The design, implementation and evaluation of an English language development component within a Grahamstown community project
- Authors: Jefferay, Charlotte Ruth
- Date: 1994
- Subjects: Grahamstown Tertiary Education Bridging Project , English language -- Study and teaching -- South Africa -- Foreign speakers , English language -- Writing -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2351 , http://hdl.handle.net/10962/d1002633 , Grahamstown Tertiary Education Bridging Project , English language -- Study and teaching -- South Africa -- Foreign speakers , English language -- Writing -- Study and teaching -- South Africa -- Foreign speakers
- Description: The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any tertiary institution for 1991. The overall aim of GRATEP was to prepare these students for tertiary education. The Academic Skills Programme at Rhodes University offered a programme in English Language Development. The present study aimed to research the design, implementation and evaluation of the GRATEP English Language Development programme which was implemented from May through to October 1991. A multimethod approach has been used to assess the progress made by the students in terms of developing communicative competence in English and to evaluate the course itself. The data included writing samples, questionnaires, exercises in hierarchical organization, a clozetest, comments made by the students and the participant observers. The programme appeared to have been most effective in terms of building confidence, developing academic skills and encouraging the students to take greater responsibility for their own learning. Statistical comparisons of the first and final writing samples revealed no overall significant improvement in communicative competence in English. However, comparisons of the scores in the categories and sub-categories of communicative competence revealed that students had improved in their ability to structure and organize their writing. The research raised questions about the design, implementation and assessment of non-formal language courses of this kind and made suggestions for improvement and further research.
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- Authors: Jefferay, Charlotte Ruth
- Date: 1994
- Subjects: Grahamstown Tertiary Education Bridging Project , English language -- Study and teaching -- South Africa -- Foreign speakers , English language -- Writing -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2351 , http://hdl.handle.net/10962/d1002633 , Grahamstown Tertiary Education Bridging Project , English language -- Study and teaching -- South Africa -- Foreign speakers , English language -- Writing -- Study and teaching -- South Africa -- Foreign speakers
- Description: The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any tertiary institution for 1991. The overall aim of GRATEP was to prepare these students for tertiary education. The Academic Skills Programme at Rhodes University offered a programme in English Language Development. The present study aimed to research the design, implementation and evaluation of the GRATEP English Language Development programme which was implemented from May through to October 1991. A multimethod approach has been used to assess the progress made by the students in terms of developing communicative competence in English and to evaluate the course itself. The data included writing samples, questionnaires, exercises in hierarchical organization, a clozetest, comments made by the students and the participant observers. The programme appeared to have been most effective in terms of building confidence, developing academic skills and encouraging the students to take greater responsibility for their own learning. Statistical comparisons of the first and final writing samples revealed no overall significant improvement in communicative competence in English. However, comparisons of the scores in the categories and sub-categories of communicative competence revealed that students had improved in their ability to structure and organize their writing. The research raised questions about the design, implementation and assessment of non-formal language courses of this kind and made suggestions for improvement and further research.
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Perceptions of, and attitudes towards, varieties of English in the Cape Peninsula, with particular reference to the ʾcoloured communityʾ
- Authors: Wood, Tahir Muhammed
- Date: 1988
- Subjects: English language -- South Africa -- Cape of Good Hope , English language -- Variation , Sociolinguistics -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2336 , http://hdl.handle.net/10962/d1002018
- Description: This study set out to analyse the concept of the ʾcoloured communityʾ and to describe the linguistic phenomena associated with it. It was found that the community was characterized by division and an overt rejection of 'coloured' identity. A satisfactory definition of the community could only be arrived at by exploring social psychological and anthropological concepts, particularly that of the social network, and a covert identification was postulated. This in turn was used to explain the linguistic phenomena which were found to be associated with the community. The latter included a vernacular dialect consisting of non-standard Afrikaans blended with English, as well as a stratification of particular items in the English spoken by community members . This stratification was analysed in terms of the social distribution of the items, enabling comparisons to be made with the English spoken by ʾwhitesʾ. A fieldwork study was embarked on with the intention of discovering the nature of the perceptions of, and attitudes towards, the idiolects of certain speakers. These idiolects were considered to be typical and representative of the forms of English normally encountered in the Cape Peninsula, and were described in terms of the co-occurrences of linguistic items which they contained. Tape recordings of the speech of this group of speakers were presented in a series of controlled experiments to subjects from various class and community backgrounds who were required to respond by completing questionnaires. It was found that those lects which contained items and co-occurrences of items peculiar to 'coloured' speakers were associated with lower status than those containing items and co-occurrences of items peculiar to 'white' speakers. Attitudes towards speakers were found to be more complex and depended upon the styles and paralanguage behaviours of the speakers, as well as accent, and also the psychological dispositions of the subjects who participated
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- Authors: Wood, Tahir Muhammed
- Date: 1988
- Subjects: English language -- South Africa -- Cape of Good Hope , English language -- Variation , Sociolinguistics -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2336 , http://hdl.handle.net/10962/d1002018
