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Academic literature on the topic 'English language, Textbooks for foreign speakers - Afrikaans'
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Journal articles on the topic "English language, Textbooks for foreign speakers - Afrikaans"
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Rueda García, Zulma Xiomara, and Encarna Atienza Cerezo. "Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (December 2020): 281–96. http://dx.doi.org/10.15443/rl3022.
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As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.
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Atar, Cihat, and Cahit Erdem. "A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist." Research in Pedagogy 10, no. 2 (2020): 398–416. http://dx.doi.org/10.5937/istrped2002398a.
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This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.
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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (June 23, 2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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Zhang, Yuqian, Anura De Zoysa, and Kalinga Jagoda. "The influence of second language learning motivation on students' understandability of textbooks." Accounting Research Journal 34, no. 4 (May 21, 2021): 394–411. http://dx.doi.org/10.1108/arj-07-2020-0216.
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Purpose The purpose of this study is to examine the relationship between the understandability of an accounting textbooks written in English and the language learning motivation of international students. Previous research assumed that native speakers of a language and second-language speakers would understand a given accounting text similarly and little attempt has been made to ascertain any individual differences in users’ capacity to read and understand a foreign language. Design/methodology/approach The 107 participants in this study comprised of full-time English as a Second Language postgraduate commerce students studying at a major Australian university. The authors used two-part questionnaire to examine the motivation of participants and the understandability of an accounting textbook using the Cloze test. Findings The results suggest that most international students have difficulty in understanding the textbook narratives used in this study. Furthermore, the results show that students’ motivation to learn a foreign language impacts on the understandability of an accounting textbook. Practical implications This study will help the educators, textbook publishers and students to understand the needs of ESL students. It is expected to provide guidance for authors and instructors to enhance the effectiveness of the accounting courses. Originality/value The accounting literature shows that there have been efforts by accounting researchers to measure the understandability of accounting texts or narratives. This research provided valuable insights of the learning challenges of international students and valuable recommendations to educators and publishers to enhance the delivery.
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Shooshtari, Zohre G., Anahita Bordbar, and Reza Banari. "Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks." Theory and Practice in Language Studies 7, no. 8 (August 1, 2017): 701. http://dx.doi.org/10.17507/tpls.0708.14.
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Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.
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Almutairi, Mohammad. "Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 45. http://dx.doi.org/10.17507/jltr.1101.06.
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This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.
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Shishlova, E. E., and I. Kuritsyn. "Representation of Hidden Curriculum in EFL Textbook (Gender Markers)." MGIMO Review of International Relations, no. 4(37) (August 28, 2014): 332–39. http://dx.doi.org/10.24833/2071-8160-2014-4-37-332-339.
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The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.
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Pinner, Richard. "The authenticity continuum: Towards a definition incorporating international voices." English Today 30, no. 4 (November 11, 2014): 22–27. http://dx.doi.org/10.1017/s0266078414000364.
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The choice of what materials to use in the language classroom is perhaps one of the most fundamentally important and difficult decisions teachers and those responsible for choosing textbooks are faced with. Authenticity is often seen as a desirable component in the content we select and adapt for our language learners, and it has been shown that authentic materials are more motivating, even for low-level learners (Peacock, 1997). The term authentic is often used to describe materials which were not originally designed for the purpose of language learning, but that were designed to have some purpose within the target language culture, such as a newspaper or novel. An unfortunate consequence of this is that authenticity is still often defined in reference to the target language's ‘native speakers’ or L1 community, particularly in EFL contexts, or what Kachru (1985) would label the Outer Circle communities. In other words, where English is taught as a foreign language, both teachers and students often regard ‘native-speakers’ as being the ideal model and therefore an example of authenticity. For example, Tan (2005) criticises corpora investigations of learner English for holding the view that authentic language use is equivalent to ‘native-speaker’ usages. She goes on to criticise not only corpus research but also textbook publishers for still not taking into account ‘the inextricable link between language and culture’ (2005: 127). In the academic world, culturally embedded notions of authenticity relating to ‘native-speakers’ have been challenged for decades (Smith, 1976). And yet I would argue that in mainstream textbooks and in most EFL language classrooms the native speaker still retains a ‘privileged position’ (Clark & Paran, 2007: 407). As Widdowson (1996: 68) puts it:Authenticity concerns the reality of native-speaker language use: in our case, the communication in English which is realized by an English-speaking community. But the language which is real for native speakers is not likely to be real for learners […] They belong to another community and do not have the necessary knowledge of the contextual conditions which would enable them to authenticate English in native-speaker terms. Their reality is quite different.
