Volume 08, Issue 1 (2007)

Permanent URI for this collectionhttps://hdl.handle.net/10289/18071

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    He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 8, Issue 1)
    (Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2007-02)
    He Puna Kōrero: Journal of Māori and Pacific Development, Volume 8, Issue 1.
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    The relevance of discourse analysis to the teaching and learning of te reo Māori: A text-centred example
    (Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2007-02) Greensill, Hine-iti-moana
    In this paper, I analyse a single text written in te reo Māori in terms of two different approaches derived from discourse analysis (discourse macro-patterning and discourse relations and their signalling) in order to demonstrate the importance of deriving a discourse-centred methodology for teaching learners of Māori what is involved in interpreting and creating coherent discourses.
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    Māori and English textbooks designed for language learners at intermediate level: A comparison in terms of the occurrence and use of insights gained from research on discourse analysis
    (Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2007-02) Fester, Anthea; Whaanga, Hēmi
    Over the past two decades, research in the area of discourse analysis has expanded rapidly and has yielded insights that could usefully inform the teaching and learning of languages. In this paper, we report on the results of a comparative study of a number of commercially available textbooks designed for learners of English and learners of te reo Māori at intermediate level in terms of the extent to which they can be shown to have been influenced by specific aspects of discourse analysis research. In the textbooks designed for learners of English, there is some evidence that the writers are aware of, and have been influenced by some aspects of discourse analysis research, particularly in the teaching of writing skills. In the textbooks designed for learners of te reo Māori, however, there is almost no sign of influence of research of this type. In view of the importance of the teaching and learning of te reo Māori in relation to the maintenance of the language, and in view of the fact that many young people in New Zealand now learn a range of academic subjects through the medium of te reo Māori, this raises issues that we believe need to be addressed.
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    Taiwanese textbooks for young learners of English: A criterion-referenced analysis
    (Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2007-02) Wang, Wei Pei
    This article focuses on one of the problems faced by one Pacific rim country, Taiwan, in coming to terms with the increasing globalization of English, that is, the production of textbooks that are appropriate for young learners. Increasing pressure to ensure that its citizens achieve a high level of proficiency in English has led Taiwan, in common with many other countries, to reduce the age at which children are introduced to English in schools. This has lead to the proliferation of English textbooks for young learners. The Taiwan national English curriculum guidelines recommend that teaching materials should cultivate communicative ability and should include varied activities, a range of different types of text, and interesting, practical and lively topics and themes. Three textbook series produced in Taiwan are analyzed and discussed here in terms of a range of effectiveness criteria. It is concluded that the textbook writers have not yet come to terms with the recommendations in the English curriculum guidelines. In that these recommendations are similar to recommendations included in national curriculum guidelines for the teaching of languages in many other parts of the world, it is suggested that language teaching materials produced elsewhere might usefully be analyzed in a similar way.
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    English language learning in New Caledonia: A report on the proficiency achievements and motivation of students at or near the point of entry to tertiary study
    (Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2007-02) Poret, Anne
    In the context of an introduction to New Caledonia and its languages, this paper reports on a research project whose aims were to provide a snapshot of the English language proficiency achievements of New Caledonian students at the point of entry to tertiary study and to investigate possible relationships between proficiency achievements, learning context and motivation. In 2006, a sample of students (274) took a C-test (one that was initially used in a major European language proficiency survey) and completed a questionnaire relating to motivation and attitudes towards the English language. The overall mean C-test score was considerably lower than that of students who did the same C-test at a similar educational stage in the European study. Some schooling contexts appear to have had a positive impact on proficiency development, as did some factors relating to motivation. On the basis of this study, it is suggested that educational authorities in New Caledonia should consider looking carefully at the factors that affect to the teaching and learning of English in schools.