Investigating the effects of form-focused activities on the Acquisition of articles and pronouns in English amongst Grade 11 Xhosa learners

The main purpose of this dissertation is to investigate if a teaching method called Focus on Form (FonF) in an English as a Second Language (ESL) class is effective in the acquisition of two grammatical forms namely articles ("a", "an" and "the") and a selection of pronouns. In order to test this hypothesis, quantitative research was performed. The analysis of a series of tests was done quantitatively to prove the hypothesis. The dissertation includes a theory section on Social Capital (SC) and discusses why it might play an important part in South Africa and in offering some help to the communities to enable them to help in the education of their children within South Africa. This dissertation is divided into five chapters. The first chapter introduces the problem and explains how South African education, historically, had devastating effects in the past and continues having a far reaching effect on today‟s learners. It discusses why this dissertation focuses on English and highlights how extensively English has spread throughout the world. It contains an explanation of the value of being competent in the English language. The chapter continues with a depiction of the poor pass rates of the end of year high school examinations, The National Senior Certificate (NSC). It explains the significance of the research, the purpose of the study, its theoretical framework and finally what this study proposes. Chapter two is a literature review of the available literature discussing second language acquisition (SLA) and the difference between English as a Foreign Language (EFL) and English as a Second Language (ESL). The chapter continues with a detailed description of how English was taught historically with an explanation of the approach being used in this study. Chapter two continues with details of the historical "Bantu Education Act No 47 of 1953" and the racist policies of the government of the time with an exploration of the effect these policies had on the education of learners. It also specifies the grammatical forms being used in this study. A summary of Black South African English (BSAE) is included accompanied by a description of language transfer. The chapter contains a section on SC, with an explanation of how this term came about historically and what it means. The chapter includes social problems that South Africa is facing today and how these problems tie in with diminished SC. It explains the importance of SC in Education. The chapter concludes with an explanation of how SC can be utilized in communities and why it is important in a democratic country. Chapter three explains the methodology used in this study as that of positivism and that this study in one sense is purely an empirical study and the reasons behind the choice of methodology. It also explains how a section of this study is pragmatic. Although the testing and analysis is purely statistical, the lessons that took place in the classroom, the interpersonal communication combined with the interaction between the learners and the researcher was not quantitative in nature. This interaction had no outright bearing on the results, but allowed the researcher the opportunity to observe and take notes on the experiences of the learners and the researcher in the classroom. These observations included incidents within the lessons and external problems the learners face which are linked to social issues within the literature. The chapter also contains an explanation of the testing instruments used in this study and how they were developed along with the ethical considerations of the study. Chapter four details the statistical results of this study. It also contains the write up of the field notes of the researcher who took note of incidents that happened within the classes. There are some examples of family and personal problems related to the learners and details the environment of the school. Some of these issues tie in with the theory included; illustrating the ideas and concerns associated with SC and demonstrates how these social problems are truly part of each learner‟s life in a township school. Chapter five offers recommendations to English teachers, the Department of Education (DoE) and to future researchers based on the results of Chapter four. It contains a discussion on how the community can increase SC within their own areas and within the schools. This study argues that the Education system is in dire need of help as evidenced by the dismal exam results. It also argues that South Africa has a variety of social problems that are contributing to the overall failure and dropout rate in schools. It offers some general suggestions on how the community can work together to build systems within the community, to help themselves and their children to become educated, productive members of society. The only way for the children of South Africa to succeed is with a good education as their starting point