To see the other types of publications on this topic, follow the link: IsiXhosa language – Writing skills.
Dissertations / Theses on the topic 'IsiXhosa language – Writing skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'IsiXhosa language – Writing skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Xamlashe, Sibongile Saraphina. "The use of History texts in isiXhosa for Grade 11 in developing academic writing skills across the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98037.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The central aim of the study is to present a proposal of how academic literacy development across the curriculum in secondary school can be facilitated through the use of content subject texts in isiXhosa. This is demonstrated by making use of History texts, which can be incorporated in the isiXhosa Home Language (HL) subject for teaching the writing skills of academic texts. The Genre-based approach to literacy development, which has been employed with great success, especially in Australia, over the past thirty years, is assumed in presenting an analysis of the variety of genres exemplified by the History texts. The analyses of genres will be demonstrated by three texts selected from the grade 11 History textbook and the grade 11 assessment question paper, translated into isiXhosa, respectively. For example, genres such as chronological texts in which historical recounts are grouped into and non-chronological genres in which the factorial and consequential explanation genres are grouped under. The schematic structure of the selected genres is identified and related to the language system represented by the systemic functional linguistics. The study makes use of the method of text analysis and written discourse analysis within the genre framework underpinned by systemic functional linguistic for the data collection. The findings demonstrate that that the effective development of knowledge of language in the Home Language class through the use of texts from content subjects can play a crucial role in advancing academic writing skills, for both the Home language and History. Furthermore; the availability of resources in isiXhosa, teachers training and support on the implementation of genre-based approach underpinned by the systemic functional linguistics can enhance the understanding of genres across the curriculum and will in that effect, promote the use of African languages for academic purposes.
AFRIKAANSE OPSOMMING: Die sentrale doelwit van die studie is om ‘n voorstel aan te bied van hoe akademiese geletterdheid in die sekondêre skool gefasiliteer kan word deur die gebruik van inhoudsvaktekste in isiXhosa oor die kurrikulum. Hierdie doelwit word gedemonstreer deur die gebruik van Geskiedenistekste wat geïntegreer kan word in die isiXhosa huistaalvak vir die onderrig van skryfvaardighede van akademiese tekste. Die genre-gebaseerde benadering, wat met groot sukses in veral Australië gebruik is die afgelope dertig jaar, word aanvaar vir die aanbieding van analises van ‘n verskeidenheid genres soos vertoon deur geskiedenistekste. Die analises van genres word geïllustreer deur drie tekste wat geselekteer is uit die Graad 11 Geskiedenisteksboek en ook die Graad 11 assesseringsvraestel, vertaal in isiXhosa, respektiewelik. Byvoorbeeld, genres soos chronologiese tekste, waarin historiese herroepings (‘recounts’) gegroepeer word, en nie-chronologiese genres, waaronder die faktoriale en gevolg-verduidelikings-genres gegroepeer is. Die skematiese strukture van die geselekteerde genres word geïdentifiseer en in verband gebring met die taalsisteem soos gerepresenteer in sistemiese funksionele linguistiek. Die studie maak gebruik van die metode van teksanalise en geskrewe diskoersanalise binne die genre-raamwerk wat onderlê word deur sistemiese funksionele linguïstiek vir dataversameling. Die bevindings demonstreer dat die doeltreffende ontwikkeling van kennis van taal in die Huistaalvak en klasse deur die gebruik van inhoudsvak tekste ‘n belangrike rol kan speel in die bevordering van akademiese skryfvaardighede, in sowel die Huistaalvak as Geskiedenis. Voorts, kan die beskikbaarheid van leermateriaalbronne in isiXhosa, onderwysersopleiding en ondersteuning in die implementering van die genre-gebaseerde benadering waaraan die sistemiese funksionele linguistiek onderliggend is, die begrip van leerders van genres oor die kurrikulum heen verhoog, en dus die gebruik van die Afrikatale vir akademiese doeleindes verhoog.
isiXHOSA ABSTRACT: Injongo ephambili yesi sifundo kukuzisa ingcebiso kuphuhliso lolwimi ukuze lube kumgangatho wamaziko emfundo ephezulu, nophuhliso kwiKharityhulum ngokusebenzisa imibhalo kwizifundo ezingundoqo “content-subjects”. Oku kuza kuboniswa ngokusebenzisa okubhaliweyo kwimbali (history text), okunokuthi kufundiswe kwigumbi lokufundisa lesiXhosa njengolwimi lweenkobe, ukufundisa izakhono zokubhalwa kokubhaliweyo ukuze kube kumgangatho wamaziko aphezulu ezemfundo ukuya kumaziko emfundo enomsila. Indlela yokufundisa ekuphuhliseni ukufunda nokubhala esekelwe kokubhaliweyo ebizwa ngokuba “yiGenre- based approach” neye yasetyenziswa ngempumelelo enkulu, ingakumbi kumazwe afana ne-Ostreliya, kwiminyaka engamashumi amathathu eyadlulayo, ibonwa njengeyona isebenzayo ekuhlalutyeni iindidi ezahlukeneyo zokubhaliweyo ezibonakaliswa yimibhalo yezembali. Ukuphicothwa kwale mibhalo kuza kubonakaliswa ngemibhalo echongiweyo kwincwadi yebanga lethoba (ibakala leshumi elinanye) kwakunye namaphepha ovavanyo eli bakala nathe aguqulelwa esiXhoseni. Umzekelo: okubhaliweyo okubonakalisa indlela yokubhala apho kudweliswa iziganeko, izehlo eziyinyani nezo zifuna ingcaciso ephuhlisa isiphumo okanye isiganeko esithile, njalo njalo. Ubume bokubhaliweyo buza kuphichothwa ngokwendlela ulwimi olume ngayo ngohlobo olukhuthazwa yi“systemic functional linguistics”. Esi sifundo sisebenzisa olo hlobo lokuphicotha okubhaliweyo noluquka ukuphicothwa kokubhaliweyo okukhuthazwa yigenre, ingakumbi ekuqokeleleni idatha. Iziphumo ziphawula ukuba ukuphuhlisa ulwazi olusulungekileyo ngolwimi lweenkobe, lusetyenziswe ingakumbi kwiklasi yolwimi lwenkobe, kunganegalelo elikhulu ekuphuhliseni ukufundiswa kwezakhona zokubhala, nezokuhlalutya okubhaliweyo kwezifundo ezingundoqo “content subjects”. Obu budlelane phakathi kwezifundo zolwimi nezo zingundoqo zinganegalelo elikhulu ekuphuhliseni izakhono zokubhala ezikwizinga eliphezulu. Ngapha koko, ukufumaneka kwale mithombo ngesiXhosa, uqeqesho lwabafundisi- ntsapho nokubaxhasa ekufundiseni ngale ndlela ekhuthazwa yi-“genre ne-systemic functional linguistics” kunganefuthe elihle kwizifundo jikelele, nakuphuhliso kusetyenziso lweeLwimi zesiNtu njengeelwimi zokufunda nokufundisa kumaziko emfundo enomsila.
