Per Linguam-A Journal of Language Learning最新文献_第3页

Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice 在基础阶段实施双语泛读课程:理论与实践

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-876

S. A. Nkomo

{"title":"Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice","authors":"S. A. Nkomo","doi":"10.5785/36-2-876","DOIUrl":"https://doi.org/10.5785/36-2-876","url":null,"abstract":"A bilingual extensive reading programme (ERP) was implemented in two primary schools in Grahamstown with all the learners who were in grade 3 in 2015. The ERP was a means of providing learners with access to appropriate reading resources and affording learners with opportunities to read books chosen by them in a social learning environment . This paper offers a detailed description of theories underpinning the design and implementation of the reading programme. It also offers a discussion of practically implementing, managing and sustaining the programme. I used cultural historical activity theory (CHAT) as my theoretical framework. I focused on the concepts of formative intervention and expansive learning in implementing the reading programme. Throughout the research process, data were collected through qualitative methods, which included videoing, observation, document analysis, questionnaire, learners’ and my own reflective journals and informal talks with the participants. The results of this study show that a carefully planned reading programme, tailored for each participant’s needs, can have positive benefits on the learners’ academic and social skills. Finally, I discuss lessons learnt from implementing the ERP and provide suggestions on how teachers and researchers can also implement successful reading programmes of this nature.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"275 1","pages":"126-137"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79583484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The effect of Skinny Cow Condition on first-year students’ expectations of assessment and feedback 瘦牛状况对一年级学生评价与反馈期望的影响

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-949

Marike Annandale, E. Reyneke

{"title":"The effect of Skinny Cow Condition on first-year students’ expectations of assessment and feedback","authors":"Marike Annandale, E. Reyneke","doi":"10.5785/36-2-949","DOIUrl":"https://doi.org/10.5785/36-2-949","url":null,"abstract":"De Beer and Gravett (2016: 46) sound the alarm that most first-year students who report for teacher training at tertiary institutions in South Africa emerge from an examination-driven system and are unable to engage with self-directed learning (SDL). This is disconcerting since students of the 21st century who enrol for university studies across the world are expected to be self-directed, taking responsibility for their own academic progress while focusing on active rather than passive learning (Nasri, 2017: 1). The English for Education course at the North-West University in South Africa requires students to be critically engaged as they direct their own learning. However, the high dropout rate (North-West University, 2018) of the first-year English for Education students (around 25% per annum over the last three years) and the average drop in their English marks from high school to university suggest that students find it difficult to adapt to the demands of tertiary studies. This paper reports on a study that focused on the teaching, learning and assessment gaps between secondary and tertiary education and which aimed at developing a framework to promote SDL in first-year English for Education studies. The findings illustrated that students felt frustrated by lecturer feedback on assignments that demanded active engagement and critical thinking. It became clear that students were unable to interpret feedback and that they felt unsupported if the lecturer did not show and tell them exactly what to write or would not supply them with detailed answers to memorise and reproduce.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"30 1","pages":"45-56"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77124784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How classroom talk contributes to reading comprehension 课堂谈话如何促进阅读理解

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-910

N. Maree, Gert J. Van Der Westhuizen

{"title":"How classroom talk contributes to reading comprehension","authors":"N. Maree, Gert J. Van Der Westhuizen","doi":"10.5785/36-2-910","DOIUrl":"https://doi.org/10.5785/36-2-910","url":null,"abstract":"This article is an inquiry into how classroom talk among learners and a teacher in a reading class contributes to comprehension. It draws on sociocultural perspectives on school learning (Melander, 2012; Pellegrino, 2020; Stahl, 2002), conversation analysis research of human interaction in the humanities (Edwards 1997, 2001; Tanner 2017) and teachers’ open invitations in whole-class discussion within classrooms ( Koole & Elbers, 2014; Seedhouse, 2004). Video recordings of learner interactions have been transcribed by means of the Jefferson (1984) conventions and analysed by means of the conversation analysis framework of Clayman and Gill (2004). This framework draws on conversation analysis principles developed in various disciplines, and allows for a detailed analysis of what the comprehension interactions were about and how they were conducted for the purpose of comprehension. Analyses were considered based on sequence organisation, response preferences, lexical choices and gestures. Findings indicate that grade 4 learners use talk in creative, spontaneous and dedicated ways in their attempts to understand a text during a classroom lesson. Learners take turns at talking in ways that reflect their personal understandings of words and sentences, and interact in ways which clarify their own understanding of meanings. Non-verbal behaviour such as pointing, excitement, interruptions, tone of voice, faster and slower speech, sighs and observations are all patterns observed which, in the context of conversation sequences, contributed to interpretations of difficult words and also offered answers to comprehension questions. Findings are discussed in terms of the social actions associated with classroom talk, the value of independent attempts of meaning making and talking about the text for shared comprehension.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"8 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79488866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

