Towards a responsible agenda for academic literacy development: considerations that will benefit students and society

Dyk, Tobie Van; Poel, Kris Van de

doi:10.4314/jlt.v47i2.3

Cited by 14 publications

(16 citation statements)

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“…Van Dyk and Van de Poel 2013). The latest review of the available literature regarding this concept can be found in Van Dyk and Van de Poel (2013). These scholars, supporting Cliff and Yeld's (2006) earlier observation, suggest that the skills and knowledge needed to achieve academic goals are the key elements according to which academic literacy should be defined.…”

Section: Introductionmentioning

confidence: 71%

“…This preparedness can be roughly referred to as "academic literacy", a concept that has been explored from different angles (cf. Van Dyk and Van de Poel 2013). The latest review of the available literature regarding this concept can be found in Van Dyk and Van de Poel (2013).…”

Section: Introductionmentioning

confidence: 99%

“…Academic literacy, or rather academic literacies-which is an increasing trend today (Butler 2013)-should also be examined within local contexts and environments, as different institutions may have different practices/requirements. These practices and requirements may vary across disciplines (Butler 2013, Van Dyk andVan de Poel 2013) and also change over time (Van Dyk and Van de Poel 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Scholtz 2012). The main objective of this practice is to assess students' preparedness to meet the challenges posed in higher education institutions (Scholtz 2012, Van Dyk 2005, Van Dyk and Van de Poel 2013, Weideman 2006. This preparedness can be roughly referred to as "academic literacy", a concept that has been explored from different angles (cf.…”

Section: Introductionmentioning

confidence: 99%

“…This is exemplified in the more recent trends mentioned above, which suggest considering local contexts as well as different disciplines as key elements for defining academic literacy/literacies. This study adheres to the dimensional approach to academic literacy outlined in Van Dyk and Van de Poel's (2013) definition, which distinguishes between "three different dimensions: a social (exchange information), cognitive (understand, organise and reason about information) as well as a linguistic (language) dimension" (cf. also Nizonkiza and Van Dyk (2015:152).…”

Section: Introductionmentioning

confidence: 99%

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Improving academic literacy by teaching collocations

Nizonkiza

2017

SPIL

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This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. A pre-/post-test experimental design was used to analyse collocations produced in two tasks completed by the study's participants, English majors at a university in Burundi. They were presented with a completion task and an essaywriting task before and after being exposed to a collocation-based syllabus. The results show that participants performed significantly better on the post-test than on the pre-test in their production of collocations in both tasks. This suggests that an intervention contributes towards building students' productive use of collocations in both cued recall and essay writing, supporting earlier findings (cf. Barfield 2009, Seesink 2007. In light of these findings, pedagogical consequences and avenues for improving higher education students' use of collocations in writing are discussed.

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Section: Introductionmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%