2
Matutu, Samkelo Nelson. "'Heteroglossia in IsiXhosa/English bilingual children's writing: a case study of Grade 6 IsiXhosa Home Language in a Township School." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32826.
Full textAbstract:
The South African constitution recognises 11 official languages, of which isiXhosa is one. IsiXhosa belongs to the Nguni language family which also comprises of isiZulu, isiNdebele, and siSwati. IsiXhosa is mostly spoken in the Eastern and Western Cape Provinces. Those that regard isiXhosa as their home language (HL) are referred to as amaXhosa. However, as a teacher of isiXhosa HL, I have observed that there is often a mismatch between the isiXhosa used by the students and the one used in the schooling context. Thus, this study explores and investigates the written language varieties Grade 6 isiXhosa HL students use in their formally assessed and informal writing. The theoretical framework used in this study reviews literature on discourse/language and literacy as social practice, language ideologies and identity, heteroglossic and translingual practices, as well as primary school children's writing in South Africa to understand the complexities of students' language varieties. Moreover, this study explores the way in which the isiXhosa HL students represent their varied language resources through use of a language body portrait. Further, issues of language standardisation in relation to children's literacy are also reviewed. This study takes the form of qualitative case study in design. Students' Formal Assessment Task (FATs), language body portrait and informal paragraph writing about their linguistic repertoire were collected and analysed. Data analysis revealed the following themes: language ideologies, linguistic repertoires, use of urban and everyday language varieties, Standard Written isiXhosa (orthography), language borrowings, as well as unconventional spellings. Themes and categories are intensively analysed in Chapters four and five of this study. This study displays evidence of hybridity and fluidity of named languages, as well as heteroglossic practices that the students employ. Analysing the students' writing was effective in helping understand how bi/multilinguals engage in writing and that, while the adopted curriculum approach to language and FAT is monoglossic, children's writing is heteroglossic (see also Bakhtin, 1981; Krause and Prinsloo, 2016). The implications of teaching languages as bounded, fixed and separate entities are explored and problematized. Chapter six of this study concludes the study and offers recommendations that are important for deliberation when teaching writing in isiXhosa/African language contexts.
3
Dwyer, Edward J. "Developing Writing Skills Through Letter Writing." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.
Full textAbstract:
Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction and appropriate reading materials.
4
Mali-Jali, Nomfundo. "A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1412.
Full textAbstract:
Thesis (DLitt (African Languages))--University of Stellenbosch, 2007.This study aims to investigate properties of writing relating to genre-based literacy in isiXhosa as a first language (that is, as home language) for Grade eleven learners. The research investigates the problem of writing in isiXhosa at secondary school level, and the associated instruction, to grade eleven learners, whose first (home) language is isiXhosa. The educational context of these learners is such that the language of instruction in content subjects is English, which is as an additional language to these learners. Furthermore, they take English as a language subject. The learners’ home language is, however, only taught as a subject in this context. The language of instruction officially is English in all the content subjects, hence language proficiency problems in English are often encountered not only by the learners, but by educators as well. The genre-based theoretical framework and associated methodology is explored and employed in this study to establish the extent to which the isiXhosa first language learners are able to transfer the skills they have acquired in their first language, isiXhosa, to writing in the content subjects. Thus, the study has the following five main aims: (i) The study investigates the question of the extent to which high school learners can use their isiXhosa as their home language for the purpose of writing in their content subjects in a bilingual education system, where English as their second or additional language is the prescribed medium of instruction for content subjects; (ii) The study addresses the questions of how genre-based writing skills of learners with isiXhosa as home language are realized in their writing in the home language, isiXhosa as subject, assuming a genre-based approach to language learning and teaching; (iii) This study examines the writing of learners whose first (home) language is isiXhosa with regards to the extent to which they can transfer the genre-based writing skills they have acquired in writing in isiXhosa as language subject to writing in their content subjects; (iv) This study aims to determine the textlinguistic properties of writing in isiXhosa. Thus, the study will investigate genre-related concerns about the extent to which explicit genre-based instruction in isiXhosa will result in improving genre-based writing across the curriculum while enhancing the educational performance and achievement of learners; (v) This study explores the gap in knowledge and insights as regard the role of writing across the curriculum in isiXhosa as home language (first language), providing theoretically-motivated arguments for the importance of a strong focus on genre-pedagogy for African languages as language subjects, more generally.Therefore, this study aims to address the question of the role of writing in isiXhosa, as learners’ home language in a bilingual education in the learning and teaching context, a central point of concern in the South African education system. The methodology of this study entails the examination of three stages of the learners’ writing in isiXhosa, in both the biographical recount and the expository genres. The three stages are termed stage one, stage two and stage three, respectively, of the learners’ writing. For the purpose of data collection the writing in isiXhosa, two secondary schools in the Cape Peninsula, Bulumko Secondary School in Khayelitsha and Kayamandi Secondary School in Stellenbosch have been examined, focusing on the writing of the grade eleven learners. For all the three stages of writing in each secondary school