Dissertations / Theses on the topic 'Japanese language Ability testing'
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Christiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.
Full textThe findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.
Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.
Full textToyoda, Etsuko. "Developing script-specific recognition ability : the case of learners of Japanese /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.
Full textTang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.
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Master of Education
Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.
Full textGu, Lin. "At the interface between language testing and second language acquisition: communicative language ability and test-taker characteristics." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/972.
Full textKingen, Sharon A. "When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.
Full textDepartment of Secondary, Higher, and Foundations of Education
Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.
Full textLaw, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.
Full textGoyette, Els Spekkens. "Second-language text comprehension : knowledge and text type." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59956.
Full textResults indicate that there was no main effect for language when the total texts were compared. In contrast, a large difference was found for the type of passage read. Significantly higher recall and inferencing were found on the passages for which subjects had prior knowledge, regardless of the language of presentation. Although global comprehension measures did not reveal differences in text processing, more detailed paragraph-level analyses indicated that text processing differences were present.
Total reading times indicated that there was a large effect for the language in which the passage was read, with significantly longer reading times recorded for passages read in the second language.
These findings were interpreted as an indication that second-language reading comprehension capacity is underestimated. The findings also suggest that the type of passage read influences text comprehension more than the language in which it is read.
黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.
Full textPerea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.
Full textKim, Youn-Hee 1979. "An investigation into variability of tasks and teacher-judges in second language oral performance assessment /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111931.
Full text鄭敏芝 and Man-chi Sammi Cheng. "Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.
Full text梶田, 正巳, Masami KAJITA, 郡衛 佐藤, Gunei SATO, 一子 松本, Kazuko MATUMOTO, 綾子 川上, et al. "<原著>北米地域に在住する海外日本人児童・生徒の異文化適応調査研究." 名古屋大学教育学部, 1999. http://hdl.handle.net/2237/2935.
Full textLeung, Nga-ki Kate, and 梁雅琪. "The quality of lexical representation in Chinese normally-achieving and dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4163410X.
Full textReynolds, Judith Marsha. "A description of the language experiences of English Second-Language students entering the academic discourse communities of Rhodes University." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002644.
Full textBoon, Joyce Linda. "Stroke sequence, working memory and Chinese reading ability in Chinesechildren." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45150011.
Full textAllardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.
Full textENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness for academic writing in the first-year literary studies course, English 178, located in the English Department at Stellenbosch University. The research was conducted during 2011 and 2012 making use of a survey which was completed by the 2011 first-year English 178 class, and also utilising a series of interviews with students, tutors and lecturers in 2012. Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the quantitative and qualitative information yielded by the study. The dissertation assesses multiple interlocking elements that comprise student preparedness and finds striking discrepancy between student perception of their preparedness and that of the lecturers and tutors. While tutors, lecturers and the report of the National Benchmark Test all suggest that at least half of all first-year students are poorly prepared for academic writing, only about 21% of students perceive themselves to be poorly prepared. Possible reasons for the difference in views between students and other sources are explored. The thesis concludes by asking if the English 178 course at Stellenbosch University truly tests the students’ academic writing abilities and if the course is balancing its “obligations to students [with the]… obligation[s] to knowledge and society” (Elbow 327).
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is, asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te situeer. Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid. Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
Cai, Yuyang, and 蔡雨阳. "Modeling ESP ability in reading : a focus on interaction among grammatical knowledge, background knowledge and strategic competence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196003.
Full textClenton, Jonathan. "Investigating the construct of productive vocabulary knowledge with Lex30." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42281.
Full textWeisleder, Pedro 1959. "COMPARATIVE INTELLIGIBILITY FUNCTIONS AND SOME NORMATIVE DATA OF FOUR SPANISH WORD RECOGNITION ABILITY LISTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276520.
Full textLu, Guangling. "Cloze tests and reading strategies in English language teaching in China." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Full textWait, Tania Hanlie. "The relationship between the use of language learning strategies and performance on a standardised English proficiency test." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19889.
Full textENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made.
AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.
Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.
Full textBlunt, Sandra Viki. "The interpretation of ABET placement tests in the recognition of prior learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003464.
Full textXie, Qin, and 谢琴. "Test design and use, preparation, and performance: a structural equation modeling study of consequentialvalidity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44548692.
