General Linguistics

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Browsing General Linguistics by Subject "English as a second language"

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    Error analysis: a study of errors committed by isiZulu speaking learners of English in selected schools
    (2010) Nzama, Muzi V.; Moyo, C.T.; Mncwango, E.M.
    The objective of this study was to determine learner errors in both rural and urban schools. The first aim was to determine through literature the types of errors and their probable causes. The second aim was to conduct an investigation into errors committed by learners and experienced by educators from learners. The questionnaires were developed by the researcher for both educators of English as a second language and learners of English as a second language. By using the questionnaires the researcher was interested in determining whether factors such as lack of resources such as libraries, learning material, under qualification in English as a subject, lack of training in the structure of English and other factors had any influence in the committing of errors by learners. In terms of factors associated with errors, the most common factor to which all educators responded as a causal factor was the lack of facilities, among others, was the shortage of libraries and library books in cases where there are libraries. One other factor which was prominent was the lack of training in the structure of English as a subject. The last chapter of this investigation recommends a variety of strategies that could be employed both by the educators and the Department of Education to minimise English errors among learners of English.
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    The negative impact of learning in English on the cognitive development of second language learners of English
    (University of Zululand, 2011) Ntshangase, Nelisiwe Dolly; Moyo, C.T.; Mncwango, E. M.
    This study focuses on the negative impact of English on the cognitive development of second language learners of English. The study was conducted in Empangeni District (Ngwelezane Ward) in KwaZulu-Natal. The negative impact of English on the cognitive development of second language learners of English was identified as the main cause of the high failure rate, especially at matric level. Second language learners of English in rural and some township schools end up unemployed and not in tertiary institutions as most teachers are not adequately trained to detect, explain, diagnose and try to remedy the problems these learners encounter when they are taught in English. This study highlights the negative impact of learning in English on the cognitive development of second language learners of English that result on the high failure rate in rural and some township schools. Challenges facing the different stakeholders that are affected by this problem are outlined. Suggestions towards alleviating the negative impact of English on the cognitive development of second language learners of English are also provided.
University of Zululand