a class of fourty grade 11 learners was instructed to write essays in isiXhosa on both the biographical recount genre and the expository genre. After the learners had written their essays the effectiveness of the essays was classified according to the levels of learners’ performance, for the purpose of analysis. In stage one, learners write the essay without being taught the genre-based properties of writing. In the stage two essay writing, the learners wrote the biographical recount and the expository essays after they have been taught the genre-based properties of writing. In the stage three essay writing, the learners applied the skills they have been taught in stage two regarding genre-based properties of writing. The teacher and learners brainstormed, discussed and exchanged views with each other on genre-based properties before the learners engaged in the writing in the third stage. As mentioned above, the stage one, two and three essays were categorised according to the learners’ performance, that is the good essays, the middle standard essays and the less or lower performance essays were classified for the purpose of the analysis. This study explores the genre-specific writing in isiXhosa by grade 11 learners with isiXhosa as first language, assuming as framework the genre properties by Feez and Joyce (1998), Grabe and Kaplan (1996), and Hyland (2005), the latter concerning metadiscourse. These models are discussed in chapter two and employed in chapter three for the analysis of both the biographical recount and the expository genres of grade eleven learners. Grabe and Kaplan’s (1996) linguistic and ethnographic construction of texts, the overall structure of texts and the generic move structures were examined in the content of the isiXhosa text. The parameters of the ethnography of writing, “Who writes what to whom, for what purpose, why, when, where and when and how?” posited by Grabe and Kaplan are also employed in this study in the analysis of the essays written in isiXhosa. In addition, the isiXhosa essays have been analysed with respect to Grabe and Kaplan’s (1996) components of information structuring under the writes parameter; topic sentence structure, topic continuity, topic structure analysis, topic-comment analysis, given-new relations, theme-rheme relations and focus-presupposition. In addition to the textlinguistic components of the write parameter, the writing in isiXhosa was analysed as regard the elements of text structure, which form part of the textuality and the structuralism of a text, as well as text cohesion, text coherence and the lexicon. In addition, the writing in isiXhosa was examined as regard Feez and Joyce’s (1998) overall design and language components of a biographical recount, including the three stages that reflect the rhetorical structure. The analysis of the isiXhosa essays has taken into account Hyland’s (2005) classification of metadiscourse according to two dimensions of interaction: the interactive dimension and the interactional dimension. The evaluative discussion invoked evidence from the analysis of the isiXhosa essays conducted in chapter three to demonstrate the view that, despite the variations in the three stages of both the learner’s expository and biographical recount essays, a steady progress and improvement from the stage 1 to the stage 2, and from the stage 2 to the stage 3 was evidenced. The findings of this study confirmed the effective realization and effective transfer of genre-based skills across the curriculum, in accordance with the objectives and aims stated for the study.
5
Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
Full text
6
Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.
Full text
7
Pavelko, Stacey Lynne. "Emergent writing skills in preschool children with language impairment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.
Full textAbstract:
Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell.; The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.ID: 030422949; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-180).
Ph.D.
Doctorate
Education
8
Siu, Ching-yee Truely. "An evaluation of a writing skills programme for form six students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626627.
Full text
9
Oliveira, Maria Helena de Jesus. "Writing skills at secondary level. Developing an English language writing syllabus - a case study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/7265.
Full text
10
Tyam, Nolubabalo. "An exploration of teaching and learning in an isiXhosa communicative language skills course in a medical school." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20631.
Full textAbstract:
This thesis reports on research conducted into the teaching and learning of an isiXhosa Communication Skills course as a Second Language (SL) at the University of Cape Town (UCT). The research was an exploration of an isiXhosa language teaching pedagogy with a particular focus on learning and teaching and the usage of isiXhosa in the isiXhosa Communications Skills classroom. In doing this research, I wanted to know what could be the cause of these attitudes. Questions that need to be considered in developing this pedagogy are: What are the benefits of its usage in the classroom? What are the language pedagogies that the teachers are struggling with? The study was carried out with second year medical students. In this study, questionnaires were distributed to 63 research subjects. Four classroom observations were carried out and 12 students were interviewed. I observed that teachers as a group had characteristic pedagogical styles and approaches. The teachers were using more teacher-centred method, relying heavily on the use of textbooks, focused more on the teaching of pure isiXhosa language and used less varied techniques of instruction and engagement. There was little evidence of learner-centred teaching and incorporation of more communicative, interactive lessons and activities that help students for speaking competence. Students had strong positive attitudes towards learning isiXhosa communication skills. The students' views from the interviews and classroom observations point towards broadly issues of learning second language and pedagogy in learning and teaching. Students seemed to be concerned and frustrated with the fact that they cannot speak in isiXhosa with the patients. They felt that learning isiXhosa was essential for their future careers, and the ability to speak isiXhosa would be beneficial for their work. The students' interviews reinforced the conclusions that I drew from the classroom observations and yielded insights into how teachers teach a Second Language.