Full textLindholm, Lauralee. "The Development and Testing of a Three-Section Cloze Test of English Proficiency." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504105/.
Full textChanduloy, George Felix, and 陳炳江. "Design of a task-based reading ability test in English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.
Full textYau, Kwai Fong Rachel. "A think-aloud protocol analysis of the reading strategies of six non-native English learners reading in English." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/71.
Full textCollins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.
Full textPh.D.
In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.
Temple University--Theses
Kung, Wai-yin, and 龔惠妍. "An analysis of the language proficiency assessment for teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45012453.
Full textMellor, Andrew. "Automatic essay scoring for low level learners of English as a second language." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42247.
Full textLeasure, Debbie Dietrich. "The necessity of good writing criteria to the testing of writing." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9927.
Full textKley, Katharina. "Interactional competence in paired speaking tests: role of paired task and test-taker speaking ability in co-constructed discourse." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1663.
Full textNicholls, Kristine Dianne. "A correlational study of reading comprehension in Spanish and English." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.
Full textLee, Siu-fan, and 李少芬. "An investigation of teacher's interpretations of target oriented assessment in English language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945090.
Full textLombaard, Malinda. "Task-based assessment for specific purpose Sesotho for personnel in the small business corporation." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/235.
Full textThompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.
Full textAspeling, Lara Lee. "The influence of gratitude journalling on the motivation and English language proficiency of young adult isiXhosa speakers." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6788.
Full textBibliography
ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time.
AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.
Marais, Fiona C. "An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1636.
Full textConcern surrounding the low levels of academic literacy amongst incoming first year students has prompted universities and other tertiary education institutions in South Africa to implement tests of academic literacy. At Stellenbosch University, the English version of this test is known as TALL (Test of Academic Literacy Levels) and was developed to assess reading and writing abilities in an academic context. The results are used to ‘stream’ students into programmes which assist them in acquiring the various skills deemed necessary for their academic success. This study examines, on the one hand, the significance of listening in the assessment of academic literacy levels; on the other hand, it explores the potential for an academic listening test (ALT) to assist TALL in more accurate screening of students, particularly the borderline cases. The design and operationalisation of ALT is based on the theories and approaches of several researchers in the field. The study began with the compilation of the test specification and design of ALT. This was followed by empirically piloting a project where qualitative data concerning the validity of ALT was collected by means of a questionnaire. The next phase involved assessing the academic listening competency of a sample of first year university students. This assessment comprised an initial test administration followed by a second administration of the same test a month later in order to ascertain consistency of measurement over a period of time. The quantitative results obtained from both administrations were then statistically analysed to determine the reliability and validity of ALT. The final phase of the study involved the correlation of these results with those of TALL to determine the level of criterion-related validity as well as to establish whether ALT could be a useful added dimension to TALL.
Pryde, Susanne Mona Graham. "Low frequency vocabulary and ESL writing assessment." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2012496X.
Full textHynum, Barbara J. "Indigenously authored and illustrated literature: An answer to esoteric notions of literacy among the Numanggang adults of Papua New Guinea." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1719.
Full textFlorent, Nicholas. "Investigating Hong Kong tertiary students' perceptions of the cognitive requirements of writing tasks in three English languageproficiency tests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944796.
Full textKwan, Pun-lok David, and 關本樂. "The role of visual and orthographic skills in reading among Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29325961.
Full textGardener, Malinda. "Support strategies used by foundation phase teachers to develop cognitive academic language proficiency." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2492.
Full textThe study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate how successful the language support strategies are and to determine any gaps in the strategies used. Validity was assessed by means of lesson observations, supported by interviews and analysis of the teaching documents. Further, to increase the trustworthiness of the study, findings were compared across these data sources and methods to triangulate the results. Findings illuminated: (i) Factors impacting language teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies; (iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi) Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to identify pervasive patterns and main themes in the data and a thematic report foreground the voices of the research participants. The study raised questions about the teachers’ practice in teaching CALP. Teachers taught using familiar methods, taught to a task and lacked linguistic structures in their lessons. Finally, the study report ended with a list of limitations and recommendations for future research in strategies that the Foundation Phase teacher can use to improve the CALP in South Africa’s schools.
Smith, Kristine Marie. "The assessment of writing ability: A comparative cost effectiveness study of indirect and direct measures." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/640.
