Pedagogic videos as a foreign language learning resource in textbooks used in the German studies section of a South African university: A digital multimodal discourse perspective
- Authors: Schafli, Sasha-Lee
- Date: 2021-04
- Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , Digital multimodal discourse analysis
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
- Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Schafli, Sasha-Lee
- Date: 2021-04
- Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , Digital multimodal discourse analysis
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
- Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
- Full Text:
- Date Issued: 2021-04
A psycholinguistic investigation of orthographic neighbourhood effects in reading and spelling in isiXhosa
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2022-10-14
- Authors: Cox, Paige Samantha
- Date: 2022-10-14
- Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/404916 , vital:70121
- Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2022-10-14
An appraisal analysis of a selection of Zapiro’s political cartoons
- Authors: Hussey, Thomas Davey
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406725 , vital:70302
- Description: Thesis embargoed. To be released in 2025. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Hussey, Thomas Davey
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406725 , vital:70302
- Description: Thesis embargoed. To be released in 2025. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
Orthographic knowledge in isiXhosa and its relation to phonological processing, letter-sound knowledge, reading and spelling
- Authors: Daries, Mikaela Ann
- Date: 2022-10-14
- Subjects: Xhosa language Orthography and spelling , Phonological awareness , Psycholinguistics , Oral reading Usage , Literacy South Africa , Reading Phonetic method
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406703 , vital:70300
- Description: Despite international research confirming its importance, writing and related metalinguistic skills have often been neglected in comparison to reading in literacy research (Cunningham et al., 2001; Castles & Coltheart, 2004; Nag, 2007; Roman et al., 2009; Zhao et al., 2017). On a national level there are very few studies that have explored the writing aspect of literacy in South Africa, and none that has investigated orthographic knowledge in a Southern Bantu language, such as isiXhosa. In an attempt to address this gap, this thesis explores orthographic knowledge and its components in isiXhosa. In particular, it seeks to investigate the unique predictors of word specific and general orthographic knowledge as well as their role for reading and spelling in isiXhosa while controlling for phonological awareness (PA), rapid automatized naming (RAN), and letter-sound knowledge. Furthermore, the thesis attempts to situate its findings within the main premises of the self-teaching hypothesis and dual route approach to orthographic processing in order to contribute to linguistic theories of reading with cross-linguistic evidence (Jorm & Share, 1983; Share & Jorm, 1987; Share, 1995; Grainger & Ziegler, 2011). A quantitative cross-sectional study was conducted with 140 isiXhosa home language third grade learners in which word specific and general orthographic knowledge tasks were specifically designed. These tasks were administered along with oral reading fluency (ORF), spelling, PA, RAN, and letter-sound knowledge. The findings revealed that letter-sound knowledge and PA contributed the largest variance towards both word specific and general orthographic knowledge. Further, word specific orthographic knowledge and letter-sound knowledge were the only significant predictors of spelling. Similarly, both word specific and letter-sound knowledge were significant predictors of reading, along with RAN and general orthographic knowledge. Quantile linear regression analyses revealed that word specific orthographic knowledge was a robust predictor of spelling and letter-sound knowledge was a robust predictor of reading across ability levels confirming the importance for word specific orthographic knowledge for spelling and letter-sound knowledge for reading in isiXhosa. In relation to the two reading theories considered in this thesis, the findings reflect similarities between the assertions of the self-teaching hypothesis and current thesis with suggestions made for further inquiry. The dual route approach to orthographic processing provides insights into the potential processing of orthographic information while reading in isiXhosa. The findings of this study confirm the importance of orthographic knowledge for reading and spelling for languages with transparent orthographies such as isiXhosa. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Daries, Mikaela Ann
- Date: 2022-10-14
- Subjects: Xhosa language Orthography and spelling , Phonological awareness , Psycholinguistics , Oral reading Usage , Literacy South Africa , Reading Phonetic method
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406703 , vital:70300