11
Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.
Full textAbstract:
Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
12
Elftorp, Fredrik. "How to Improve Students’ Writing and Speaking Skills." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1192.
Full textAbstract:
English is one of three core subjects in upper secondary school and it is essential that students
receive a good education in this subject. Since writing and speaking are such prominent parts
of the English language, the teacher is obliged to possess knowledge of how to improve
students’ proficiencies in an efficient way. The question is how to use this knowledge when
the teacher is supposed to compose different methods for lessons, evaluate the exercises and
give proper feedback to the students.
This investigation is based on various literary sources, interviews with teachers and
questionnaires with students and the background information is the basis for the interview
questions and the questionnaire.
There are endless possibilities for appropriate exercises to improve writing and speaking and it
is impossible to investigate every single one there is in a relatively short essay. I have,
however, found a fair number of methods, which will be described in this paper. In order to
evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise
as it is in progress, but also listen to the students’ opinions since they know if they have
learned anything or not. Correction of spoken errors should be handled cautiously by the
teacher but the students should be made aware of the written mistakes they make.
13
Springer, Donna. "Gender, Physiological States, Self-Regulatory Skills and Writing Self-Efficacy." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285245.
Full textAbstract:
Gender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy.
Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones.
This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.
14
Nguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.
Full textAbstract:
The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The investigation was designed in view of the L2 writing standards set by the Common European Framework of Reference (CEFR) and in reference to the specificities of the Vietnamese English language educational system. The sample involved a total of 90 participants, 30 from each of the following CEFR English language proficiency levels: B1, B2, and C1. The instrument was modeled after the IELTS Academic Module Writing Task 2 which requires test-takers to write a minimum of 250-word essay on a given prompt. The participants’ essays were scored by two independent raters following the IELTS Writing Task 2 Band Descriptors. The data was analyzed through 5 one-way ANOVAs, which aimed to compare the three levels of proficiency, B1, B2, and C1, on their overall writing scores, and on each of the two macro (Task Response and Cohesion and Coherence) and micro sills (Lexical Resources and Grammatical Range and Accuracy) The results revealed two main trends. First, it was found that the writing skills of Vietnamese L2 learners of English have shown a significant improvement in the course of their study, across proficiency levels. Second, the development was of a bigger magnitude between levels B1 and B2 and on a smaller scale between levels B2 and C1. The latter trend appears more meaningful when juxtaposed with the expected IELTS writing band score ranges for each of the three CEFR levels investigated in the present study. Specifically, the obtained scores matched the CEFR standards at level B2, but were above the expected minimum score for level B1 and below the minimum expected score for level C1. These findings carry valuable implications for the specific Vietnamese educational context, highlighting both the strengths and lacks of the English language writing curriculum. They pinpoint issues related to the placement of students in CEFR levels without specific empirical data as well as raise questions about the time, effort, and teaching practices necessary to secure learners’ progress from lower to higher proficiency, particularly after level B1. Another contribution of the study is that it examined developments in L2 academic writing both on the macro and micro level, and has, thus, offered a more comprehensive picture of the different components of the writing skill and their development through a course of study. In contrast, existing research has either looked at the writing skill in a holistic way or focused on one or some of its elements, but has rarely approached writing as a balanced composite of macro and micro skills.
15
Burke, Roberta A. "The Influence of Rubrics on High School Students' Creative Writing Skills." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270.
Full text
16
Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a Hong Kong Secondary school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777691.
Full text
17
Hahn, Christopher. "Using extensive feedback to improve writing skills within a social studies context /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.
Full text
18
Masha, Khanyisa Rose. "A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1104.
Full text
19
Visor, Julia N. Neuleib Janice. "The impact of American black English oral tradition features on decontextualization skills in college writing." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806870.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed September 1, 2005. Dissertation Committee: Janice Neuleib (chair), Ron Fortune, Sandra Metts, Carmen Richardson, Maurice Scharton. Includes bibliographical references (leaves 207-216) and abstract. Also available in print.
20
Siu, Ching-yee Truely, and 蕭靖懿. "An evaluation of a writing skills programme for form six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626627.
Full text
21
Berman, Robert. "Transfer of writing skills between languages : L1 versus L2 teaching of persuasive essay writing to intermediate-level Icelandic EFL students." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306878.
Full text
22
Godwin, Margaret. "International Students Use of Technology for Improving Writing Skills in College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3160.
Full textAbstract:
Many college-level students choose to study in another country and in a second language, often in English. In this context, a high standard of written English is important to attain good grades in college and earn degrees with distinction, which may lead to successful careers. One international college provided computer tools to students to improve their writing; however, students were reluctant to use the tools provided. This qualitative study explored these college students' perceptions of their lack of motivation to use computer tools and the barriers that prevent them from improving their English writing. The research questions investigated the technology available for these English as a Second Language students, their motivation to use error correction tools, barriers to their use, and attitudes to writing well in English. This study used the social constructivist theory as its theoretical framework that students learn by interacting with others. Semi structured interviews were conducted with 20 students, and 2 focus groups of 5 participants. All were selected purposefully. Data were open coded and thematically analyzed and 4 themes emerged. The four themes were technology and its uses, user preferences, writing, and motivation. The results indicated that the participants preferred to consult teachers, with technology as an aid, and used error correction tools only as a last resort. A total immersion writing development program with follow-up mentoring was developed to improve incoming international students' writing skills and to build their confidence in the use of technology. The emergent information from this study is intended for use by students, staff, and faculty to improve international students' English language acquisition, academic achievement, and professional success.
