Journal for Language Teaching https://www.ajol.info/index.php/jlt <p><strong><em>Journal for Language Teaching</em> = <em>Ijenali Yekufundzisa Lulwimi</em> =&nbsp;<em>Tydskrif vir Taalonderrig</em></strong></p> <p>The&nbsp;<em>Journal for Language Teaching</em>&nbsp;focuses on the publication of research in the domains of language teaching, applied language studies and language practice. The journal gives preference to the publication of research results with an empirical base (quantitative and/or qualitative).<br><br>Descriptions of language classroom interventions that do not adhere to conventional research practices, for example to include pre- and post-tests, or control of confounding variables, are typically not considered for publication in the Journal. Since the emphasis is on the analysis of teaching, assessment and other instructional practices, conceptual articles are published from time to time, but authors planning to submit conceptual work should approach the editor first to discuss the suitability of the planned article for the journal. The editor invites specific authors from time to time to prepare ‘state of the art’ reviews on relevant topics.</p> <p>More information on the South African Association for Language Teaching can be found online here: <a title="http://www.saalt.org.za/" href="http://www.saalt.org.za/" target="_blank" rel="noopener">http://www.saalt.org.za/</a></p> South African Association for Language Teaching (SAALT) en-US Journal for Language Teaching 0259-9570 Copyright for articles published in this journal is retained by the journal. Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal https://www.ajol.info/index.php/jlt/article/view/205237 <p>This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.</p> N.S. Zulu Hloniphani Ndebele Copyright (c) 2021-03-29 2021-03-29 54 2 11 33 10.4314/jlt.v54i2.1 Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English https://www.ajol.info/index.php/jlt/article/view/205238 <p>The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.</p> Connie Makgabo Penelope M. Modise Copyright (c) 2021-03-29 2021-03-29 54 2 35 51 10.4314/jlt.v54i2.2 Vocabulary learning strategies of South African English First Additional Language learners https://www.ajol.info/index.php/jlt/article/view/205239 <p>This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were analysed using content analysis. The findings revealed that it is important to explore and broaden learners’ VLS knowledge. Also, the results showed that learners can take control of their vocabulary learning as long as their teachers are trained to offer them opportunities to learn and practise those strategies. It is recommended that stakeholders become conscious of the VLSs which learners in the EFAL environment use, so that the former can design and deliver vocabulary instruction and training accordingly. The teacher needs to assist learners in becoming independent learners during EFAL vocabulary learning. This can be done by exposing them to different VLSs.</p> Kufakunesu Zano Nkidi Caroline Phatudi Copyright (c) 2021-03-29 2021-03-29 54 2 53 69 10.4314/jlt.v54i2.3 Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction https://www.ajol.info/index.php/jlt/article/view/205240 <p>Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.</p> Tilla Olifant Madoda Cekiso Naomi Boakye Nophawu Madikiza Copyright (c) 2021-03-29 2021-03-29 54 2 71 93 10.4314/jlt.v54i2.4 Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles: The case of a rural South African secondary school https://www.ajol.info/index.php/jlt/article/view/205242 <p>This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.</p> Sheila Tshegofatso Sefhedi Margaret Funke Omidire Liesel Ebersöhn P. Karen Murphy Copyright (c) 2021-03-29 2021-03-29 54 2 95 117 10.4314/jlt.v54i2.5 The effects of language and communication training on nursing students’ self-perceived communicative competence https://www.ajol.info/index.php/jlt/article/view/205243 <p>Nursing students are typically unable to identify and label their language-learning needs accurately, which can impact on their learning behaviour and learning outcomes. Gathering information about learners’ perceptions of their communicative competence, as indicators of their learning needs, can guide pedagogic decisions made during training as well as being used to evaluate the effects of training. This study focuses on changes in nursing students’ perceptions of their communicative competence from before to after training. A pre- and post- training questionnaire on self-perceived communicative competence is used to investigate changes in nursing students (n=27) self-perceptions during an English language-training programme. The results show that the participants’ self-perceived communicative competence increases significantly from before to after training. However, while the Culture and Rapport components of overall communicative competence show significant increase from before to after training, the Comprehension component does not. These results indicate the effects of the training on the changes in learners’ perceptions of their communicative competence, which holds implications for the design and implementation of training, particularly in terms of awareness raising activities that can help language learners become competence accommodators.</p> Marilize Pretorius Copyright (c) 2021-03-29 2021-03-29 54 2 119 137 10.4314/jlt.v54i2.6 Akademiese taalvermoë en nagraadse studie – ’n gevallestudie https://www.ajol.info/index.php/jlt/article/view/205244 <p>Academic language proficiency has a significant impact on students’ academic performance. According to existing literature underdeveloped language competence is a common problem amongst postgraduate students (Bammett, 1989; Grabe, 1991; Ellis, 1994; Cohen, 1998; Tercanlioglu, 2004; Brown, 2008; Young et al., 2013). Reasons for this situation include the fact that postgraduate students often have to write in a language other than their mother tongue or that they lack abilities in critical reading, the handling of sources, academic argumentation, and text structuring. Students at masters and doctoral level therefore often struggle with handling prescribed material and with producing well-written academic texts, and supervisors are challenged to act proactively in order to manage potential risks. This article is a report on the use of the Test of Academic Literacy for Postgraduate Students – TALPS (ICELDA, 2020) to determine the academic literacy needs of postgraduate students for the purpose of course development. TALPS was used in combination with needs reported by supervisors in order to identify performance requirements and gaps in students’ profi ciencies. In combination with guidelines for best practice available in the existing literature this knowledge was used for the creation of a short course in academic writing for postgraduate students. This context specific intervention focused on the writing of a literature review, text structuring, cohesion and coherence, academic argumentation, scholarly identity, and text editing. Exceptionally positive feedback from both students and supervisors and significant improvement in students’ writing testify to the success of this intervention.</p> Tobie van Dyk Henk Louw Marlies Taljard Elsa Meihuizen Copyright (c) 2021-03-29 2021-03-29 54 2 139 163 10.4314/jlt.v54i2.7