3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Teachers' analyses of learner errors in Grade 6 English first additional language.(2015-05-12) Ntuli, Khethinkosi ArmstrongThe study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.Item Refining geography teaching : an error analysis.(2009-01-07T09:59:30Z) Thella, 'Mamashome AmeliaSexual abstinence has become the primary response to prevention against sexually transmitted infection (STI) and unplanned pregnancies amongst young people. However, not much is known about the perceptions of young men on sexual abstinence. The central aim in this study was to explore the perceptions of sexual abstinence among young black males. The research aims to examine men’s understandings of their own sexuality and the way these might influence their decision on sexual abstinence. A total of 10 in-depth semi-structured interviews were conducted individually with young men aged between 18 and 25 years, studying at The University of the Witwatersrand. All data collected were then qualitatively analysed through the use of thematic content analysis (TCA). Findings show that in constructing their masculinities participants predominantly endorsed discourses of male hegemony. At some instances the young men retracted to subjective alternative masculinities, although there was a stronger need to fit in with their peers, to protect themselves from being ridiculed or rejected. As such conforming to the hegemonic masculinity was expected. The young men constructed women as sexual objects and as a means towards affirming their masculinity. A key conclusion drawn was that some traditional notions of manhood still held sway, and these tied in strongly with how these participants constructed their masculinity and this influenced most of them to not sexually abstain.