23
Karlsson, Anna. "How can blogging in foreign language education improve pupils´ writing skills? A research synthesis." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35974.
Full textAbstract:
The purpose of this research synthesis is to investigate how using blogs and Facebookin foreign language teaching can improve pupils´ writing skills in the target language.According to the theoretic framework around which the results of this researchsynthesis are organized, linguistic, pragmatic, intercultural and strategic competence arepart of writing skills. The results show that out of the 8 studies included in the researchsynthesis five showed an improvement in linguistic competence, three out of those fiveshowed an improvement in pragmatic competence as well, and another three studiesalso showed an improvement in pragmatic competence. None of the studies showed animprovement in intercultural or strategic competence.
24
Josua, Helena Megameno N. "Improving explanation writing skills of junior secondary learners in life sciences: a case study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003452.
Full textAbstract:
Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.
25
Marshall, Ailsa. "The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophies." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28773.
Full textAbstract:
This study investigated teachers' attitudes towards four specific strands isolated from views propounded in recent literature and research on the teaching of written composition. Much discussion in this field has focused on a "new paradigm" in that educators and researchers alike have come to view writing from a new perspective. Certain aspects of this new perspective on the teaching of writing appear to be shared by various sources in the literature. From this body of writing the researcher identified and isolated four distinct, though interwoven, shared values or "strands." These concerned Control on the part of the student-writer, Respect for what the student-writer has to say in his or her writing, Sharing the writing process, and Learning from writing by using writing as a tool for learning. A questionnaire was constructed to probe teachers' attitudes to each of these strands. Two sample populations, one with a whole-language and one with a non-integrated orientation towards teaching language, were identified. Twenty-five teachers from each population answered a three-part questionnaire. The main body of the survey probed attitudes to each of the strands. T-test results indicate that, while the whole-language oriented group reacted more favorably to all four strands in general, statistically this was highly significant in only two of the strands. That is, CONTROL on the part of the writer, and SHARING the writing process as in a community of writers appeared to be valued more highly amongst teachers with a whole-language orientation. This suggests that there may be a relationship between a whole-language orientation and these two aspects of teaching writing.Education, Faculty of
Graduate
26
O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training in identifying the status of information in texts." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38626366.
Full text
27
Brown, Barbara Ann. "The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1550.
Full text
28
Gomez, Lesvia Patricia Salinas. "Second language postgraduate writers in their academic community: links between disciplinary knowledge and writing skills." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006220/.
Full textAbstract:
[Abstract]: Academic standards in higher education require that all students, including L2 students, are able to write fluently, accurately, clearly, and logically. At postgraduate level, students’ competence in written communication depends on appropriate knowledge and use of the discipline-specific genre, plus awareness of the convention-specific phrasing in the discipline. In addition, students need to develop critical thinking and conceptual abilities to satisfy the faculty demands. This research aims to articulate the strong interdependence between disciplinary knowledge and writing skills at postgraduate level. Specifically, this study provides a more explicit description of the role of discourse knowledge and writing skills in academic writing in the business sector. It also provides insights into the skills and challenges of L2 postgraduate writers and their inclusion in their academic community through their writing practice. The two main methods of data collection were: (i) in-depth interviews with students and their course lecturer, and (ii) text analysis of electronic corpora of two written assignments. These methods were chosen (a) to explore students’ perceptions of the writing process and composing strategies in their academic writing production, and (2) to identify key rhetorical components recognising the complexity of the interaction among literacy and disciplinary elements in post-graduate writing. Exploration of the students’ and lecturer’s perceptions about the students’ writing practices as second language writers indicated students’ experiences, difficulties, worries, weaknesses, strengths and learning processes. Their perceptions clarified the relationship between disciplinary knowledge about Management and Organisational Behaviour and successful writing skills. Findings of this study led researcher to propose two new models: one is based on theoretical principles of academic writing in a discipline and the second addresses specific applications in second language learning and teaching. The first, “A model for L2 postgraduate writing process: A metadiscourse perspective’’ identifies the factors involved in the writing process including the metadiscourse of academic writing (Hyland, 1998, 1999a, 2001a, 2004b; Hyland & Tse, 2004a). The second is “A model of learning academic writing: the second language writing process at post-graduate level”. This second model involves the stages of knowledge development for a writer in the discipline to be accepted in the academic community. The latter model illustrates the functions, context, the role and relevance of writing within the discourse practices of an academic community.
29
Rogers, Evelyn Marie 1962. "An investigation of the effects of collaborative, computer-mediated communication and non-collaborative, computer-assisted writing skills practice on L2 writing." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282776.
