Processing heard versus transcribed English vocabulary in English second language (ESL) learners : a quasi-experimental study at a secondary school in KwaZulu-Natal.
At a technically biased secondary school in KwaZulu-Natal, teachers of Grade 12 English Second Language (ESL) learners, including myself, found it problematic to assess students' writing which is often fraught with spelling and grammar errors. This meant that these learners were disadvantaged b...
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| Language: | en |
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2011
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| Online Access: | http://hdl.handle.net/10413/2952 |