Possible effects of previously-acquired languages on L3 learning: A study of Northern Sotho at a university of technology in Pretoria

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Chuene D. Sepua ◽  
Charles C. Mann
Keyword(s):  
South African ◽  
Language Learners ◽  
Target Language ◽  
First Year ◽  
Third Language ◽  
Black South African ◽  
Northern Sotho ◽  
University Of Technology ◽  
Language Data ◽  
First Year University

This study investigates the manifestation of Transfer or Cross-Linguistic Influence (CLI) from language learners’ previouslyknown languages in the learning of a third language, Northern Sotho, by examining errors identified in their written productions in the target language. Data for the study was gathered from first year university students learning Northern Sotho L3, with a roughly homogeneouslanguage background of isiZulu L1 and English L2 (elicitation tasks and questionnaires), and from three of their lecturers (interviews). The focus of the study was to determine whether the subjects produced patterns in their interlanguage that could be traced to one or both of their previously-known languages. Contrastive Analysis (CA) and Error Analysis (EA) techniques were used in the analyses of the learners’interlanguage (IL), to identify and quantify the errors, as well as to compare and contrast the three language systems at play in the learners’ minds, so as to pinpoint the possible source languages of the transfer. The findings indicate that most errors relating to spelling,vocabulary, and grammar, in general, showed evidence of prevalent influence from the language learners’ previouslyknown Black South African language (isiZulu L1), with no visible evidence of influence from English L2.  

scholarly journals A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021 ◽  
Vol 76 (04) ◽  
pp. 187-193
Author(s):  
Anisa Vahed ◽  
Subhadranalene Naidoo ◽  
Deepak Singh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
First Year ◽  
Technology Curriculum ◽  
Cross Sectional ◽  
Technology Students ◽  
Admission Tests ◽  
University Of Technology ◽  
Dental Technology

The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

scholarly journals Human Immunodeficiency Virus Infection Is Associated With Increased Meningococcal Carriage Acquisition Among First-year Students in 2 South African Universities

2020 ◽  
Author(s):  
Susan Meiring ◽  
Cheryl Cohen ◽  
Linda de Gouveia ◽  
Mignon du Plessis ◽  
Karistha Ganesh ◽  
...  
Keyword(s):  
Risk Factors ◽  
University Students ◽  
South African ◽  
Relative Risk Ratio ◽  
First Year ◽  
Adjusted Relative Risk ◽  
Vaccination Programs ◽  
South African Universities ◽  
First Year University ◽  
Carriage Prevalence

Abstract Background Invasive meningococcal disease clusters occur among university students and may reflect higher carriage prevalence among this population. We aimed to measure meningococcal carriage prevalence, acquisition, and risk factors among first-year university students in South Africa. Methods In summer–autumn 2017, after consenting to participate, we collected oropharyngeal swabs and questionnaires on carriage risk factors and tested students for HIV at 2 universities, during registration week (survey 1) and 6–8 weeks later (survey 2). Meningococci were detected by culture and polymerase chain reaction. Results We enrolled 2120 students at registration. Mean age was 18.5 years, 59% (1252/2120) were female and 0.8% (16/1984) had HIV. Seventy-eight percent of students returned for survey 2 (1655/2120). Among the cohort, carriage prevalence was 4.7% (77/1655) at registration, increasing to 7.9% (130/1655) at survey 2: 5.0% (83) acquired new carriage, 2.8% (47) had persistent carriage, 1.8% (30) cleared the initial carriage, and 90.3% (1495) remained carriage free. At both surveys, nongenogroupable meningococci predominated, followed by genogroups Y, B, W, and C. On multinomial analysis, risk factors for carriage acquisition included attending nightclubs (adjusted relative risk ratio [aRRR], 2.1; 95% CI, 1.1–4.0), having intimate kissing partners (aRRR, 1.8; 95% CI, 1.1–2.9) and HIV (aRRR, 5.0; 95% CI, 1.1–24.4). Conclusions Meningococcal carriage among first-year university students increased after 2 months. Sociobehavioral risk factors were associated with increased carriage for all analyses. HIV was associated with carriage acquisition. Until vaccination programs become mandatory in South African universities, data suggest that students with HIV could benefit most from meningococcal vaccination.

Is Entrepreneurial Education at South African Universities Successful?

2007 ◽  
Vol 21 (3) ◽  
pp. 221-232 ◽  
Author(s):  
E.R. Mentoor ◽  
C. Friedrich
Keyword(s):  
South Africa ◽  
South African ◽  
Entrepreneurial Orientation ◽  
Formal Education ◽  
Control Group ◽  
First Year ◽  
South Africans ◽  
Entrepreneurial Attitude ◽  
Post Test ◽  
First Year University

After more than ten years of democracy in South Africa, many of the previously disadvantaged segments of the community, especially Blacks, would have hoped that a new economic order would have been created. Instead, South Africa still has very high unemployment and even young Black South Africans with a degree are not guaranteed a job. The purpose of this research was to ascertain whether a traditional first-year university business management course with an entrepreneurial component can contribute to the entrepreneurial orientation of students. The major features of entrepreneurs and innovators are knowledge, skills and attitudes. While the imparting of knowledge and the development of skills development receive, respectively, thorough and sketchy attention in formal education, attitude is hardly addressed. The need for achievement, innovation, locus of control and self-esteem are the variables of attitude that have been most commonly used in research on business motivation and the entrepreneur. To determine the success of an enterprise education course, therefore, the change in attitude of the students can be used as a measure. The instrument that was used to gauge the entrepreneurial attitude orientation of the students was an adaptation of an Entrepreneurial Attitude Orientation (EAO) scale. The authors tested 463 students using a pre-test and post-test approach, incorporating an experimental group and a control group. The results of this study do not augur well for the improvement of the entrepreneurial orientation of students.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

Raciolinguistic ideology in first-year university (non)heritage Chinese classes

2020 ◽  
Vol 10 (2) ◽  
pp. 491-509
Author(s):  
Sharon Chang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Chinese Language ◽  
First Year ◽  
Heritage Learners ◽  
Learning Centers ◽  
First Year University ◽  
Chinese Language Learners

Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.

scholarly journals First-Year Students’ Views on Prescribed Book for Translation Practice: A Case Study of a South African University of Technology

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Aaron Mnguni
Keyword(s):  
South Africa ◽  
South African ◽  
First Year ◽  
Language Practice ◽  
South Africans ◽  
Translation Practice ◽  
University Of Technology ◽  
Cultural Experiences ◽  
Official Languages

Translation as a field of study is fairly new in South Africa because before 1994, the official languages were English and Afrikaans and everybody was expected to know and use those languages. Consequently, there is not much about translation practice that is written by South African authors. Following this, translation books from outside South Africa are generally used and prescribed, thus stifling inherent experiences, since little is written by the South Africans themselves.  A total number of 46 language practice students participated in this quantitative study. This study explored challenges encountered by first year language practice students, when using their prescribed book, at the Central University of Technology, Welkom Campus. Results indicated that students were not benefitting maximally from using the prescribed book, which is by any standard an excellent book. The socio-cultural experiences of the students were missing, thus prevent students’ from mastering the subject content better. From the data collected, it is recommended, amongst other recommendations, that a bias towards books reflecting South African experiences be prioritized as well as also allowing students to participate in making book choices.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

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