Full textAbstract:
The purpose of this dissertation is to compare the quantity and quality of writing produced by L2 students after participating in either (1) collaborative, computer-mediated communication (CMC), or (2) non-collaborative, computer-assisted writing skills practice. The subjects for this study were 42 students enrolled in French classes at the U.S. Air Force Academy. The CMC treatment consisted of 45 minutes of collaborative, simultaneous written "discussion" among student clusters of 3 or 4 students. The writing skills group focused on vocabulary building, grammatical review, and format review, using the French writing software program, Système-D. A computerized text analysis program, as well as experienced foreign language instructors then analyzed students' compositions. This study also addressed learner attributes (including gender, grade point average [GPA], and personality variables) and L2 proficiency and their interaction with the two computer-based contexts. Finally, it assessed learners' attitudes toward each of the two pre-writing activities. Results revealed that the effects of participating in either collaborative CMC or non-collaborative writing skills practice on L2 writing, in terms of the 6 variables considered (total number of words, grammatical accuracy, lexical density, lexical diversity, syntactic complexity, and overall writing quality) were minimal. While gender did not have a significant impact on quantity and quality of writing in the two contexts considered, GPA and language proficiency were significantly correlated with grammatical accuracy and overall writing quality. Selected personality variables had minimal effects on L2 writing. While subjects were markedly interested in both CMC and Système-D , quantitative as well as qualitative analysis of the attitude questionnaire showed a clear preference for Système-D over CMC. This study showed that students benefited from both types of pre-writing activities. The CMC group had the benefits of interaction and increased target language production, while the computer-assisted writing skills group benefited from access to a computerized data base of grammar, vocabulary and phrases for their compositions. Overall, students had positive attitudes toward both computer-based activities. If positive attitudes lead to increased motivation and enhanced second language development, it follows that these computer-based activities should be integrated into the traditional second language acquisition syllabus.
30
Li, YiLi 1964. "Using task-based e-mail activities in developing academic writing skills in English as a Second Language." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282750.
Full textAbstract:
This study investigated the efficacy of using e-mail in the form of a class mailing list to help ESL students practice and develop academic writing skills beyond the spatial and time limits of a writing classroom. In this study, e-mail writing tasks of different purposes, audiences and task structures were integrated into a process-oriented freshman ESL writing class. The subjects of this study were 22 ESL students in a freshman composition course. In an ex post facto design (Hatch & Lazaraton, 1991), this study involved within-subject repeated measures of data collected from different e-mail writing tasks over the course of a semester. Data analysis included (1) computerized text analysis focusing on the linguistic and textual features of written discourses at the levels of syntactic complexity, lexical richness, textual cohesion and grammatical accuracy; (2) holistic and analytical assessments by ESL raters focusing on the overall rhetorical features and quality of writing. The results indicated that there were syntactic, lexical, textual and grammatical differences in ESL students' writing performance on e-mail writing tasks of different rhetorical purposes, and there was also variation between e-mail tasks involving an interactive audience and those involving an non-interactive audience, and between structured versus non-structured e-mail tasks. In particular, in e-mail tasks in which an interactive audience was present, students tended to produce texts that were linguistically more complex. Besides, students wrote with a higher level of syntactic and lexical complexity in the non-structured e-mail tasks than in the structured ones, indicating more sophisticated use of language when the student were given more freedom and control of the learning activities. The results also showed obvious tradeoff effects between linguistic complexity and accuracy, i.e. while students produced texts that were linguistically more complex, there was less attention to grammatical accuracy. Furthermore, the results suggested that motivation, attitude, and anxiety had some significant contributions to the variation in ESL students' writing performance while they composed in an electronic mode.
31
Van, Heerden Michelle. "Testing the waters: exploring genres in two English classes at a multilingual Cape Flats primary school." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1243240686.
Full textAbstract:
The purpose of this study is to gain an understanding of current writing practices in the intermediate phase at a multilingual primary school on the Cape Flats and then to explore the possible benefits of a genre-based approach in this context. The study focused on the development of learners' writing skills in two Grade Six English classes. The aims of this study are to understand the writing curriculum plan and as practiced by two teachers with different levels of exposure to current approaches to the teaching of writing and different class profiles.
32
Li, Wing-sze, and 李穎思. "The role of syntactic and translation skills on narrative writing among Chinese primary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196516.
Full textAbstract:
Multiple cognitive-linguistic factors have been found to contribute to narrative writing in English, and this study aims to investigate whether the same applies to writing in Chinese. Taken into account the special characteristics in grammar of the Chinese language and the differences between oral dialect and written language, the present study assessed a total of 117 Hong Kong primary school children in either Grade Three or Five on their performances in a range of cognitive-linguistic skills (i.e., syntactic skills, oral-written translation, discourse skills, and topic knowledge) and narrative writing in Chinese. Results of regression analyses showed that oral-written translation skill is the unique and significant predictor of writing in general. Besides, syntactic skills are more predictive for the writing performance of junior writers, while topic knowledge is more crucial to the writing by senior writers. More specifically, syntactic and oral-written translation skills predict the grammar of writing; topic knowledge predicts the fluency of writing; and discourse skills contribute significantly to the content of writing. These findings shed light on understanding the basis of writing in Chinese and serve as a foundation for future research on writing development and difficulties.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
33
Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a HongKong Secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958084.
Full text
34
Riddle, Shayna Auerbach. "Orthographic Skills in English Language Learners and Students with Learning Disabilities." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443403.
Full textAbstract:
Special EducationPh.D.