- Description: Despite international research confirming its importance, writing and related metalinguistic skills have often been neglected in comparison to reading in literacy research (Cunningham et al., 2001; Castles & Coltheart, 2004; Nag, 2007; Roman et al., 2009; Zhao et al., 2017). On a national level there are very few studies that have explored the writing aspect of literacy in South Africa, and none that has investigated orthographic knowledge in a Southern Bantu language, such as isiXhosa. In an attempt to address this gap, this thesis explores orthographic knowledge and its components in isiXhosa. In particular, it seeks to investigate the unique predictors of word specific and general orthographic knowledge as well as their role for reading and spelling in isiXhosa while controlling for phonological awareness (PA), rapid automatized naming (RAN), and letter-sound knowledge. Furthermore, the thesis attempts to situate its findings within the main premises of the self-teaching hypothesis and dual route approach to orthographic processing in order to contribute to linguistic theories of reading with cross-linguistic evidence (Jorm & Share, 1983; Share & Jorm, 1987; Share, 1995; Grainger & Ziegler, 2011). A quantitative cross-sectional study was conducted with 140 isiXhosa home language third grade learners in which word specific and general orthographic knowledge tasks were specifically designed. These tasks were administered along with oral reading fluency (ORF), spelling, PA, RAN, and letter-sound knowledge. The findings revealed that letter-sound knowledge and PA contributed the largest variance towards both word specific and general orthographic knowledge. Further, word specific orthographic knowledge and letter-sound knowledge were the only significant predictors of spelling. Similarly, both word specific and letter-sound knowledge were significant predictors of reading, along with RAN and general orthographic knowledge. Quantile linear regression analyses revealed that word specific orthographic knowledge was a robust predictor of spelling and letter-sound knowledge was a robust predictor of reading across ability levels confirming the importance for word specific orthographic knowledge for spelling and letter-sound knowledge for reading in isiXhosa. In relation to the two reading theories considered in this thesis, the findings reflect similarities between the assertions of the self-teaching hypothesis and current thesis with suggestions made for further inquiry. The dual route approach to orthographic processing provides insights into the potential processing of orthographic information while reading in isiXhosa. The findings of this study confirm the importance of orthographic knowledge for reading and spelling for languages with transparent orthographies such as isiXhosa. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
The invisible teacher: The teacher envisaged in the Curriculum and Assessment Policy Statement (CAPS) English First Additional Language (EFAL) Further Education and Training (FET) Phase
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
Empty adjectives and excessive intensifiers, or savvy discourse moves? A feminist critical discourse study of gender-based differences in the discourse of businesspeople on LinkedIn
- Authors: Schmauss, Lindsay Susannah
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425111 , vital:72211
- Description: This Feminist Critical Discourse Analysis (FCDA) examines the use of ‘empty’ adjectives and the equative intensifier so in discourse on LinkedIn, a social network service (SNS) for businesspeople and professionals. These linguistic features soften the impact of what is said in ways that can conform with politeness norms that one should not impose a point of view but can also be negatively construed as weak, uncertain and unclear. The North American sociolinguist, Robin Tolmach Lakoff (1973, 1975, 2004), first associated these linguistic markers with a feminine register in her seminal work, Language and Women’s Place, arguing that there is a social expectation that women talk like a lady and follow politeness conventions, while the speech of men is not similarly constrained. That women are socially conditioned to speak in ways that can undermine their clarity and assertiveness would present a particular dilemma in the business context, where clear, direct and confident communication is valued. This corpus-based study explores the dilemma in the context of LinkedIn where the linguistic behaviour of cisgender women indeed showed evidence of their struggle between conflicting impulses to talk like a lady and a desire to be taken seriously as businesspeople. While the examined features mainly appeared in the discourse of women, it was interesting to note men making use of ‘empty’ adjectives and so in communication contexts where the goal appeared to be relationship-building. As notions of business leadership are evolving to value organisational leadership more, this suggests that linguistic devices that have traditionally been associated more with the communal conversation of the stereotypical ‘woman’ appear to be gaining wider acceptance and relevance, although in domains orientated towards the “soft skill” of building relationships, rather than the “hard work” of business. While the value talking like a lady may be shifting, language that is the opposite of talking like a lady seems to remain the language of serious talk, and the kind of gender-based linguistic discrimination first theorised by Lakoff seems thus to persist, also in the sphere of business discourse. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Schmauss, Lindsay Susannah
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425111 , vital:72211