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Schneider, Edgar W. "Leisure-activity ESP as a special case of ELF: the example of scuba diving English." English Today 29, no. 3 (August 15, 2013): 47–57. http://dx.doi.org/10.1017/s026607841300031x.
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It is well known that native speakers of English around the globe are by far outnumbered today by speakers of English as a second or as a foreign language (Crystal, 2008). English is thus regularly used as a lingua franca, i.e. an intermediary language used between speakers of various linguistic backgrounds, for transnational and intercultural communication in many domains of life (such as business, diplomacy, higher education, tourism, etc.). The study of conditions of using ‘English as a Lingua Franca’ (ELF), intrinsically connected to the fields of World Englishes and Second Language Acquisition (Schneider, 2012), has come to be a booming sub-field and topic of research in English linguistics over the past few years, as is indicated by the publication of a few textbooks, the establishment of a conference series, and the launch of a scholarly journal (JELF). The focus of these approaches has been on the functions, usage conditions, and practical applications of ELF (Seidlhofer, 2011), and also, though to a lesser extent, on any characteristic structural properties (Dewey, 2007; Jenkins, Cogo & Dewey, 2011; Cogo & Dewey, 2012). Clearly, ELF can be found in a wide range of possible applications and contexts, as Cogo & Dewey (2012: 31) have stated: ‘As a natural phenomenon of sociolinguistic variation, ELF includes all types of communicative events, from the transactional to the interactional, and various possible settings, such as the institutional and the casual.’ It is considered to be independent of the interactants' native-speaker status: prototypically ELF involves communication between non-native speakers of English, but sometimes native speakers participate in such encounters as well. It centrally involves accommodation, negotiation and adjustment of forms to achieve successful communication.
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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.
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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of
Dissertations / Theses on the topic "English language, Textbooks for foreign speakers - Afrikaans"
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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.
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Emsley, Maletsema Ruth. "The effect of cultural background on comprehension of English texts by second language learners of English." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/577.
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Thesis (M.Ed. (Language Education)) --University of Limpopo, 2011.This study investigated the effect of cultural background on comprehension of English texts by second language learners. The study specifically aimed at determining whether cultural background had any effect on comprehension of English texts by second language learners and whether the second language learners’ cultural background could help them comprehend unfamiliar texts. The background of the study in this mini dissertation was followed by the discussion on the literature available on this topic. This study followed a case study design which utilized 89 respondents from the Further Education and Training band of a rural secondary school in the north of Limpopo province. Data was obtained through the completion of questionnaires and answering of questions from a comprehension test based on English culture. The findings showed that there was no total comprehension of the text by learners who use English as a second language. Learners of English as a second language need to possess specific cultural schemata to comprehend texts that are unfamiliar to them. This study was informed by the schema theory. There is a significant effect of cultural background on the comprehension of English text by second language learners. KEY WORDS: Schema theory. Culture Comprehension. Cultural background
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.
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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.
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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.
This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.
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Bibliography: pages 78-90.There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
Books on the topic "English language, Textbooks for foreign speakers - Afrikaans"
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Schalkwyk, Helena Van. Afrikaans. 2nd ed. Halfway House: Southern Book Publishers, 1994.
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Adedokun, A. O. A comprehensive English grammar for schools and colleges. Odo-Ona, Ibadan, Oyo State, Nigeria: Dayspring Publications, 2006.
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Adedokun, A. O. A comprehensive English grammar for schools and colleges. Odo-Ona, Ibadan: Dayspring Publications, 2002.
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Sharon, McKay, and Mansoor Inaam, eds. English works! White Plains, NY: Addison-Wesley, 1995.
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