| dc.description.abstract | The basic aim of this dissertation has been to assess the value of pictures as an aid to
English Second Language teaching in Adult _Basic Education; primarily through
critical synthesis and assessment. Of relevant literature but also through. observations
and descriptions of practical manifestations adult basic education learning Situations
where pictures were used as teaching aids.
Chapter 1 sets out the author's background, the rationale behind this study and its
proposed outline.
Chapter 2 lists the working definitions of specific terms used throughout the study
such as ABE (Adult Basic Education) and L2 (Second Language).
Chapter 3 contains a detailed critical synthesis of relevant literature together with an
assessment of the views of the various authors on the following topics: ABE within the
South African context; adult learning strategies within the context of L2 learning and
ABE; visual literacy; the use of pictorial images to aid English second language
acquisition and finally the most effective types of visual images for use as English
second language teaching/learning aids.
Chapter 4 contains observations and descriptions of practical manifestations in adult
basic education learning situations where pictures were used as teaching aids. Details
are given of the six English lessons which were conducted in an attempt to assess
whether pictorial images aid language production and/or text comprehension.
Chapter 5 lists the results of the questionnaires which sought to ascertain the subjects'
backgrounds and levels of visual literacy, plus the preferences of both teachers and
learners regarding the use of pictorial teaching aids. It also contains an analysis of the
oral and written English which learners produced as a result of these lessons.
Chapter 6 attempts to formulate some of the outcomes and implications of using
pictures as teaching aids in terms of the four theories regarding the concept of visual
literacy and the use of pictures as an aid to second language acquisition within the
context of Adult Basic Education voiced in section 2 (Statement of Problem) in the
Preface to this study. The findings of the study affirm that visual literacy, which is
both complex and culture-specific, is not automatically attained by adults and,
consequently, aspects such as cognitive ability, learning strategies, environment,
culture and/or exposure to two dimensional images do affect the learners' level of
visual literacy and, subsequently, the benefits they gain from exposure to pictorial
teaching aids. While conclusive evidence is not claimed, there are definitive
indications that visual images aid second language production more effectively than
second language text comprehension. The empirical studies conducted among
disadvantaged adults at Level 1 offer proof that, during the initial period of second
language studies within the context of Adult Basic Education, both learners and
teachers prefer simple representational pictures as teaching aids to more dense realistic
images or abstract pictures.
Chapter 7 contains recommendations for further study in this field, based upon the
limitations of the empirical findings of this study, as well as the current necessity for
promoting the effective teaching/learning of English as a second language among
South Africa's 15 million functionally illiterate black adults. With South Africa's reentry
into world markets, English is fast becoming the preferred language of
commerce, and thus it is essential that illiterate black adults be helped to acquire this
global language, in order to ensure they have "a fair chance for personal development
and benefit through work and good remuneration" (Meintjies, 1994:1). | en_US |
