Language learning interventions

The writers of this article set out to explore the effectiveness and efficiency of a number of language learning interventions with students who failed a Senate discretionary access module designed to address the articulation gap between schooling and university. The article discusses various reasons for student failure despite language interventions. The students discussed in the first part of the article all visited the lecturers in the English for Specific Purposes Unit on more than one occasion for personal consultations. At these contact sessions, students were encouraged to make use of a number of language, reading and writing interventions within the system. Their use was optional and most of the students in the study did not avail themselves of the opportunities presented. On reflection, the conclusion reached by the lecturers was that students did not understand the amount of time that they needed to invest in their language development to be successful and to overcome the combined effects of previous experience and fossilization. They therefore applied to the university Senate to change the module from a semester to a year model to enable them, through a compulsory assignment system, to force students to put in the hours necessary to succeed. The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently.Keywords: language learning interventions, English for specific purposes, language competence, fossilizationJournal for Language Teaching Vol. 39(1) 2005: 114-13

Grammatical consciousness-raising: a problem-solving, process-focused approach

How can we address the teaching of English as a second language in South African secondary schools given what we know about the nature of language acquisition, learners' lack of exposure to mother tongue English speakers and their widely divergent language experience at primary school/eve!? This paper argues that grammatical consciousness-raising should be the basis of the secondary school syllabus. Current syllabuses do not adequately consider language acquisition processes. Although their aims are defined as 'communicative: syllabuses continue to focus on what language should be taught, with the result that they remain essentially lists of structures and functions. Syllabuses should be completely redesigned to develop a coherent process-focused, problemsolving approach to second language teaching. At the moment there is a distinct reluctance to make any definitive pronouncements about the place of language instruction in the classroom. This has a detrimental effect on both teachers and learners. The only way to cope with the developing language needs of the learner in the secondary school is through a more conscious study of how language is used in natural discourse. A more deliberate language control on the part of the learner will enhance the efficacy of extensive listening, speaking, reading and writing activities designed to supply input which is a necessary but not sufficient criterion for acquisition at this leveL Hoe kan ons die onderrig van Engels as 'n tweede taal in Suid-Afrikaanse sekondere skole aanspreek, gegee ons kennis van die aard van taalverwerwing, die leerders se gebrek aan blootstelling aan Engels-moederlaalsprekers en hul uiteenlopende taalondervinding op laerskoolvlak? Hierdie arlikel voer aan dat grammatikale bewustheidsopskerping die basis van die sekondere skoolleerplan behoorl te wees. Huidige leerplanne neem nie taalverwerwingsprosesse voldoende in ag nie. Alhoewel hulle doelstellings as kommunikatief beskryf word, fokus leerplanne steeds op wafter taalinhoude onderrig moet word. Gevolglik bly leerplanne hoofsaaklik lyste van strukture en funksies. Leerplanne behoorl heeltemal herontwerp te word om 'n samehangende proses-gefokusde, probleemoplossingsbenadering tot tweede taalonderrig te ontwikkel. Tans is daar 'n duidelike onwilligheid om enige definitiewe uitspraak te !ewer oor die plek van taalonderrig in die klaskamer. Dit het 'n nadelige uitwerking op onderwysers en ook die leerders. Die enigste manier waarop die ontwikkelende taalbehoeftes van die sekondere skoolleerling geakkommodeer kan word, is deur 'n meer bewuste studie te maak van hoe taal in 'n natuurlike diskoers gebruik word. 'n Meer doelbewuste taalbeheer aan die kant van die leerder sal die doeltreffendheid van ekstensiewe luister-, praat-, lees- en skryfaktiwiteite bevorder. Hierdie aktiwiteite verskaf die nodige taalinsette, maar is op sigself onvoldoende om taalverwerwing op hierdie vlak te verseker