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6th National Congress Resolutions

- Congress of South African Trade Unions (COSATU)

Authors: Congress of South African Trade Unions (COSATU)
Date: 1996
Subjects: Uncatalogued
Language: English
Type: text
Identifier: http://hdl.handle.net/10962/106040 , vital:32596
Description: COSATU must intervene in affiliates where it has identified problems, where problems have been brought to its attention and / or has been requested to do so. The CEC should draw guidelines on how and under which circumstances the federation and its structures may intervene taking into account clauses 3.9 and 3.10 of the constitution. Such intervention should not undermine affiliates where such problems exist. COSATU leadership must be visible during major disputes between affiliates and employers and co-ordinate solidarity with workers involved in such disputes.
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Date Issued: 1996

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A case study of a teacher's oral error treatment strategies in an English language classroom

- Dlangamandla, F N N

Authors: Dlangamandla, F N N
Date: 1996
Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
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Date Issued: 1996

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A case study of input and classroom interaction in a multilingual chemistry class at the Port Elizabeth Technikon

- Potgieter, Sally

Authors: Potgieter, Sally
Date: 1996
Subjects: Interaction analysis in education Teacher-student relationships Language and languages -- Study and teaching Multicultural education -- South Africa
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:1437 , http://hdl.handle.net/10962/d1003318
Description: This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
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Date Issued: 1996

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A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)

- Runciman, Carey Lynn

Authors: Runciman, Carey Lynn
Date: 1996 , 2013-10-03
Subjects: Wechsler Intelligence Scale for Children -- Cross-cultural studies , Children -- Intelligence testing , Psychological tests -- Cross-cultural studies , Educational tests and measurements -- South Africa
Language: English
Type: Thesis , Masters , MSocSc
Identifier: vital:3150 , http://hdl.handle.net/10962/d1007467 , Wechsler Intelligence Scale for Children -- Cross-cultural studies , Children -- Intelligence testing , Psychological tests -- Cross-cultural studies , Educational tests and measurements -- South Africa
Description: The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperform Black Xhosa speaking children on Verbal, Performance and Full Scale IQs and all subtests, but that these differences tended to disappear when Full Scale IQ and school grade average were controlled for. No subtest score scatter was present for either group although more specific test items appeared to be more difficult for Xhosa speaking subjects and may have contributed to generally lowered scores. Results suggest that caution must be employed in assigning Xhosa speaking South African children to absolute IQ categories. However, the WISC-R has validity for diagnostic use on both White English speaking and Black Xhosa speaking South African children as there was no evidence of a significant Verbal IQ/Performance IQ discrepancy, or significant low subtest scatter for either group. Normative tables are presented for the use of WISC-R Adjunctive tests. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Date Issued: 1996

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