This study investigates orthographic skills in students with learning disabilities (LD), English Language Learning (ELL) students and their typical-achieving, native-English speaking (TYP) peers to help in the differentiation of these groups, and ultimately improve LD assessment for linguistically diverse students. A repeated-measures ANOVA was conducted to compare the effect of Group Type (LD, TYP, ELL) on the orthographic skills of 108 children as measured by the Words Their Way Primary Spelling Inventory on three administrations over the course of a school year. There were statistically significant differences between groups with medium and large effect sizes in all spelling inventory measures: Feature Points, Words Spelled Correct and Spelling Inventory Stage scores. In each grade and administration, the students in the LD group consistently had the lowest means and students in the TYP group had the highest means. On the Words Spelled Correct measure, there was a triple interaction with a medium to large effect size between the three groups by grade and over time. This interaction showed that in Kindergarten, both ELL students and students with LD score significantly lower than the TYP group. ELL students made substantial progress and by spring of first grade, they had similar scores to those of the TYP group. The LD group continued to have significantly lower scores than both other groups in first and second grades. A comparison of spring stage scores indicated significant differences between the ELL group and the TYP group in the number of students that were on or above grade level. There was also a significant difference between the number of students with spring spelling stages on or above grade level in the LD and the TYP group. However, there was not an equivalent difference between the LD and ELL groups. An analysis of student progress over the course of the school year found the rates of improvement in all three groups to be comparable, though the group means are consistently ranked with the LD group underperforming the ELL group and TYP group (LD
35
Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
Full textAbstract:
This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
36
Davies, Roger J. "The academic writing of Japanese students of English : contrastive rhetoric and its implications for an integrated approach to composition pedagogy." Thesis, Bangor University, 2000. https://research.bangor.ac.uk/portal/en/theses/the-academic-writing-of-japanese-students-of-english--contrastive-rhetoric-and-its-implications-for-an-integrated-approach-to-composition-pedagogy(bc114cb9-af5b-4b89-b4f6-77fa1b69ab73).html.
Full textAbstract:
This thesis begins with the assertion that there are serious inadequacies in the academic writing of Japanese students of English studying at the post-secondary level in Japan. To substantiate this claim, Chapter 1 presents a preliminary profile of student writing, based on a survey of the literature, the testimony of established authorities, and representative samples of student compositions, establishing baseline parameters of infelicity in their written work and identifying key features that characterize such writing. This survey also reveals numerous problems inherent in the research carried out to date, including the fact that terminological confusions are widespread and findings tend to be impressionistic and anecdotal. Chapter 1 concludes with a statement of the basic premise of this thesis, claiming that given effective instruction, based on an integrated approach to composition pedagogy, Japanese EL2 students are capable of making significant improvements in their academic writing skills. Although purely descriptive, taxonomic approaches to the analysis of written discourse, such as the profile of student writing presented in Chapter 1, are often a useful initial heuristic, they also have a number of important limits, especially in accommodating cross-language linguistic evidence, and in providing a suitable basis for understanding the origins of students' writing difficulties. Such issues cannot be resolved at this level of analysis and need to be addressed within a framework of applied linguistic theory. Chapter 2 establishes this framework, exploring the evolution of research models in contrastive rhetoric and examining the influence of related areas of investigation in contrastive linguistics and discourse linguistics. Based on the assumption that language learners will transfer the rhetorical features of their native language to the target language, causing interference in second language writing, contemporary theories in contrastive rhetoric have moved beyond the boundaries of text itself to include the cognitive and sociocultural dimensions of language transfer, in particular the context in which text is produced, both situational and cultural. This research paradigm provides the theoretical basis for the investigations that follow, defining the conceptual parameters of the present study. Although contrastive rhetoric has been strongly influenced by movements within applied linguistics, it also has a direct relationship with both classical and modem rhetoric. Chapter 3 explores this relationship, examining the evolution of rhetoric and discourse education in the western tradition in an investigation designed to clarify the standards, norms, and conventions that define the writing canon of modem English prose, and to identify the historical antecedents of modem-day disciplines such as discourse analysis, text linguistics, and composition pedagogy. While the study of rhetoric helps specify the qualities that define effective writing in English, how they originated, and why they continue to be valued, the vi goal of research in composition pedagogy is to develop approaches, methods, and techniques for the classroom which will tell us how such writing should be taught. Chapter 4 provides an overview of composition pedagogy in both Li and L2 contexts, investigating the multiplicity of approaches to teaching writing cuffently proliferating in the field and the theoretical assumptions that underlie them. Chapters 5 and 6 provide a roughly parallel descriptive framework for Japanese rhetoric along cultural, historical, and educational dimensions, for if rhetorical transfer from Japanese can be presumed to be one the main reasons for students' writing difficulties in English, then it is essential to have a rigorous accounting of Japanese rhetorical conventions, including the cultural and educational contexts from which they arise. Chapter 5 defines the principal characteristics of Japanese rhetoric from a sociohistorical perspective, identifying formative elements in the culture that influence rhetorical values and preferences, while Chapter 6 assesses the educational environment in which writing skills are acquired in Japan in a survey of Li and L2 composition instruction and practice in Japanese schools. Building on the conclusions drawn from these investigations, Chapter 7 sets forth a proposal of pedagogic action designed to offer solutions to the writing difficulties of Japanese EL2 students in an approach to L2 composition instruction which integrates research in contrastive rhetoric, applied linguistic theory, and general pedagogic principles. This proposed pedagogy is tested in an empirical study of student writing based on a pretestlposttest, experimental/control group design, and the results are discussed in terms of the importance of integrating approaches to composition pedagogy along diachronic, synchronic, and human dimensions.
37
Fowler, Michelle Danielle. "L2 Learners’ Experiences with Reading and Writing and their Perceptions of the Connections Between the Skills." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461884877.
Full text
38
Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
Full textAbstract:
Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
39
West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /." Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.
Full text
40
O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training inidentifying the status of information in texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B38626366.
Full text
41
Arefi, Marzieh. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030617.095305/index.html.
Full text
42
Sarkisian, Aram Paul. "The knowledge and skills of freshman writers." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2424.
Full text
43
Wong, So-shan, and 黃素珊. "Teachers' views of methods for teaching reading and writing skills in Chinese and English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962014.