English as second-language students' strategies when reading and writing about literary texts: Some ethical considerations 英语为第二语言的学生阅读和写作文学文本的策略:一些伦理考虑

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-836

Khulekani Amegius Gazu

{"title":"English as second-language students' strategies when reading and writing about literary texts: Some ethical considerations","authors":"Khulekani Amegius Gazu","doi":"10.5785/36-2-836","DOIUrl":"https://doi.org/10.5785/36-2-836","url":null,"abstract":"This study aimed to establish a substantive theoretical explanation from the ground to account for the experiences of some English as a Second Language (ESL) students when they read and subsequently write about literary texts. The target group of this grounded theory study comprised 34 university students enrolled for a degree in education majoring in English language and literature studies. Data were collected using the following procedures: unstructured interviews, structured interviews, focus group interviews and elicited document material. The data were analysed using the constant comparison method so that emerging codes, categories and subsequent themes were constantly saturated by collecting new data from the field. The findings established that some ESL students rely heavily on internet summaries and analyses of set works to mitigate the length of a literary text and the complexity of the language used – a practice that has both positive and negative ramifications. The positive ramifications include the provision of an entry point to a literary text; promotion of active reading by guiding the reading process; facilitation of the reading of long texts, like novels; and charting the landscape of a text. Negatively, the practice promotes a passive reading process, and it may replace the literary text. Reliance on the internet exposes students to the academically unethical practices of plagiarism and patch writing. Conversely, these practices are manifestations of language development among ESL students which can be exploited by lecturers as platforms where students appraise internet analyses of literary texts to render students’ interpretive strategies ethical.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"12 1","pages":"16-27"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82354227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Validating the highest performance standard of a test of academic literacy at a South African university 验证南非一所大学学术素养测试的最高表现标准

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-885

K. Sebolai, F. Stanford

{"title":"Validating the highest performance standard of a test of academic literacy at a South African university","authors":"K. Sebolai, F. Stanford","doi":"10.5785/36-2-885","DOIUrl":"https://doi.org/10.5785/36-2-885","url":null,"abstract":"Poor graduation rates are a serious concern worldwide. In South Africa, this concern has escalated in the post-apartheid era wherein a democratic constitution has widened access to higher education for school-leavers. The socioeconomic and school backgrounds of the majority of these learners still hamper their timely completion at university. In order to combat this, local universities have implemented some necessary interventions. Such interventions are geared towards dealing with the academic language needs of incoming students. For the last two decades or so, standardised tests of academic language ability, now commonly known as academic literacy, have been used to determine these needs. Given the expected impact of these interventions on student completion rates, the importance of the validity of these tests cannot be overemphasised. The aim of this article is to investigate the validity of the highest performance standard set for one of the tests currently used to assess levels of academic literacy. Using 14 610 scores obtained on that test by first-year students at a South African university, in tandem with their average scores on completion of their first year, sensitivity and specificity statistics were computed to realise this aim. The results revealed that the performance standard investigated was valid 61% of the time.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73009841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dealing with barriers to the integration of Computer Assisted Language Learning in an African Context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context 在非洲背景下处理计算机辅助语言学习整合的障碍:TPACK框架是否足够?低技术背景下信息通信技术整合分析

Per Linguam-A Journal of Language Learning Pub Date : 2021-02-01 DOI: 10.5785/36-2-947

J. B. Ngandeu

{"title":"Dealing with barriers to the integration of Computer Assisted Language Learning in an African Context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context","authors":"J. B. Ngandeu","doi":"10.5785/36-2-947","DOIUrl":"https://doi.org/10.5785/36-2-947","url":null,"abstract":"The use of technology in teaching and learning in general, and in language teaching and learning in particular, is on the rise. Institutions of higher learning or teachers who adopt technology as a means to enhance teaching and learning are confronted with a number of challenges or barriers. Overcoming them has been a preoccupation for researchers. Effective integration of information and communication technology (ICT) requires a set of skills, and researchers have been proposing frameworks in order to conceptualise it. The technological pedagogical content knowledge (TPACK) framework appears to be the most coherent and practicable framework. A computer-assisted language learning (CALL) experience was carried out at the University of Buea. Through an explanatory research approach, this paper describes this CALL experience and shows that it follows the TPACK principles. Given the barriers that emerged during instantiation, the paper questions the sufficiency of the TPACK framework for a successful integration of ICT in an African context and argues that teachers who want to enhance their teaching with technology need more than technology, pedagogy and content knowledge – design thinking capacities as well as knowledge about how to pilot innovation are also necessary.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"78 1","pages":"90-103"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79234719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A snapshot of the use of reading methods in primary schools in three provinces of South Africa 南非三个省小学阅读方法使用概况

