Vol. 49 No. 1 (2015) | Journal for Language Teaching

Published: 2015-10-01

Lees- en spellingagterstande van leerders met serebrale gestremdhede: Interaksie van werkgeheue, fonologiese prosessering en visueel-ruimtelike aspekte tot leer

A Tolmie, A van Staden

11-31

DOI:

10.4314/jlt.v49i1.1

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Enhancing the Quality of Teaching and Learning in Disadvantaged Contexts: Re-imagining the Teacher’s Role

B Makina

33-51

DOI:

10.4314/jlt.v49i1.2

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Lessons from Small-scale Standardised Testing of English Reading and Writing Performance in Two Types of Primary Schools in South Africa

T Manyike, EM Lemmer

53-79

DOI:

10.4314/jlt.v49i1.3

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Changing Student Teachers’ Views of Comprehension Instruction through the Use of a Comprehension Instruction Framework

NM Klapwijk

81-103

DOI:

10.4314/jlt.v49i1.4

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Communicative Language Teaching (CLT) in Botswana: Perceptions of Implementation by some Teachers in Botswana’s Junior Secondary Schools

TH Mothudi, N Bosman

105-139

DOI:

10.4314/jlt.v49i1.5

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Working in the Zone of Proximal Development (ZPD) in the English classroom: A Case Study on the Teaching of Literature

C Macdonald, M Pinheiro

141-159

DOI:

10.4314/jlt.v49i1.6

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An NLP-Based Programme for Developing EFL Student-Teachers’ Motivational Language

OHS Hassanein

161-197

DOI:

10.4314/jlt.v49i1.7

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Textese and Secondary School Learners’ Formal Written English: Is the Media Hype about Language Decay Justified?

H Steyn, R Evans

199-221

DOI:

10.4314/jlt.v49i1.8

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Challenges of Testing Deep Word Knowledge of Vocabulary: Which Path to Follow?

D Nizonkiza, T Ngwenya

223-253

DOI:

10.4314/jlt.v49i1.9

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Die onderrig van argumentvaardighede in ŉ akademiese skryfkursus vir eerstejaars: ŉ Beste praktyk-beskrywing

M Taljard

255-279

DOI:

10.4314/jlt.v49i1.10

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Die gebruik van die metadiskoerskategorie “bewyse” as voorvereiste vir suksesvolle argumentatiewe skryfwerk op tersiêre vlak

A Jordaan, Z Meintjes

281-305

DOI:

10.4314/jlt.v49i1.11

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Marking for Structure using Boolean Feedback

H Louw

307-331

DOI:

10.4314/jlt.v49i1.12

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Academic Literacy Curriculum Renewal at a South African University: A Case Study

K Sebolai, L Huff

333-351

DOI:

10.4314/jlt.v49i1.13

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Case Study of a Global Simulation in French as a Foreign Language with Beginner Level Learners at the University Of Namibia: A Search for an Authentic Language and Culture Exposure in an African Anglophone Country

A Zannier

353-381

DOI:

10.4314/jlt.v49i1.14

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Journal for Language Teaching
Journal / Journal for Language Teaching / Vol. 49 No. 1 (2015) / Articles

Articles

Lees- en spellingagterstande van leerders met serebrale gestremdhede: Interaksie van werkgeheue, fonologiese prosessering en visueel-ruimtelike aspekte tot leer

DOI:

Enhancing the Quality of Teaching and Learning in Disadvantaged Contexts: Re-imagining the Teacher’s Role

DOI:

Lessons from Small-scale Standardised Testing of English Reading and Writing Performance in Two Types of Primary Schools in South Africa

DOI:

Changing Student Teachers’ Views of Comprehension Instruction through the Use of a Comprehension Instruction Framework

DOI:

Communicative Language Teaching (CLT) in Botswana: Perceptions of Implementation by some Teachers in Botswana’s Junior Secondary Schools

DOI:

Working in the Zone of Proximal Development (ZPD) in the English classroom: A Case Study on the Teaching of Literature

DOI:

An NLP-Based Programme for Developing EFL Student-Teachers’ Motivational Language

DOI:

Textese and Secondary School Learners’ Formal Written English: Is the Media Hype about Language Decay Justified?

DOI:

Challenges of Testing Deep Word Knowledge of Vocabulary: Which Path to Follow?

DOI:

Die onderrig van argumentvaardighede in ŉ akademiese skryfkursus vir eerstejaars: ŉ Beste praktyk-beskrywing

DOI:

Die gebruik van die metadiskoerskategorie “bewyse” as voorvereiste vir suksesvolle argumentatiewe skryfwerk op tersiêre vlak

DOI:

Marking for Structure using Boolean Feedback

DOI:

Academic Literacy Curriculum Renewal at a South African University: A Case Study

DOI:

Case Study of a Global Simulation in French as a Foreign Language with Beginner Level Learners at the University Of Namibia: A Search for an Authentic Language and Culture Exposure in an African Anglophone Country

DOI:

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