PROMOTING ACCESS TO AFRICAN RESEARCH

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Issue Title
 
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 53, No 1 (2019) The influence of learner-related factors on the academic performance of Grade 12 English (L2) Learners in the Oshikoto Region of Namibia Abstract
Tobias Iimene Magdaline Tanga, Taruvinga Mushoriwa
 
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
 
Vol 47, No 1 (2013) The development and validation of a rating scale for ESL essay writing Abstract
K Hattingh, JL van der Walt
 
Vol 38, No 2 (2004) The discourse of selfhood: students negotiating their academic identities in a writing centre Abstract
Wilhelm van Rensburg
 
Vol 37, No 2 (2003) The effect of tertiary study at an English medium university on the written English Abstract
Jean Parkinson
 
Vol 39, No 1 (2005) The effectiveness of WebCT as a progress-assessment tool in English Studies Abstract
Stiaan Lamprecht, George Nel, Marieken Swart
 
Vol 40, No 2 (2006) The effects of immersion on Grade 7 learners' vocabulary size: Is incidental learning of vocabulary enough? Abstract
R Scheepers
 
Vol 52, No 1 (2018) The efficacy of a whole language approach to ESL teaching in an under-graduate classroom Abstract
Annaly M. Strauss
 
Vol 42, No 1 (2008) The enhancement of student performance at Fort Hare University through the language and writing advancement program Abstract
T Twalo
 
Vol 40, No 2 (2006) The impact of presenter speech personality on learner participation during televised instruction Abstract
R Evans
 
Vol 43, No 2 (2009) The importance of contrastive analysis in foreign language learning with specific reference to Zulu-speaking learners of German Abstract
A Baker
 
Vol 50, No 1 (2016) The importance of vocabulary at tertiary level Abstract
Ruth Scheepers
 
Vol 41, No 1 (2007) The influence of Goethe\'s Faust on N. P. van Wyk Louw\'s drama Die dieper reg Abstract
H Cloete
 
Vol 38, No 2 (2004) The influence of paired reading on the relationship between the parent and the child with a reading disability Abstract
AC Lessing, MC Odendaal
 
Vol 49, No 2 (2015) The intersection of professional and academic discourses: Hybridity as a strategy in MTech Policing proposals Abstract
Sibusiso Clifford Ndlangamandla
 
Vol 36, No 1-2 (2002) The lecturer doesn't have a rewind button – addressing the listening difficulties of mainstream L2 students at a New Zealand University Abstract
Pat Strauss
 
Vol 46, No 2 (2012) The meaning and uses of language test scores: An argument-based approach to validation Abstract
JL van der Walt
 
Vol 39, No 2 (2005) The morphological analysis of Setswana nouns Abstract
RS Pretorius, AS Berg
 
Vol 46, No 2 (2012) The paradigm of Weideman: Appreciating the uniqueness of language and scholarly disciplines Abstract
D Strauss
 
Vol 47, No 1 (2013) The refinement of a construct for tests of academic literacy Abstract
R Patterson, A Weideman
 
Vol 39, No 1 (2005) The relationship between grammar and the psychological processing of language Abstract
Philip Mhundwa
 
Vol 48, No 1 (2014) The relationship between productive knowledge of collocations and academic literacy in tertiary level students Abstract
D Nizonkiza
 
Vol 48, No 1 (2014) The relationship between socio-affective factors and reading proficiency: Implications for tertiary reading instruction Abstract
N Boakye, J Sommerville, L Debusho
 
Vol 37, No 2 (2003) The relationship between standardised test performance and language learning Abstract
GD Kamper, EB Mahlobo, EM Lemmer
 
Vol 50, No 1 (2016) The repositioning of literature in French foreign language teaching in South Africa: Performing dialogue, diversity and difference Abstract
Fiona Horne
 
Vol 47, No 1 (2013) The role of flexibility in the Context-adaptive Model for language programme evaluation: A case study Abstract
A Mostert
 
Vol 42, No 2 (2008) The role of moderation in the National Senior Certificate examination Abstract
W Coetzee, R Johl
 
Vol 38, No 1 (2004) The socio-educational context of literacy accomplishment in disadvantaged schools: Lessons for reading in the early primary school years Abstract
Elizabeth J Pretorius, Myrna P Machet
 
Vol 47, No 1 (2013) The typicality of academic discourse and its relevance for constructs of academic literacy Abstract
R Patterson, A Weideman
 
Vol 49, No 2 (2015) The use of first-person pronouns in argumentative writing of Afrikaans- speaking first-year students: A corpus-based investigation Abstract
Zanétte Meintjes
 
Vol 36, No 1-2 (2002) The use of plain language – not that simple Abstract
Marné Pienaar
 
Vol 39, No 2 (2005) Tienerafrikaans Abstract
Salome Marais, Anna Coetzee
 
Vol 46, No 1 (2012) To what extent do science ESP learning materials fit the purpose for which they have been devised? An evaluation in terms of Cronje’s (1993) criteria Abstract
LJ Ngoepe
 
Vol 47, No 2 (2013) Towards a responsible agenda for academic literacy development: considerations that will benefit students and society Abstract
T van Dyk, K van de Poel
 
Vol 41, No 2 (2007) Towards an integrated curriculum for French: a case study Abstract
H Thomas, B Wright
 
Vol 45, No 1 (2011) Towards informed decision making: the importance of baseline academic literacy assessment in promoting responsible university access and support Abstract
M Petersen-Waughtal, T van Dyk
 
Vol 48, No 1 (2014) Towards standardisation: A comparison of two versions of an academic literacy test Abstract
JL van der Walt, HS Steyn
 
Vol 48, No 1 (2014) Towards transparency and accountability: The story of the Test of Academic Literacy for Postgraduate Students (TALPS) Abstract
A Rambiritch
 
Vol 52, No 2 (2018) Translanguaging in summarizing skills: the need to develop biliterate students Abstract
Sandiso Ngcobo
 
Vol 37, No 1 (2003) Tsenang!: An interactive multimedia programme for learning Beginner Setswana Abstract
A.S. Berg, R.S. Pretorius
 
Vol 47, No 1 (2013) Tutorials as a way of enhancing active participation in university classes Abstract
A Hlatshwayo
 
Vol 44, No 1 (2010) Using English as a second language as the language of instruction: Concerns and needs of primary school teachers in South Africa Abstract
AJ Hugo, M Nieman
 
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ISSN: 0259-9570
AJOL African Journals Online