Articles

• Teaching and Learning Sign Language as a “Foreign” Language

  Timothy Reagan

  175-205

  DOI: 10.4314/jlt.v36i3-4.5986

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• Our ways of learning language

  Biki Lepota, Albert Weideman

  206-219

  DOI: 10.4314/jlt.v36i3-4.5987

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• A university bridging course focusing on academic reading and writing skills

  Arlys van Wyk

  220-232

  DOI: 10.4314/jlt.v36i3-4.5988

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• Taalonderrig en die teorie van meervoudige intelligensie

  Geesje van den Berg

  233-245

  DOI: 10.4314/jlt.v36i3-4.5989

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• “Die pad is lank en swaar.” Taalreise in Mangaung

  Johanna J.E. Messerschmidt

  246-258

  DOI: 10.4314/jlt.v36i3-4.5990

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• Shortcomings of the written survey questionnaire for discovering language learner perceptions: reflections of a researcher

  Gary P. Barkhuizen

  259-272

  DOI: 10.4314/jlt.v36i3-4.5991

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• Teaching reading in an OBE framework

  AC Lessing, MW de Witt

  273-288

  DOI: 10.4314/jlt.v36i3-4.5992

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• Internal request modification by first and second language speakers

  Joy Christine Lwanga-Lumu

  289-304

  DOI: 10.4314/jlt.v36i3-4.5993

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• Patterns of value: Systemic Functional Grammar and evaluation in texts

  Diana Kilpert

  305-329

  DOI: 10.4314/jlt.v36i3-4.5994

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• Die interpretasie en onderrig van hulpwerk-woorde in Noord-Sotho: klassifisering en basiese grammatiese kenmerke

  W.J. Pretorius

  330-346

  DOI: 10.4314/jlt.v36i3-4.5995

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• A Critique of the Dokean approach towards the lexical classes ‘adjective', ‘relative' and ‘enumerative' in Zulu

  Rachélle Gauton

  347-364

  DOI: 10.4314/jlt.v36i3-4.5996

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• Some considerations when teaching the tense of Northern Sotho

  L.C. Posthumus, M.S. Mabule

  365-376

  DOI: 10.4314/jlt.v36i3-4.5997

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• Die 2002-AWS en grammatikale subkategorieë

  Anna Coetzee

  377-385

  DOI: 10.4314/jlt.v36i3-4.5998

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