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Issue Title
Vol 36, No 3-4 (2002) Patterns of value: Systemic Functional Grammar and evaluation in texts Abstract
Diana Kilpert
Vol 39, No 2 (2005) Phonological awareness and the minimising of reading problems: a South African perspective Abstract
Anna J Hugo, SG le Roux, Helene Muller, Norma Nel
Vol 50, No 2 (2016) Pragmatic interpretation: There is a difference in the way that L1 and L2 learners experience the interpretation of a literary text Abstract
Bernice Badal
Vol 45, No 2 (2011) Preparing pre-service teachers for multilingual classrooms – designing a multiple African language module Abstract
R Evans
Vol 42, No 2 (2008) Primary school teachers’ opinions of their ESL learners’ language abilities Abstract
AJ Hugo
Vol 39, No 1 (2005) Profiling the “native speaker” of English: myths and implications for ESL learning and teaching Abstract
Ambrose B Chimbganda
Vol 49, No 2 (2015) Providing ‘auxiliary’ academic writing support to postgraduate students: a socio-cultural approach Abstract
Kirstin Wilmot
Vol 42, No 2 (2008) Querying the claim of the user-friendliness of the New Sepedi Dictionary Abstract
J Mojalefa
Vol 51, No 2 (2017) Reading habits and attitudes of grades 8-10 English second language learners in Eersterust, South Africa Abstract
F.M. Olifant, E Rautenbach, M.P. Cekiso
Vol 50, No 2 (2016) Reading problems in the Intermediate Phase: Grade 4 teachers’ opinions Abstract
Thembi Phala, Anna Johanna Hugo
Vol 46, No 2 (2012) Reflections on a research initiative aimed at enhancing the role of African languages in education in South Africa Abstract
R Wildsmith-Cromarty
Vol 40, No 2 (2006) Reflections on process writing Abstract
J Wright
Vol 52, No 1 (2018) Revisiting the meaning of validity for language testing: The case of two tests of English language ability Abstract
Kabelo Sebolai
Vol 44, No 1 (2010) Samelewingsdiensleer in hoër onderwys: Afrikaans vir niemoedertaalsprekers Abstract
M de Beer
Vol 47, No 2 (2013) Scaffolded Code-switching: A resource for achieving academic literacy? Abstract
R-M McCabe
Vol 43, No 2 (2009) Scaffolding an intervention for essay writing Abstract
T Conradie
Vol 48, No 2 (2014) Second language acquisition and the national curriculum Abstract
GA Dampier
Vol 40, No 2 (2006) Second-language inervention for prospective ICT learners at a University of Technology Abstract
L du Plessis, G Janse van Rensberg
Vol 48, No 2 (2014) Ses van die een en ‘n halfdosyn van die ander? Abstract
T van Dyk, M Taljard
Vol 51, No 2 (2017) Setting a cut-off score for a placement test at tertiary level Abstract
H.S. Steyn, Johann L. van der Walt
Vol 36, No 3-4 (2002) Shortcomings of the written survey questionnaire for discovering language learner perceptions: reflections of a researcher Abstract
Gary P. Barkhuizen
Vol 37, No 2 (2003) Some aspects of success performing in departments preparing candidates for language teacher recruitment in the French secondary education system Abstract
Guy Tchibozo
Vol 36, No 3-4 (2002) Some considerations when teaching the tense of Northern Sotho Abstract
L.C. Posthumus, M.S. Mabule
Vol 40, No 2 (2006) Some factors influencing the use of simultenious interpreting as an alternative to parallel-medium teaching in tertiary education Abstract
A Buekes, M Pienaar
Vol 49, No 2 (2015) Student perceptions on writing support Abstract
Avasha Rambiritch
Vol 38, No 1 (2004) Students' Response to Peer and Teacher Feedback in a First-Year Writing Course Abstract
Luanga A Kasanga
Vol 44, No 2 (2010) Students’ Comprehension of the representation of African American Vernacular in Alice Walker’s The Color Purple Abstract
M Pretorius
Vol 50, No 1 (2016) Students’ experiences of using mobile phones for Afrikaans vocabulary development Abstract
Donovan Lawrence
Vol 52, No 1 (2018) Students’ perceptions of the Moodle Quiz E-assessment tool in an isiZulu language course Abstract
Upasana G. Singh, Roshni Gokool
Vol 47, No 1 (2013) Subtitles in the classroom: Balancing the benefits of dual coding with the cost of increased cognitive load Abstract
J Kruger
Vol 46, No 2 (2012) Successful first-year learning: A social cognitive view of academic literacy Abstract
V McGhie, C van der Walt, S van Schalkwyk
Vol 45, No 1 (2011) Supervisor perceptions of the academic literacy requirements of postgraduate students at the University of Pretoria Abstract
G Butler
Vol 38, No 1 (2004) Switching constructs: on the selection of an appropriate blueprint for academic literacy assessment Abstract
Tobie van Dyk, Albert Weideman
Vol 41, No 1 (2007) Taakgerigte aktiwiteite of die kommunikasievaardighede van addisioneletall-leerders in Africaans to ontwikkel Abstract
E Kruger, M Poser
Vol 48, No 2 (2014) Taakgerigte taalkunde-onderrig in die hoërskool binne ʼn kommunikatiewe raamwerk Abstract
Michele F van der Merwe
Vol 42, No 1 (2008) Taalbeleid, -praktyk en –houdings: SAPD-konstables in Gauteng Abstract
M Vergie, M Pienaar
Vol 36, No 3-4 (2002) Taalonderrig en die teorie van meervoudige intelligensie Abstract
Geesje van den Berg
Vol 46, No 1 (2012) Taalonderwysers as lesers van kinderliteratuur en hoe dit leerders se ingesteldheid teenoor lees kan beïnvloed Abstract
M le Cordeur
Vol 39, No 2 (2005) Taalvermenging by die sprekers van die Sothotale: 'n Linguistiese perspektief op die gebruik van hulpwerkwoordgroepe Abstract
Willie Pretorius
Vol 41, No 2 (2007) Taiwanese student reaction to English language internet teleconferencing for enriching EFL classroom instruction Abstract
WV Wu, M Marek
Vol 44, No 2 (2010) Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal1 Abstract
J Moyo, AM Beukes, W van Rensburg
Vol 36, No 3-4 (2002) Teaching and Learning Sign Language as a “Foreign” Language Abstract
Timothy Reagan
Vol 42, No 1 (2008) Teaching for knowledge or competence? Translator education in institutions of Higher Education Abstract
K Marais
Vol 36, No 3-4 (2002) Teaching reading in an OBE framework Abstract
AC Lessing, MW de Witt
Vol 44, No 2 (2010) Teaching social skills in the language classroom Abstract
E Venter
Vol 45, No 2 (2011) Test and context: The use of the Test of Academic Literacy Levels (TALL) at a tertiary institution in VIÊT NAM Abstract
PL Le, C du Plessis, A Weideman
Vol 49, No 1 (2015) Textese and Secondary School Learners’ Formal Written English: Is the Media Hype about Language Decay Justified? Abstract
H Steyn, R Evans
Vol 52, No 1 (2018) The category Language Structures and Conventions in the CAPS for English First Additional Language: A critical analysis Abstract
Christa van der Walt
Vol 40, No 2 (2006) The challenge of diversity: The national curriculum statement and foreign languages Abstract
F Balladon
Vol 46, No 1 (2012) The continual conundrum of the “language across the curriculum” issue: lessons from the Bullock report (1975) for South African higher education today Abstract
T van Dyk, S Coetzee-Van Rooy
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ISSN: 0259-9570
AJOL African Journals Online