Full textCockcroft, Rosanne. "Enhancing reading comprehension through metacognitive instruction for English Second Language (ESL) learners in the FET Band." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86593.
Full textENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultural, and historical contexts in comprehending text during academic reading tasks provided an appropriate theoretical framework for conducting the research. The study was comprised of one cycle of action research, framed within a paradigm of praxis. It took place in a high school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology allowed for in-depth insight into the metacognitive habits of ESL learners through various forms of data collection. Eight participants in Grade 10, ranging between 16 and 19 years of age, took part in the study. Their reading comprehension abilities varied, as did their English proficiency. The data were presented as collected in the phases of the action research cycle and summed up in three data processes. Each data set was embedded in the chronological timeline of the study’s progress and discussed in light thereof. Three broad themes were derived from the data, using qualitative content analysis. The data revealed that metacognitive instruction can improve the English reading comprehension of isiXhosa-speaking learners. This was reflected in both the quantitative and qualitative data sets. The quantitative data were used descriptively and interpreted qualitatively, in line with the qualitative methodology. The results of the study indicated that before metacognitive instruction can be successful, language proficiency, basic linguistic skills, and mental representations are crucial. The findings showed that mind mapping and constructing mental representations of the text are two effective metacognitive reading strategies that are easily transferable across the curriculum. They also revealed the strong link between culture and reading practices amongst different population groups. Cultural understandings of concepts such as respect and authority had a profound influence on the learners’ considerations of what it means to learn, read and understand.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om te bepaal of metakognitiewe onderrig aangewend kan word ter verbetering van leesbegrip by Xhosasprekende leerders wat Engels Tweede Taal (ETT) in die fase verdere onderwys en opleiding (VOO) neem. Metakognitiewe onderrig het behels om die leerders se metakognitiewe bewustheid te verhoog, hulle dan met metakognitiewe leesstrategieë toe te rus, en hulle laastens daardie strategieë na inhoudsvakke soos Lewenswetenskappe en Geografie te laat oordra. Vygotsky se sosiokulturele teorie het ’n toepaslike teoretiese raamwerk gebied vir die navorsing, wat die rol van sosiale, kulturele en historiese kontekste in teksbegrip gedurende akademiese leestake in ag geneem het. Die studie het uit een siklus aksienavorsing binne ’n praktiese paradigma bestaan. Dit is in ’n hoërskool in ’n benadeelde gemeenskap in die provinsie Wes-Kaap, Suid-Afrika, onderneem. ’n Kwalitatiewe metodologie het deur middel van verskeie vorme van data-insameling diepe insig in die metakognitiewe gewoontes van ETT-leerders gebied. Altesaam agt graad 10-leerders van tussen 16 en 19 jaar, met wisselende leesbegripvermoëns én vaardigheid in Engels, het deelgeneem. Die data is aangebied soos dit in die fases van die aksienavorsingsiklus ingesamel is, en is in drie dataprosesse saamgevat. Elke datastel is op die chronologiese vorderingstydlyn van die studie geplaas en teen daardie agtergrond bespreek. Drie algemene temas is met behulp van kwalitatiewe inhoudsontleding uit die data afgelei. Die data het getoon dat metakognitiewe onderrig wél Xhosasprekende leerders se leesbegrip in Engels kan verbeter. Dít het uit sowel die kwantitatiewe as kwalitatiewe datastelle geblyk. In pas met die kwalitatiewe metodologie, is die kwantitatiewe data beskrywend aangewend en kwalitatief vertolk. Die studie het beklemtoon dat taalbedrewenheid, basiese taalvaardighede en geestesvoorstellings noodsaaklik is vir suksesvolle metakognitiewe onderrig. Die bevindinge toon dat konsepkaarte (“mind mapping”) en die konstruksie van geestesvoorstellings van die teks twee doeltreffende metakognitiewe leesstrategieë is wat maklik op die hele kurrikulum toegepas kan word. Die studie het ook ’n sterk verband tussen kultuur en leespraktyke onder verskillende groeperinge uitgewys. Die kulturele begrip van konsepte soos respek en gesag het ’n diepgaande invloed gehad op wat die leerders onder ‘leer’, ‘lees’ en ‘begryp’ verstaan het.
Young, Whitney J. "Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984127/.
Full textCalder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.
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