Chinese character learning with the aid of an ICT website among Mandarin Second Additional Language learners in South Africa: a case study
- Authors: Fu, Shuying
- Date: 2022-04-08
- Subjects: Mandarin dialects Study and teaching (Secondary) South Africa , Mandarin dialects Computer-assisted instruction for English speakers , Second language acquisition , Chinese characters , Information technology South Africa , Educational technology South Africa , Arch Chinese
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263590 , vital:53641
- Description: The teaching of Mandarin as a Second Additional Language (SAL) in South African schools was only introduced in 2016. The year 2018 saw the first Mandarin as SAL National Senior Certificate examination. Little research has been done on the teaching and learning of Mandarin as a SAL subject at the high school level in South Africa. Character learning and teaching are some of the most challenging aspects of this language teaching and learning. This research sought to investigate how beginner Mandarin SAL learners can be supported by a particular Information Communication Technology (ICT) website, www.archchinese.com (Arch Chinese), in their character learning. Learners’ ability to memorise Chinese characters is of utmost importance for their success in this language learning, especially for matriculants. To support the main research goal, this study set out to investigate the requirements for Chinese character learning, the role the website Arch Chinese plays in learners’ character learning and Mandarin SAL learners’ experience of using Arch Chinese as a learning tool. This research was conducted in the form of a case study within the interpretative paradigm. It adopted a questionnaire and document analysis for data collection to gain insight into the research topic. To get answers to the research questions posed above, the study analysed the Curriculum Assessment Policy Statement (CAPS) Mandarin SAL documents from Grade 4–12, the Independent Examination Board (IEB) Mandarin Subject Assessment Guidelines (SAGs), and a textbook for beginners, Learn Chinese with me: Student’s book 1 in relation to character learning. The features and functions of the website, Arch Chinese, were also evaluated and Mandarin SAL learners’ answers to a questionnaire on their use of the website Arch Chinese were analysed. The study found that character teaching and learning has not been given enough attention in the curriculum. It was only covered in the Intermediate Phase but was seldom mentioned in the Senior and Further Education and Training Phases in the curriculum. The CAPS Mandarin SAL documents do not consider the special characteristics of the Mandarin language, as this curriculum was based on the CAPS English Generic SAL document. As a result, the assessment requirements on writing (character count requirement in particular) were not realistic. The teaching approaches promoted in the curriculum and the teaching time do not correspond well with the teaching and learning of this language. Moreover, this study found that there was no vocabulary list prescribed in the curriculum and therefore a gap exists between the curriculum on paper and the curriculum in practice. The analysis of the IEB SAGs found that the assessments were suitable for the level of Mandarin SAL learners. This is because the IEB considered the characteristics of the Mandarin language, which is non-cognate, to the alphabet-based languages that respondents in this research spoke or were familiar with. At the same time, the analysis of the website and the learners’ questionnaire found that learners held a positive attitude towards their use of the website and that it proved to help facilitate Mandarin SAL learners in their character learning. This study ends with recommendations for teachers, policy makers, the IEB, and character-learning websites. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text: false
- Date Issued: 2022-04-08
- Authors: Fu, Shuying
- Date: 2022-04-08
- Subjects: Mandarin dialects Study and teaching (Secondary) South Africa , Mandarin dialects Computer-assisted instruction for English speakers , Second language acquisition , Chinese characters , Information technology South Africa , Educational technology South Africa , Arch Chinese
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263590 , vital:53641
- Description: The teaching of Mandarin as a Second Additional Language (SAL) in South African schools was only introduced in 2016. The year 2018 saw the first Mandarin as SAL National Senior Certificate examination. Little research has been done on the teaching and learning of Mandarin as a SAL subject at the high school level in South Africa. Character learning and teaching are some of the most challenging aspects of this language teaching and learning. This research sought to investigate how beginner Mandarin SAL learners can be supported by a particular Information Communication Technology (ICT) website, www.archchinese.com (Arch Chinese), in their character learning. Learners’ ability to memorise Chinese characters is of utmost importance for their success in this language learning, especially for matriculants. To support the main research goal, this study set out to investigate the requirements for Chinese character learning, the role the website Arch Chinese plays in learners’ character learning and Mandarin SAL learners’ experience of using Arch Chinese as a learning tool. This research was conducted in the form of a case study within the interpretative paradigm. It adopted a questionnaire and document analysis for data collection to gain insight into the research topic. To get answers to the research questions posed above, the study analysed the Curriculum Assessment Policy Statement (CAPS) Mandarin SAL documents from Grade 4–12, the Independent Examination Board (IEB) Mandarin Subject Assessment Guidelines (SAGs), and a textbook for beginners, Learn Chinese with me: Student’s book 1 in relation to character learning. The features and functions of the website, Arch Chinese, were also evaluated and Mandarin SAL learners’ answers to a questionnaire on their use of the website Arch Chinese were analysed. The study found that character teaching and learning has not been given enough attention in the curriculum. It was only covered in the Intermediate Phase but was seldom mentioned in the Senior and Further Education and Training Phases in the curriculum. The CAPS Mandarin SAL documents do not consider the special characteristics of the Mandarin language, as this curriculum was based on the CAPS English Generic SAL document. As a result, the assessment requirements on writing (character count requirement in particular) were not realistic. The teaching approaches promoted in the curriculum and the teaching time do not correspond well with the teaching and learning of this language. Moreover, this study found that there was no vocabulary list prescribed in the curriculum and therefore a gap exists between the curriculum on paper and the curriculum in practice. The analysis of the IEB SAGs found that the assessments were suitable for the level of Mandarin SAL learners. This is because the IEB considered the characteristics of the Mandarin language, which is non-cognate, to the alphabet-based languages that respondents in this research spoke or were familiar with. At the same time, the analysis of the website and the learners’ questionnaire found that learners held a positive attitude towards their use of the website and that it proved to help facilitate Mandarin SAL learners in their character learning. This study ends with recommendations for teachers, policy makers, the IEB, and character-learning websites. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text: false
- Date Issued: 2022-04-08
Exploring extensive reading in cultivating positive attitudes and reading comprehension with Grade 8 Learners: a case study in a selected Namibian secondary school
- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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