The relationship between texting and language development amongst intermediate phase learners in uThungulu District

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dc.contributor.authorMajola, Ntombi Octavia
dc.date.accessioned2018-08-13T06:20:56Z
dc.date.available2018-08-13T06:20:56Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017en_US
dc.description.abstractThe aim of this study was to investigate the relationship between texting language and language development amongst Intermediate Phase learners. The study, which used the quantitative approach, sought to determine the influence of learner characteristics on texting language, determine if learners use texting language in the written forms of English, determine if learners are able to write in the standard form of English, and ascertain if texting affects spelling.The target population were learners in the Intermediate Phase, which is learners from Grade 4 up to Grade 6. There were 213 learners who took part in the study. All these learners were from five African schools, and learnt English as a second language. The instrument used for data collection was divided into four sections: demographic characteristics, translation of texts from Standard English to texting language, translation of texts from texting language to Standard English and also spelling. The SPSS version 24 was used to analyse the results collected from the study. The findings of the study reveal that age and the grade that the learner is doing has no influence on texting and the learner’s language development. Gender has an influence on texting and the learner’s language development. Female learners were found to text more than male learners. There is also no relationship between learner’s access to cellular phones and their language development. Learners are texting and they know how to text irrespective of whether they own a cellular phone, have access to one or do not have access to one at all. However, the study revealed that there is a positive relationship between texting language and Standard English. Texting language cannot come into existence without one first learning and knowing the Standard English language.Based on the findings, the study recommended that teachers should recognise the importance of English language and should organise extra-curricular and co-curricular activities to enhance language development in learners. The Department of Education should promote and support activities that will help learners to improve their language skills.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1712
dc.publisherUniversity of Zululanden_US
dc.subjecttexting language --language development --intermediate Phase learnersen_US
dc.titleThe relationship between texting and language development amongst intermediate phase learners in uThungulu Districten_US
dc.typeThesisen_US
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