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
Investigating teachers’ perceptions on translanguaging pedagogy in a multilingual intermediate ESL classroom: a comparative study of two primary schools in Namibia
- Authors: Rheeder, Veneza Memory
- Date: 2023-10-13
- Subjects: Translanguaging (Linguistics) , Second language acquisition , Multilingual education Namibia , Primary school teachers Attitudes , Native language and education Namibia , Primary school teaching Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419760 , vital:71673
- Description: International literature has tested the effectiveness of translanguaging as a pedagogic tool to enhance learning in a bilingual classroom; however, with the recent curriculum reform and education sector policy, there is no direct claim in the National policy frameworks on the prominence of translanguaging as an effective tool in classroom pedagogy in Namibian schools. This research attempted to investigate the role of translanguaging as a pedagogic tool to enhance learning in the multilingual intermediate English Second Language (ESL) phase as the Language of Learning and Teaching (LoLT) for the intermediate phase, Grades 4-7, in the Erongo Region, Namibia. The study is within the interpretive paradigm and adopts a qualitative methodology using a qualitative multi-case study approach of exploring and understanding differences and similarities between cases. Data collection consisted mainly of open-ended interviews and observations (purposive sampling) of the participating teachers. The research sites and study participants were purposely selected as both schools, diversely located in urban and rural contexts of the region, are enacting the National Language Policy as proposed. This entails using Mother Tongue Instruction (MTI) from Grades 0-3 and then transitioning to English-monolingual instruction from Grades 4 onwards. The study was designed to investigate the role of translanguaging pedagogy in enhancing learning in the Second Language (L2) classroom, without prejudice of social classes - the elite and marginalized communities. It investigated the extent to which teachers’ use of translanguaging pedagogy enhances ESL learning as the LoLT to intermediate phase learners transitioning from MTI to English-only instruction. The main theories underpinning this study are the Vygotskian and Translanguaging theories supported by Krashen and Cummins’ Cognitive Underlying Proficiency (CUP) Model. The outcomes of the study reveal that in both schools translanguaging was supported by content subject teachers and English LoLT teachers and that it positively contributed to improving learner understanding of important concepts in several subjects. However, Mother Tongue (MT) teachers did not support the use of translanguaging and believed that it slowed down the learning of English. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Rheeder, Veneza Memory
- Date: 2023-10-13
- Subjects: Translanguaging (Linguistics) , Second language acquisition , Multilingual education Namibia , Primary school teachers Attitudes , Native language and education Namibia , Primary school teaching Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419760 , vital:71673
- Description: International literature has tested the effectiveness of translanguaging as a pedagogic tool to enhance learning in a bilingual classroom; however, with the recent curriculum reform and education sector policy, there is no direct claim in the National policy frameworks on the prominence of translanguaging as an effective tool in classroom pedagogy in Namibian schools. This research attempted to investigate the role of translanguaging as a pedagogic tool to enhance learning in the multilingual intermediate English Second Language (ESL) phase as the Language of Learning and Teaching (LoLT) for the intermediate phase, Grades 4-7, in the Erongo Region, Namibia. The study is within the interpretive paradigm and adopts a qualitative methodology using a qualitative multi-case study approach of exploring and understanding differences and similarities between cases. Data collection consisted mainly of open-ended interviews and observations (purposive sampling) of the participating teachers. The research sites and study participants were purposely selected as both schools, diversely located in urban and rural contexts of the region, are enacting the National Language Policy as proposed. This entails using Mother Tongue Instruction (MTI) from Grades 0-3 and then transitioning to English-monolingual instruction from Grades 4 onwards. The study was designed to investigate the role of translanguaging pedagogy in enhancing learning in the Second Language (L2) classroom, without prejudice of social classes - the elite and marginalized communities. It investigated the extent to which teachers’ use of translanguaging pedagogy enhances ESL learning as the LoLT to intermediate phase learners transitioning from MTI to English-only instruction. The main theories underpinning this study are the Vygotskian and Translanguaging theories supported by Krashen and Cummins’ Cognitive Underlying Proficiency (CUP) Model. The outcomes of the study reveal that in both schools translanguaging was supported by content subject teachers and English LoLT teachers and that it positively contributed to improving learner understanding of important concepts in several subjects. However, Mother Tongue (MT) teachers did not support the use of translanguaging and believed that it slowed down the learning of English. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
Factors affecting learning of English as a second language in South African schools
- Authors: Notshulwana, Lamla Augustin
- Date: 2024-04
- Subjects: English language -- Study and teaching -- Foreign speakers , Second language acquisition , English language - Study and teaching (Secondary)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63440 , vital:73359