Per Linguam-A Journal of Language Learning Pub Date : 2021-01-01 DOI: 10.5785/37-1-967

A. Hugo

{"title":"A snapshot of the use of reading methods in primary schools in three provinces of South Africa","authors":"A. Hugo","doi":"10.5785/37-1-967","DOIUrl":"https://doi.org/10.5785/37-1-967","url":null,"abstract":"The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83131736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A comparative analysis of the linguistic complexity of Grade 12 English Home Language and English First Additional Language examination papers 高三英语母语和英语第一附加语言试卷语言复杂性的比较分析

Per Linguam-A Journal of Language Learning Pub Date : 2021-01-01 DOI: 10.5785/37-2-976

Johannes Sibeko

{"title":"A comparative analysis of the linguistic complexity of Grade 12 English Home Language and English First Additional Language examination papers","authors":"Johannes Sibeko","doi":"10.5785/37-2-976","DOIUrl":"https://doi.org/10.5785/37-2-976","url":null,"abstract":"It is expected that English Home Language (Eng HL), as a subject, is more complex than English First Additional Language (Eng FAL). This article aims to uncover the reality of this expectation by comparatively investigating the linguistic complexity of texts used for reading comprehension and summaries in the final school exit examinations. The Coh-Metrix online platform was used to analyse a combined total of 24 Grade 12 final examination texts for Eng HL and Eng FAL ranging from 2008 to 2019. Five main indices relating to the word level, sentence, readability, lexical diversity and referential cohesion linguistic complexity were explored. The findings illustrated that the linguistic complexities of the texts used for reading comprehension and summary writing in the two subjects differ significantly, with Eng HL being more linguistically complex than Eng FAL texts. Furthermore, the Flesch-Kincaid Grade Level measure indicates the Eng FAL texts as two grades below the overall grade for Eng HL texts. Nonetheless, the linguistic complexity measures used in this article confirm the expectation that texts used in Eng HL reading comprehension and summary writing are more complex than those used in Eng FAL.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72945641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Multimodal composition pedagogy in Higher Education: a paradigm shift 高等教育中的多模态作文教学法:范式转变

Per Linguam-A Journal of Language Learning Pub Date : 2021-01-01 DOI: 10.5785/37-2-996

L. Olivier

{"title":"Multimodal composition pedagogy in Higher Education: a paradigm shift","authors":"L. Olivier","doi":"10.5785/37-2-996","DOIUrl":"https://doi.org/10.5785/37-2-996","url":null,"abstract":"The use of digital technologies for pedagogical purposes worldwide has augmented the need for radical and urgent changes in academic literacy education at tertiary institutions. In this article, multimodal composition alternatives to traditional written academic assessments are proposed as a platform for transformation in academic literacy modules. The literature framework highlights the hindrances and affordances of multimodal composition pedagogy. A qualitative research approach was followed in the empirical research. An online questionnaire was used in this interpretivist research design. The opinions of academic literacy lecturers at a South African university were sought to gauge how they felt about incorporating alternative multimodal assessments instead of traditional methods such as text-based compositions only. The inclusion of student voice and agency regarding multimodal academic literacy pedagogy was also investigated. The findings revealed that many lecturers did incorporate formative multimodal teaching and learning strategies to scaffold academic writing. However, with regards to summative assessment of academic literacy skills, most lecturers still preferred the traditional essay. Most of the lecturers were also not in favour of student contribution to multimodal content and assessment. It is the responsibility of all stakeholders to ensure that multimodal composition transformation is implemented to support students’ academic literacy needs, not their own, in an ever-changing digital landscape in higher education.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74055280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Mobile learning studies conducted in certain schools in South Africa from 2005 to 2015: a review study 2005年至2015年在南非某些学校进行的移动学习研究:综述研究

Per Linguam-A Journal of Language Learning Pub Date : 2021-01-01 DOI: 10.5785/37-2-905

Chaka Chaka

引用次数: 0