- Description: This Feminist Critical Discourse Analysis (FCDA) examines the use of ‘empty’ adjectives and the equative intensifier so in discourse on LinkedIn, a social network service (SNS) for businesspeople and professionals. These linguistic features soften the impact of what is said in ways that can conform with politeness norms that one should not impose a point of view but can also be negatively construed as weak, uncertain and unclear. The North American sociolinguist, Robin Tolmach Lakoff (1973, 1975, 2004), first associated these linguistic markers with a feminine register in her seminal work, Language and Women’s Place, arguing that there is a social expectation that women talk like a lady and follow politeness conventions, while the speech of men is not similarly constrained. That women are socially conditioned to speak in ways that can undermine their clarity and assertiveness would present a particular dilemma in the business context, where clear, direct and confident communication is valued. This corpus-based study explores the dilemma in the context of LinkedIn where the linguistic behaviour of cisgender women indeed showed evidence of their struggle between conflicting impulses to talk like a lady and a desire to be taken seriously as businesspeople. While the examined features mainly appeared in the discourse of women, it was interesting to note men making use of ‘empty’ adjectives and so in communication contexts where the goal appeared to be relationship-building. As notions of business leadership are evolving to value organisational leadership more, this suggests that linguistic devices that have traditionally been associated more with the communal conversation of the stereotypical ‘woman’ appear to be gaining wider acceptance and relevance, although in domains orientated towards the “soft skill” of building relationships, rather than the “hard work” of business. While the value talking like a lady may be shifting, language that is the opposite of talking like a lady seems to remain the language of serious talk, and the kind of gender-based linguistic discrimination first theorised by Lakoff seems thus to persist, also in the sphere of business discourse. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
Phonological awareness skills of emergent bilingual Rumanyo-English learners
- Authors: Karupu, Erwina Mushinga
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425100 , vital:72210
- Description: This thesis is an account of a cross-sectional study which focused on investigating Phonological Awareness (PA) in emergent Rumanyo/English bilingual learners. PA and its contribution to reading fluency were investigated among 47 third grade learners with an average age of 9. 19, at a Namibian School, for which Rumanyo is the language of instruction and English, the first additional language. This cross-sectional study examines two levels of PA: Syllable awareness and phoneme awareness. Measures included three subtasks: identification, segmenting and deletion. Reading fluency was measured through oral reading fluency and silent reading. The findings suggest that learners’ levels of PA are still developing with learners performing better on syllable awareness measures than on phoneme awareness. Reading fluency results evince low levels of proficiency in Rumanyo and in English, an average level of proficiency was recorded. To determine the relationship between PA and reading fluency, a Correlation Matrix was run and followed later with a linear regression. The findings demonstrate that syllable awareness predicted reading fluency in Rumanyo, whilst phoneme awareness did not show any association and as such, the model fit did not show any relationship either. With regards to English, neither syllables nor phonemes were a predictor of reading fluency. The study further examined to what extent the phonology of Rumanyo transferred to English. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Karupu, Erwina Mushinga
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425100 , vital:72210
- Description: This thesis is an account of a cross-sectional study which focused on investigating Phonological Awareness (PA) in emergent Rumanyo/English bilingual learners. PA and its contribution to reading fluency were investigated among 47 third grade learners with an average age of 9. 19, at a Namibian School, for which Rumanyo is the language of instruction and English, the first additional language. This cross-sectional study examines two levels of PA: Syllable awareness and phoneme awareness. Measures included three subtasks: identification, segmenting and deletion. Reading fluency was measured through oral reading fluency and silent reading. The findings suggest that learners’ levels of PA are still developing with learners performing better on syllable awareness measures than on phoneme awareness. Reading fluency results evince low levels of proficiency in Rumanyo and in English, an average level of proficiency was recorded. To determine the relationship between PA and reading fluency, a Correlation Matrix was run and followed later with a linear regression. The findings demonstrate that syllable awareness predicted reading fluency in Rumanyo, whilst phoneme awareness did not show any association and as such, the model fit did not show any relationship either. With regards to English, neither syllables nor phonemes were a predictor of reading fluency. The study further examined to what extent the phonology of Rumanyo transferred to English. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
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