggested.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 26 –41 (2008)More Less
With the results of the Senior Certificate Examination (SCE), previously, and the National Senior Certificate (NSC) examination, currently, under constant scrutiny, evidence of the authenticity and credibility that proper moderation processes can give, is becomingly increasingly important. This article focuses specifically on moderation processes applied to English First Additional Language, which was one of the first subjects to be assessed in the form of a national paper, prepared by the National Department of Education. In the Senior Certificate Examination that was written until the end of 2007, two of the three papers were compiled nationally but the literature paper was still assessed on a provincial basis. A writing portfolio was also assessed and moderated provincially. A question that needed to be asked was whether all the papers and portfolios were standardised and whether the moderation processes were equally valid and effective in all provinces. Furthermore, the question whether the national papers were moderated sufficiently, also arose. With the NSC the portfolio plays an even bigger role and the question remains whether moderation processes really guarantee the validity of the assessment and final mark allocated to each learner. Assessment as well as moderation procedures for English First Additional Language are discussed but the main focus is on how the full process can be quality assured.
Exploring prospective language teachers' constructions of 'discursive initiative' : generating hypotheses about their thinkingAuthor Willfred GreylingSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 43 –61 (2008)More Less
Teaching and learning in classrooms are discursively constructed in variations of the Initiation-Response-Feedback exchange pattern (Lee, 2007; Sinclair & Coulthard, 1991; Mehan, 1985; Sinclair & Brazil, 1982; McHoul, 1978). These discursive patterns and the content of the teacher's turns, we reason, represent indirect evidence of the teacher's thinking. At a more direct level, when we prompt prospective teachers to define the meanings they assign to key constructs in English Language Teaching, they articulate their consciously held understanding. Adopting a Kellyian perspective (Kelly, 1966/2003), one could argue that teacher training is supposed to be a trainer facilitated experimental process in which prospective teachers, as active participants, define, diversify, adjust and evolve a set of dynamic constructs for dealing optimally with the processes of classroom teaching and learning. This article reports on such a constructivist approach in an applied linguistics course for education students in the higher education (HE) sector. Specifically, it records prospective teachers' constructions of discursive initiative in the language classroom. If we argue from the premise that the language educator's ultimate aim is to replicate authentic communication in learning experiences (Savignon, 2007:207-230), it is worth our while to explore prospective teachers' constructions of discursive initiative in classroom context. The data-collection procedure involved an eight page self-reflective questionnaire, designed to elicit prospective teachers' personal constructions of various classroom-related concepts, including a 100-word outline of the concept ''discursive initiative''. We concluded that when learners (N = 30) are required to make sense of a classroom-related construct, they will invariably activate unique configurations of related meanings (consistent with Kelly's individuality and organisation corollaries). We also noticed shared meanings (i.e. Kelly's commonality corollary). We show that a constructs analysis of learner responses provides valuable information about learner frames of meaning which may serve as stepping stones to access preverbal construing, adopt a personalised approach to learning and raise learner awareness of classroom processes.
Author Anna J. HugoSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 63 –76 (2008)More Less
The language of learning and teaching in schools remains a problem in Africa, as well as in South Africa. In a research project primary school teachers at schools in four provinces in South Africa were asked to give their opinions about their learners' language abilities in English as their second language which is used as the medium of instruction at the schools. The research project helped to shed light on some of the problems which ESL learners in primary schools, as well their teachers have to grapple with. The research results could be used to give direction as to which issues need to be investigated more, should a national research project be undertaken. The knowledge and expertise from people in various related fields of study such as Linguistics and Applied Linguistics could for instance be used when second language problems and especially problems with ESL are addressed in primary schools. Thus primary school teachers could be informed how to support learners to gain competent academic language proficiency in English as their language of instruction.
Source: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 78 –88 (2008)More Less
The investigation on language practices aimed at establishing how the language of learning policy formulated by the Department of Education in South Africa was interpreted at classroom level. The study focused on language activities in school-based Grade R classes to observe how learners' home language was used as the language of learning. Evidence from literature indicates that the success of any policy depends to a significant extent on the implementation strategy adopted to promote such a policy, especially at district and school levels. The outcome of this investigation established that key factors were not sufficiently considered in the implementation strategy at district and school levels. Learners' diverse linguistic backgrounds, teachers' expertise and the lack of suitable learning materials all compromised the success of the language of learning policy.
Author Jerry MojalefaSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 90 –103 (2008)More Less
The New Sepedi Dictionary is a concise translating bilingual dictionary. Even though the compilers claim that this dictionary is very user-friendly, this can be queried. Accordingly, the main aim of this article is to test the usefulness of this lexicographic compilation. The discussion is restricted to the English-Sepedi part as Sepedi is the target language. A study of the dictionary articles, spelling, unnecessary loanwords, corresponding words, coinages, hyphenated words, repetition of words and inconsistencies display the deficiencies in this dictionary. As a result, it is recommended that the dictionary should be duly revisited and revised.
Author Rita RibbensSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 105 –122 (2008)More Less
Against a background of poor levels of literacy throughout the education system, the dual purpose of this study was to identify reading practices of successful students at tertiary level and to report on sound reading practices that need to be implemented to improve the comprehension of learners in academia. The article reports on the culture of reading of some undergraduate Linguistics students at Unisa, an Open Distance Learning (ODL) institution. Specific text-processing skills were examined within the sociocultural context in which reading takes place. To fully understand reading behaviour at tertiary level, reading practices at primary school in South Africa, as reported on in the Progress in International Reading Literacy Study (Baer et al., 2007), are also mentioned. To provide background to the literacy problem in South Africa, reading practices observed at schools in South Africa are reported on. The findings indicate that individuals, who read more and are aware of what they do when they read, perform better academically.
A critical review of integrated assessment at Cape Peninsula University of Technology : a newsletter assignmentAuthor Jacqui ScheepersSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 42, pp 124 –136 (2008)More Less
The purpose of this paper is to evaluate the success of an integrated newsletter assignment by analysing the narratives of the key role-players. The research included a critical review of teaching and assessment practices in order to bring about a change to the assessment. The results of this research indicate that certain improvements to the newsletter assignment are necessary in order for it to add value as a learning and assessment tool. This paper further emphasises the importance of changing assessment in a creative and dynamic way so as to adapt to the changing environment outside of the academic institution. The paper examines the principles of a typically good assessment in order to make informed adjustments to the newsletter assignment. Of particular importance are the reflections of the relevant stakeholders and how students learn through their interaction with others.