Full text
44
Zbeida, Abdalla. "A Linguistic and textual analysis of Arab first language speakers’ academic writing skills in English in Cape Town." University of the Western Cape, 2020. http://hdl.handle.net/11394/7940.
Full textAbstract:
Magister Artium - MAResearch on EFL students has received increased interest in recent years (Elachachi, 2015; Al- Zubaidi, 2012; Awad, 2012; Eldokali, 2007; Wahba, 1998). Although much research attention has focussed on the EFL classes and practices, very little research has focussed on the Arab students and the resources used for teaching them English abroad. In particular, the linguistic and cultural barriers Arab students face when seeking higher education in a foreign country, in this case South Africa, where they have minimal to no exposure to the language of instruction used by the host institution, have not received much attention. The study investigated the academic writing skills in English of Arab students and evaluated the efficacy of the EFL teaching materials used at selected English schools in Cape Town for those intending to study in South Africa. The researcher did a text-based analysis on written essays by the Arab students, using Systemic Functional Linguistic (SFL) as a theoretical and analytical framework. The study also evaluated course books used by private language schools to teach EFL students in Cape Town. The textbooks were analysed by means of Multimodal Discourse Analysis (MDA, an offshoot of SFL to explore the different modes used in the teaching material as aspects of cultural social semiotics. It was found that the selected course books used in Cape Town language schools were focusing on teaching conversational English rather than written academic English, which was critical for essay writing required at tertiary level education. The essays showed that Arab students writing lacked in English academic writing conventions, and often resorted to adopting and adapted their first language style, which often led to unsatisfactory writing. Thus, it was concluded that the schools did not adequately prepare the students to face the academic requirements at institutions of higher learning. The study recommends a number of pedagogical measures on how to improve academic writing, as well as infusing Arabic cultural modes in the teaching material to contextualise learning and aid meaning making and consumption.
45
Jones, Monica Loose. "Adult ESL literacy : relating theory to practice in the instruction of Mexican immigrants to southern California." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021956/.
Full textAbstract:
While much is written about the need for literacy and particularly functional literacy, the terms are rarely clearly defined from a linguistic perspective. This dissertation develops a concept of literacy consisting of graphological literacy, functional literacy, and the literacy of thoughtfulness. These three aspects are considered with reference to the US adult educational mandates of Americanization and empowerment. Theory is related to practice through the development of educational objectives for English as a Second Language (ESL) instruction with reference to the literacy neetiq (particularly writing skills) of intermediate level ESL adult students, primarily Mexican immigr-ants to Southern California. These ESL students, who may be seen as representative of other immigrants from developing nations to technologically advanced societies, often have limited first language [Ll] and second language UL21 literacy, but develop fairly high L2 oral communicative competence. The research considers the students' Ll literacy levels and uses, which of these can be transferred to L2, and what must be taught in L2. Furthermore how students' higher L2 verbal sIdIls interrelate with and can be exploited in the attainment of L2 literacy at all three levels is discusse4i The extent to which theory has been realized in practice (and practice has been informed by theory) is analyzed with reference to an experimental adult ESL literacy course taught to young adult Mexican immigrants in Santa Barbara, California. The final evaluation reviews the basic premises and the extent to which these have been substantiated, followed by implications of the project and possible areas for future research.
46
Nondabula, Nikiwe. "Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape." University fo the Western Cape, 2020. http://hdl.handle.net/11394/7509.
Full textAbstract:
Magister Educationis - MEdWriting is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.
47
Bergsten, Annelie, and Gustavsson Katarina Purwin. "Stöttande skrivundervisning för elever i språklig sårbarhet : En litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169936.
Full text
48
Reynolds, Catharine Jeanne. "The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407715.
Full text
49
García, Montes Paloma. "Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/171795.
Full textAbstract:
[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje.[CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge.
[EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation.
García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795
TESIS
50
Funenga, Sofia Afonso. "Developing writing skills in English language teaching through the use of blogs and e-mail at primary school level." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7394.
Full textAbstract:
Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second / Foreign LanguageHoje em dia, os alunos do 1º ciclo do ensino básico têm um acesso facilitado a computadores e a diversos recursos na internet, como blogs, e-mail, Twiducate, que podem ser usados para promover a aprendizagem do inglês como segunda língua e para desenvolver as competências de escrita numa língua estrangeira. Este action research pretende responder à questão Pode o uso de blogs e e-mail melhorar as competências de escrita dos alunos do 1º ciclo? Para desenvolver este action research foi concebido um Workshop de escrita com oito meses de duração, envolvendo dezanove alunos do 1º ciclo, com oito e nove anos de idade. Foram formados grupos de três e quatro alunos e foram desenvolvidas atividades de escrita, com recurso a computadores Magalhães, em grupo e utilizando a metodologia de process writing. Os alunos tiveram acesso ao Twiducate e ao e-mail, e foi criado um blog para cada grupo para que os alunos pudessem publicar todos os seus rascunhos, bem como partilhar textos com os seus colegas e escrever comentários sobre os rascunhos. Foi possível concluir que o uso de blogs e do e-mail proporcionou aos alunos verdadeiros objetivos para escrever, interlocutores autênticos e feedbacks genuínos, o que ajudou a alterar a atitude dos alunos face às atividades de escrita e a melhorar o conteúdo e a linguagem dos textos. As conclusões deste action research sugerem que ferramentas disponíveis online, como blogs, e-mail e o Twiducate, podem ser usadas em sala de aula, nomeadamente desde o 1º ciclo, para promover diferentes oportunidades de aprendizagem, para desenvolver a interatividade e para fomentar um processo de aprendizagem ativo e independente.