| dc.description.abstract | This research deals with a particular type of learner - a learner having English as a second language as medium of instruction at a finishing school, repeating a subject which he/she has failed in the final matriculation exams; a learner who has been through the educational system and has failed at the exit point (for various reasons) and who is now finally attempting to exit the system through passing the outstanding subject/subjects needed for higher Senior Matriculation Certificate. An outcome of the study was that concept mapping had a positive effect on their writings, in that students wrote clearer descriptions, included more relevant information in essays, showed an ability to see inter-relations, and, to a fair degree, showed improved language usage. Their post concept mapping writings exhibit structure, form, and clarity in presentation of their ideas. Concept Mapping shows great potential for use by English second language learners, especially, in our country's examination context, where 'black' learners, especially in senior grades, are required to write examinations in a language which is not their mother tongue and, in a language, which many have not yet mastered. | en_US |