- Description: The aim of this study was to identify the factors that are affecting the learning of English as a second language in South African schools. Although many South African learners are not fluent or native speakers of the English language, they are required to learn the content of their subjects in English. This is because there is a lack of resources in South Africa to teach other languages and English is seen as the language that grants access to better education and job opportunities, and it is the language that is used to communicate worldwide. The input, output, interaction and sociocultural theories were used to inform the theoretical framework of the study. This study used both qualitative and quantitative methods in order to answer the research question. The participants for this study consisted of individuals who matriculated in South Africa within the period of the past five years and were taught English as a second language. The participants were approached through social media platforms. One hundred participants responded to the questionnaire and 14 were interviewed. The methods of conducting interviews and distributing questionnaires were used to help the researcher to gain a better understanding of the topic. The findings of this study indicate that there are still teachers in South African schools who are not well qualified or proficient in the English language. In addition, learners face a variety of challenges in learning English as a second language. These challenges are found not only within the school context but also outside of school. The learners’ external environment also influences their learning of English as a second language. These external influences include overcrowding at schools, lack of resources such as libraries or books, and parents who are not involved in their children’s learning of English. Being proficient in L1 is important in order develop L2 because a learner can use their L1 skills to learn L2. There are also affective factors such as motivation, confidence and anxiety that play a role in in learning a second language. One of the reasons that some learners perform better than others when it comes to learning English is because of the motivation and self-confidence that they possess. Anxiety related to learning English as a second language is seen as a threat to an individual’s self-concept. This is because learners might find it difficult to communicate well in a language they have not learnt completely. Learners need to be encouraged to achieve their best level in their English skills so that their learning outcomes can be improved. Also, in order for the literacy rate of poor performing schools in South Africa to be improved, teachers should be trained to teach the English language better, parents need to be involved actively in their children’s learning of English as a second language and the Department of Basic Education needs to develop programmes and a policy that puts emphasis on the use of English as a LoLT. , Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Notshulwana, Lamla Augustin
- Date: 2024-04
- Subjects: English language -- Study and teaching -- Foreign speakers , Second language acquisition , English language - Study and teaching (Secondary)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63440 , vital:73359
- Description: The aim of this study was to identify the factors that are affecting the learning of English as a second language in South African schools. Although many South African learners are not fluent or native speakers of the English language, they are required to learn the content of their subjects in English. This is because there is a lack of resources in South Africa to teach other languages and English is seen as the language that grants access to better education and job opportunities, and it is the language that is used to communicate worldwide. The input, output, interaction and sociocultural theories were used to inform the theoretical framework of the study. This study used both qualitative and quantitative methods in order to answer the research question. The participants for this study consisted of individuals who matriculated in South Africa within the period of the past five years and were taught English as a second language. The participants were approached through social media platforms. One hundred participants responded to the questionnaire and 14 were interviewed. The methods of conducting interviews and distributing questionnaires were used to help the researcher to gain a better understanding of the topic. The findings of this study indicate that there are still teachers in South African schools who are not well qualified or proficient in the English language. In addition, learners face a variety of challenges in learning English as a second language. These challenges are found not only within the school context but also outside of school. The learners’ external environment also influences their learning of English as a second language. These external influences include overcrowding at schools, lack of resources such as libraries or books, and parents who are not involved in their children’s learning of English. Being proficient in L1 is important in order develop L2 because a learner can use their L1 skills to learn L2. There are also affective factors such as motivation, confidence and anxiety that play a role in in learning a second language. One of the reasons that some learners perform better than others when it comes to learning English is because of the motivation and self-confidence that they possess. Anxiety related to learning English as a second language is seen as a threat to an individual’s self-concept. This is because learners might find it difficult to communicate well in a language they have not learnt completely. Learners need to be encouraged to achieve their best level in their English skills so that their learning outcomes can be improved. Also, in order for the literacy rate of poor performing schools in South Africa to be improved, teachers should be trained to teach the English language better, parents need to be involved actively in their children’s learning of English as a second language and the Department of Basic Education needs to develop programmes and a policy that puts emphasis on the use of English as a LoLT. , Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 2024
- Full Text:
- Date Issued: 2024-04
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