Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism
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Authors
September, Lynette Ruth
Issue Date
2010-11
Type
Dissertation
Language
en
Keywords
Diversity , Mutlilingualism , Bilingualism , Second language acquisition , Reading proficiency , Cognitive formulas , Neuro-linguistic , Memory facets , Linguistic components , Literacy constructs
Alternative Title
Abstract
This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling.
Description
Citation
September, Lynette Ruth (2010) Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4896>