English proficiency testing and the prediction of academic achievement

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dc.contributor.advisorMakoni, Sinfreeen_ZA
dc.contributor.authorGamaroff, Raphaelen_ZA
dc.date.accessioned2016-03-17T07:08:41Z
dc.date.available2016-03-17T07:08:41Z
dc.date.issued1998en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa.en_ZA
dc.identifier.apacitationGamaroff, R. (1998). <i>English proficiency testing and the prediction of academic achievement</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature. Retrieved from http://hdl.handle.net/11427/17870en_ZA
dc.identifier.chicagocitationGamaroff, Raphael. <i>"English proficiency testing and the prediction of academic achievement."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature, 1998. http://hdl.handle.net/11427/17870en_ZA
dc.identifier.citationGamaroff, R. 1998. English proficiency testing and the prediction of academic achievement. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Gamaroff, Raphael AB - The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - English proficiency testing and the prediction of academic achievement TI - English proficiency testing and the prediction of academic achievement UR - http://hdl.handle.net/11427/17870 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17870
dc.identifier.vancouvercitationGamaroff R. English proficiency testing and the prediction of academic achievement. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17870en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of English Language and Literatureen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEnglishen_ZA
dc.titleEnglish proficiency testing and the prediction of academic achievementen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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