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Now showing items 1-10 of 14
Yes/No/Maybe: A Boolean attempt at feedback
((SAALT/SAVTO) South African Association of Language Teaching / Suid-Afrikaanse Vereniging vir Taalonderrig // Sabinet, 2010)
This paper describes an experiment in which Boolean feedback (a kind of checklist) was used to provide feedback on the paragraph structures of first year students in an Academic Literacy course. We begin by introducing the ...
Discipline-specific versus generic academic literacy intervention for university education: an issue of impact?
(South African Association for Language Teaching (SAALT) / Suid-Afrikaanse Vereniging vir Taalonderrig (SAVTO), 2013)
In a context where progressively more underprepared students gain access to higher education, South African universities are obligated to offer appropriate support to such students that may reduce their risk in being ...
The relationship between productive knowledge of collocations and academic literacy in tertiary level students
(SAALT, 2014)
This research explores tertiary level L2 students' mastery of the collocations pertaining to the Academic Word List (AWL) and the extent to which their knowledge of collocations grows alongside their academic literacy. A ...
Towards standardisation: a comparison of two versions of an academic literacy test
(SAALT, 2014)
All versions of a standardised test should be at similar difficulty levels. In this article, we investigate whether two versions of TAG ("Toets van Akademiese Geletterdheidsvlakke") are valid and whether they are at the ...
(Her)stelwerk: skoolopstelle as voorbereiding vir akademiese geletterdheid op universiteitsvlak
(SAALT/SAVTO, 2012)
This article explores the gap between school and university writing in terms of creative writing done at school level, as specified in the relevant policy documents and the requirements of academic literacy at university. ...
The influence of affective variables on the acquisition of academic literacy
(Stellenbosch University, 2013)
The teaching of academic literacy at university level, internationally and at universities in South Africa, is quite common. Despite a great deal of research on various facets of academic literacy, little research has been ...
Discipline–specific versus generic academic literacy intervention for university education: An issue of impact?
((SAALT/SAVTO) South African Association of Language Teaching / Suid-Afrikaanse Vereniging vir Taalonderrig // Sabinet(SAALT/SAVTO) South African Association of Language Teaching / Suid-Afrikaanse Vereniging vir Taalonderrig // Sabinet, 2013)
In a context where progressively more underprepared students gain access to higher education, South African universities are obligated to offer appropriate support to such students that may reduce their risk in being ...
Academic communications skills: where to from here?
(IFE Centre for Psychological Studies (ICPS), 2016)
Academic communication skills or academic literacies have been, since their inception after the advent of democracy in South Africa in 1994, been aimed at assisting to achieve the broader goals of a restorative democracy ...
An "enlightening course that empowers first years"?: a holistic assessment of the impact of a first-year academic literacy course
(Elsevier, 2017)
This article reports on a study which assessed the impact of an academic literacy course on students' academic literacy levels. A combination of instruments suggested in an evaluation design by Fouché, Van Dyk and Butler ...
Ses van die een en 'n halfdosyn van die ander? 'n Ondersoek na moontlike vlakke van oorvleueling tussen matriek-Afrikaans en -Engels en die NWU se Akademiese Geletterdheidstoets en -kursusse
(SAALT, 2014)
Die sentrum vir Akademiese en Professionele Taalpraktyk en die universiteitsbestuur van die Noordwes-Universiteit se Potchefstroomkampus ontvang gereeld navrae van studente en ouers oor die verpligte module Akademiese ...