scholarly journals How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Elizabeth J. Pretorius ◽  
Lieke Stoffelsma

In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Dilsah Kalay

Content and Language Integrated Learning (CLIL) has recently attracted the attention of practitioners in the language teaching field. As the name suggests, CLIL is an approach built upon teaching content-based area through a language as a medium. For such a language learning process, one of the important language aspects is vocabulary. The number of words language learners know - vocabulary size - and how well they know those words - vocabulary depth - (overall, the receptive dimension of word knowledge) are crucial foci to consider in language learning. Therefore, the primary concern of the present study is to examine the effects of the CLIL approach on the receptive vocabulary knowledge of university students in a state university. Accordingly, Vocabulary Levels Test (VLT) by Schmitt, Schmitt and Clapham (2001) and Word Association Test (WAT) by Read (2000) are administered to the participants before and after CLIL treatment. The findings indicated that the subjects’ size of vocabulary knowledge has significantly differed with CLIL instruction in time, which means that CLIL instruction has been found to be successful for developing both general and academic vocabulary knowledge. Similarly, an increase in the depth of vocabulary knowledge of participants alongside with the CLIL instruction has been observed, indicating that participants’ quality of vocabulary knowledge evaluated through WAT seems to have improved with CLIL treatment. Further research including less frequent words as well as the productive aspect of word knowledge might shed light on the impacts of CLIL treatment on vocabulary development of language learners, especially university students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>


2019 ◽  
Vol 48 (5) ◽  
pp. 861-874
Author(s):  
Hettie Van der Merwe

This article explores the intervention strategy used by the staff and school management team of a South African township school to ensure that final-year learners exposed to an environment of multiple deprivation are adequately prepared for the year-end standardised examination. Analysis of the interview data confirms literature findings on the debilitating effect of multiple deprivation, in the form of absolute poverty, on learners’ chances of learning successfully. Research findings reveal strategies related to an intervention programme to prepare final-year learners for the year-end examination. The intervention programme, consisting of Saturday morning and school holiday morning classes and a study camp event a fortnight before the final examination commences, counteracts inhibiting home and environment conditions, to support learners holistically to achieve acceptable academic outcomes. However, the negative influence on learners’ diligence of extending their final school year over two years and the constraint on knowledge and skills attainment of a pass mark of only 30% for some subjects are adverse factors limiting the chances of social mobility for learners with multiple deprivation.


2017 ◽  
Vol 26 (2) ◽  
pp. 192-213
Author(s):  
Henriëtte Van den Berg ◽  
Hester Tancred ◽  
Dap Louw

South African adolescents show increased levels of suicidal behaviour. This article explores the perceptions of adolescents at risk of suicide regarding the psychosocial stressors they believe contribute to suicidal behaviour among South African adolescents. This study was conducted on 214 adolescents from the Western Cape Province with a high suicide risk. The group was selected on the basis of their high scores on the Suicidal Ideation Questionnaire. A qualitative content analysis was performed with their responses on a question about the reasons for adolescent suicide. The analysis highlighted risk factors relating to substance abuse, negative emotional experiences, lack of self-esteem, problem-solving ability and hope for the future; negative family environment and conflict in family relationships; peer group and romantic relationships; stressful life events; and socioeconomic factors. Guided by the Conservation of Resources (COR) theory suggestions were made for adolescent resource development to counter-act the impact of the various stressors they experience.


2020 ◽  
Author(s):  
Neven Chetty ◽  
Bamise Adeleye ◽  
Abiola Olawale Ilori

BACKGROUND The impact of climate temperature on the counts (number of positive COVID-19 cases reported), recovery, and death rates of COVID-19 cases in South Africa's nine provinces was investigated. The data for confirmed cases of COVID-19 were collected for March 25 and June 30, 2020 (14 weeks) from South Africa's Government COVID-19 online resource, while the daily provincial climate temperatures were collected from the website of the South African Weather Service. Our result indicates that a higher or lower climate temperature does not prevent or delay the spread and death rates but shows significant positive impacts on the recovery rates of COVID-19 patients. Thus, it indicates that the climate temperature is unlikely to impose a strict limit on the spread of COVID-19. There is no correlation between the cases and death rates, an indicator that no particular temperature range is closely associated with a faster or slower death rate of COVID-19 patients. As evidence from our study, a warm climate temperature can only increase the recovery rate of COVID-19 patients, ultimately impacting the death and active case rates and freeing up resources quicker to enable health facilities to deal with those patients' climbing rates who need treatment. OBJECTIVE This study aims to investigate the impact of climate temperature variation on the counts, recovery, and death rates of COVID-19 cases in all South Africa's provinces. The findings were compared with those of countries with comparable climate temperature values. METHODS The data for confirmed cases of COVID-19 were collected for March 25 and June 30 (14 weeks) for South African provinces, including daily counts, death, and recovery rates. The dates were grouped into two, wherein weeks 1-5 represent the periods of total lockdown to contain the spread of COVID-19 in South Africa. Weeks 6-14 are periods where the lockdown was eased to various levels 4 and 3. The daily information of COVID-19 count, death, and recovery was obtained from South Africa's Government COVID-19 online resource (https://sacoronavirus.co.za). Daily provincial climate temperatures were collected from the website of the South African Weather Service (https://www.weathersa.co.za). The provinces of South Africa are Eastern Cape, Western Cape, Northern Cape, Limpopo, Northwest, Mpumalanga, Free State, KwaZulu-Natal, Western Cape, and Gauteng. Weekly consideration was given to the daily climate temperature (average minimum and maximum). The recorded values were considered, respectively, to be in the ratio of death-to-count (D/C) and recovery-to-count (R/C). Descriptive statistics were performed for all the data collected for this study. The analyses were performed using the Person’s bivariate correlation to analyze the association between climate temperature, death-to-count, and recovery-to-count ratios of COVID-19. RESULTS The results showed that higher climate temperatures aren't essential to avoid the COVID-19 from being spread. The present results conform to the reports that suggested that COVID-19 is unlike the seasonal flu, which does dissipate as the climate temperature rises [17]. Accordingly, the ratio of counts and death-to-count cannot be concluded to be influenced by variations in the climate temperatures within the study areas. CONCLUSIONS The study investigates the impact of climate temperature on the counts, recovery, and death rates of COVID-19 cases in all South Africa's provinces. The findings were compared with those of countries with comparable climate temperatures as South Africa. Our result indicates that a higher or lower climate temperature does not prevent or delay the spread and death rates but shows significant positive impacts on the recovery rates of COVID-19 patients. Warm climate temperatures seem not to restrict the spread of the COVID-19 as the count rate was substantial at every climate temperatures. Thus, it indicates that the climate temperature is unlikely to impose a strict limit on the spread of COVID-19. There is no correlation between the cases and death rates, an indicator that there is no particular temperature range of the climatic conditions closely associated with a faster or slower death rate of COVID-19 patients. However, other shortcomings in this study's process should not be ignored. Some other factors may have contributed to recovery rates, such as the South African government's timely intervention to announce a national lockout at the early stage of the outbreak, the availability of intensive medical care, and social distancing effects. Nevertheless, this study shows that a warm climate temperature can only help COVID-19 patients recover more quickly, thereby having huge impacts on the death and active case rates.


ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.


Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.


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