- Description: This study set out to analyse the concept of the ʾcoloured communityʾ and to describe the linguistic phenomena associated with it. It was found that the community was characterized by division and an overt rejection of 'coloured' identity. A satisfactory definition of the community could only be arrived at by exploring social psychological and anthropological concepts, particularly that of the social network, and a covert identification was postulated. This in turn was used to explain the linguistic phenomena which were found to be associated with the community. The latter included a vernacular dialect consisting of non-standard Afrikaans blended with English, as well as a stratification of particular items in the English spoken by community members . This stratification was analysed in terms of the social distribution of the items, enabling comparisons to be made with the English spoken by ʾwhitesʾ. A fieldwork study was embarked on with the intention of discovering the nature of the perceptions of, and attitudes towards, the idiolects of certain speakers. These idiolects were considered to be typical and representative of the forms of English normally encountered in the Cape Peninsula, and were described in terms of the co-occurrences of linguistic items which they contained. Tape recordings of the speech of this group of speakers were presented in a series of controlled experiments to subjects from various class and community backgrounds who were required to respond by completing questionnaires. It was found that those lects which contained items and co-occurrences of items peculiar to 'coloured' speakers were associated with lower status than those containing items and co-occurrences of items peculiar to 'white' speakers. Attitudes towards speakers were found to be more complex and depended upon the styles and paralanguage behaviours of the speakers, as well as accent, and also the psychological dispositions of the subjects who participated
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The acquisition of reading skills in English by coloured primary school children whose home language is Afrikaans : a developmental study conducted in a specific South African community
- Authors: Pitt, Joe Harrison
- Date: 1987
- Subjects: Reading (Primary) -- South Africa Reading (Elementary) -- South Africa English language -- Study and teaching (Primary) -- Afrikaans speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2338 , http://hdl.handle.net/10962/d1002020
- Description: This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied
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- Authors: Pitt, Joe Harrison
- Date: 1987
- Subjects: Reading (Primary) -- South Africa Reading (Elementary) -- South Africa English language -- Study and teaching (Primary) -- Afrikaans speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2338 , http://hdl.handle.net/10962/d1002020
- Description: This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied
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Gerard Manley Hopkins's poetic art as "current language heightened" : (with reference to selected sonnets and in the light of contemporary stylistic theory)
- Authors: McDermott, Lydia Eva
- Date: 1985
- Subjects: Hopkins, Gerard Manley, 1844-1889 , English poetry -- 19th century -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2337 , http://hdl.handle.net/10962/d1002019
- Description: The aim of this thesis is twofold: To examine Hopkins's writings on poetics and to relate these to modern theories of poetic stylistics; and to show, through an examination of two sets of Hopkins sonnets, the ways in which Hopkins's writings on language and poetics are reflected in his verse (Introductory outline, p. 5)
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- Authors: McDermott, Lydia Eva
- Date: 1985
- Subjects: Hopkins, Gerard Manley, 1844-1889 , English poetry -- 19th century -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2337 , http://hdl.handle.net/10962/d1002019
- Description: The aim of this thesis is twofold: To examine Hopkins's writings on poetics and to relate these to modern theories of poetic stylistics; and to show, through an examination of two sets of Hopkins sonnets, the ways in which Hopkins's writings on language and poetics are reflected in his verse (Introductory outline, p. 5)
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A linguistic account of quantifiers in English and their place in the development of some modern approaches to syntax and semantics
- Authors: Aldridge, Maurice Vincent
- Date: 1977
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:20966 , http://hdl.handle.net/10962/5707
- Description: From Introduction: I should make it clear from the outset that I have no intention of trying to construct a calculus for the quantificational system of English as a natural language. My interests are purely linguistic with special emphasis on that part of the discipline traditionally known as semantics. Thus, although I offer a miniature survey of the development of quantificational studies in Philosophy in Chapter One, and have frequent recourse, in other charters, to observations made by philosophers, especially Quine, I make no attempt whatever to emulate the logicians by constructing such things as rules of inference. I have also tried to avoid symbolic representations except in those cases in which they show up aspects of semantic structure very clearly, and where I have symbolised, I have alternated between the systems of Quine and Peano-Russell, selection in each instance being determined by judgements regarding clarity.
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- Authors: Aldridge, Maurice Vincent
- Date: 1977
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:20966 , http://hdl.handle.net/10962/5707
- Description: From Introduction: I should make it clear from the outset that I have no intention of trying to construct a calculus for the quantificational system of English as a natural language. My interests are purely linguistic with special emphasis on that part of the discipline traditionally known as semantics. Thus, although I offer a miniature survey of the development of quantificational studies in Philosophy in Chapter One, and have frequent recourse, in other charters, to observations made by philosophers, especially Quine, I make no attempt whatever to emulate the logicians by constructing such things as rules of inference. I have also tried to avoid symbolic representations except in those cases in which they show up aspects of semantic structure very clearly, and where I have symbolised, I have alternated between the systems of Quine and Peano-Russell, selection in each instance being determined by judgements regarding clarity.
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