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- Volume 49, Issue 2, 2015
Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Volume 49, Issue 2, 2015
Volume 49, Issue 2, 2015
Author Eva SujeeSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 11 –31 (2015) http://dx.doi.org/10.4314/jlt.v49i2.1More Less
This research aims to establish the effect of computer technology, specifically referring to the use of Turnitin, on writing in a South African multilingual language class. By employing a qualitative case study, the researchers observed the development of writing skills of 19 learners in an Afrikaans First Additional Language (FAL) class, utilising the internet and harnessing the use of blogs to collect data. Electronic interviews with learners and focus group discussions in a specially created chat room with other FAL teachers in the school were conducted to collect data. The conceptual framework incorporated the Technological Pedagogical Content Knowledge (TPACK) framework and Vygotsky's zone of proximal development (1978). This adapted framework was employed as the lens to evaluate the efficacy of computer technology on writing. Findings indicate that the innovative application of Turnitin, a tool that provides a similarity index, to provide written corrective feedback (WCF), started an iterative cycle of review and contribution which lead to self-directed learning through spontaneous written collaboration amongst learners. Teaching was enhanced, learners felt more organised which resulted in more confidence, and learners' individual needs were met. Instant access to the grammar rules via Turnitin's quick mark comment led to the integration of the grammar rules and writing which is optimal for successful Afrikaans FAL writing.
The use of first-person pronouns in argumentative writing of Afrikaans speaking first-year students : a corpus-based investigationAuthor Zanette MeintjesSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 33 –51 (2015) http://dx.doi.org/10.4314/jlt.v49i2.2More Less
The writing of academic texts in which the voice of the author figures more prominently is actively gaining support among academics. There is an increasing shift towards a more personal style of academic writing where authors, through the use of personal pronouns, are explicitly present in their texts. However, it seems as if many first-year students not only use the first-person pronoun excessively, but also find it difficult to apply the practice appropriately in their argumentative texts. This article focuses on the use of the first-person pronouns ek [I], my [me] and myns in siens [in my opinion] in the writing of Afrikaans-speaking students. A corpus-based investigation was conducted into the frequency and distribution of use throughout the three parts of an argument (introduction, content and conclusion), as well as the functional and objective application of these pronouns in an authentic learner corpus. The analysis gave insight into the use of first-person pronouns as well as potential problems pertaining thereto. In light of the findings in the particular corpus, it is recommended that Afrikaans speaking first-year students' skills in the use of first-person pronouns, should be further developed at university.
'What do we do in the meantime?' (Ferris 2004) : language errors and scaffolded intervention strategies in the writing of distance education studentsSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 53 –81 (2015) http://dx.doi.org/10.4314/jlt.v49i2.3More Less
The ongoing theoretical debates on the value of error correction and the attention that should be accorded to language accuracy have overlooked the needs of teachers 'at the chalkface'. Yet, effective teaching strategies are vital in multi-lingual South Africa, particularly given the under-performance of South African students evidenced in international comparative studies. Based on a Master's dissertation entitled 'A critical review of the language errors in the writing of distance education students' (Ward-Cox, 2012), this article interrogates linguistic competence and investigates the language 'errors' made by a heterogeneous group of 100 entry-level distance education university students with the aim of improving academic writing. The research follows a process of error identification and statistical analysis and reviews intervention strategies. The implications of the bimodal pattern of distribution in the review findings and its link to school background are discussed. Scaffolded intervention strategies are presented in response to Ferris's (2004) question to teachers: "... what do we do in the meantime [while the academic debate debate rages]?"
Author Avasha RambiritchSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 83 –107 (2015) http://dx.doi.org/10.4314/jlt.v49i2.4More Less
The value of peer-tutoring has been highlighted in a number of studies. But often the value of such support is lost on, especially, first year students, who perceive such support as an indication that they may be 'lacking' in some way. It is not uncommon to find that attendance at tutorial classes is often low, or not at all, especially if attendance is not mandatory. Worse still is the reality that should students not 'buy into' the idea of such support, or be convinced that such support is valuable, they may not benefit. This particular study looks at one such 'compulsory' tutorial programme, with a view to determining student perceptions to the tutorial programme, as well as to the role of the tutor in helping them improve their (academic) writing. The article highlights the type of writing support provided to students during the tutorials and by their tutors through the use of checklists, feedback and one-on-one consultations. The study is particularly significant, as it allows us the opportunity to evaluate our offerings, not in isolation, but by giving a voice to those most affected by the implementation of such interventions.
The intersection of professional and academic discourses : hybridity as a strategy in MTech Policing proposalsSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 109 –127 (2015) http://dx.doi.org/10.4314/jlt.v49i2.5More Less
In most cases, postgraduate students have to shuttle between working and studying, and this impacts on research writing in English. Among other things, research on postgraduate students has tended to focus on supervision, completion rates, quality, English as an additional language and academic literacy. Most of these are surveys targeting multiple academic disciplines. Not many studies have been conducted on postgraduate MTech policing students accessing academic discourse in an Open Distance Learning (ODL) context. This study employs a linguistic analysis with ethnographic framing to describe and explore the writing practices of police postgraduate students. The data comes from a linguistic analysis of (two) students' writing informed by intertextuality, and appraisal analysis of written proposals. In the linguistic analysis of students' writing, findings point to hybridization when police attempt to access academic discourse. Findings suggest that the 'practices' from the workplace professional contexts intersect with various subject positions in the literature reviews of proposals. This hybridity can be harnessed as a strategy when supervising or teaching research writing by all stakeholders and is a key feature of academic literacy in the police discipline.
Author Kirstin WilmotSource: Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig 49, pp 129 –147 (2015) http://dx.doi.org/10.4314/jlt.v49i2.6More Less
This paper describes and justifies the conceptualisation and adoption of a socio-cultural approach to academic writing support which was part of the inception of a broader orientation programme in a newly established Centre for Postgraduate Studies at a research South African university. The role of writing support is considered in relation to the increasing pressure being placed on academic writing in higher education, in light of growing demands to increase postgraduate student outputs. The paper argues for the use of an 'academic literacies' approach for the initial conceptualisation of a writing support programme that accommodated both discipline knowledge as well as the linguistic experiences of the students. The paper provides conceptual insights which may contribute to the literature on this topic in South Africa and stimulate further debate.