NEGOTIATING DISCOURSE: TO WARDS ADOPTING A CONTENTBASED INSTRUCTION APPROACH TO ACADEMIC LITERACY COURSES.
This article reports on a study that was conducted on the extent to which a particular academic literacy course addressed the literacy needs of students enrolled in a foundational developmental programme at the University of the Free State (UFS), Bloemfontein, South Africa. Various factors influenci...
| Publicado en: | South African Journal of Higher Education Vol. 29; no. 5; pp. 129 - 140 |
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| Formato: | Artículo |
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Sabinet Online Limited
2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=112857591&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 112857591 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2015 vid: 29 iid: 5 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 112857591 ppf: 129 ppct: 11 formats: tig: atl: NEGOTIATING DISCOURSE: TO WARDS ADOPTING A CONTENTBASED INSTRUCTION APPROACH TO ACADEMIC LITERACY COURSES. aug: au: Drennan, L. M. affil: Unit for Academic Literacy, University of the Free State, Bloemfontein, South Africa su: Literacy School enrollment Developmental programs University of the Orange Free State Academic motivation Higher education research sug: subj: Literacy School enrollment Developmental programs University of the Orange Free State Academic motivation Higher education research keyword: academic literacy content-based instruction higher education language development L2 motivation second-language learning secondary Discourse ab: This article reports on a study that was conducted on the extent to which a particular academic literacy course addressed the literacy needs of students enrolled in a foundational developmental programme at the University of the Free State (UFS), Bloemfontein, South Africa. Various factors influencing student motivation for the course were identified. The findings suggested that students do not want to engage in course materials they consider irrelevant and uninteresting, which impacted on the value they assign to the course in general. Furthermore, the students also indicated that they are unsure of what is expected of them in terms of assessment in the course. In response to the findings of the study, a more content-based instruction (CBI) approach to the literacy courses was taken at the university. The article explores the extent to which a CBI approach could, in theory, address some of the issues pertaining to student motivation for academic literacy courses in a South African higher education context. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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