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Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
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'n Kommunikatiewe benadering as strategie vir die onderrig van Afrikaans as vreemde taal op tersiere vlakPawson, Petrone 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse
in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente
op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die
vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld
gedoen.
ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie
antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die
verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en
uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans
as vreemde taal op tersiere vlak saam te ontwikkel.
Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig
en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie
taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die
uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van
onderwysstudente in Afrikaans as vreemde taal op tersiere vlak. / The purpose of this study is to investigate the use of the communicative language teaching
approach in the teaching of Afrikaans as a foreign language to first year education students at
tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took
a variety of language teaching aspects into account.
Communicative language teaching is described against the background of the different language
teaching approaches used in the past century. The different types of syllabuses were compared
to communicative language teaching and outcomes-based education in order to develop a
possible learning programme for the teaching of Afrikaans as foreign language at tertiary level.
The national prescribed syllabus for technicon education students, namely the teaching and
learning of the language skills speaking, writing, reading and listening is described analytically.
These language skills are communicatively described within the outcomes based framework as a
suggested learning programme for the teaching of Afrikaans as a foreign language to education
students at tertiary level. / Education / M. Ed.
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'n Kommunikatiewe benadering as strategie vir die onderrig van Afrikaans as vreemde taal op tersiere vlakPawson, Petrone 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse
in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente
op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die
vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld
gedoen.
ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie
antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die
verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en
uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans
as vreemde taal op tersiere vlak saam te ontwikkel.
Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig
en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie
taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die
uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van
onderwysstudente in Afrikaans as vreemde taal op tersiere vlak. / The purpose of this study is to investigate the use of the communicative language teaching
approach in the teaching of Afrikaans as a foreign language to first year education students at
tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took
a variety of language teaching aspects into account.
Communicative language teaching is described against the background of the different language
teaching approaches used in the past century. The different types of syllabuses were compared
to communicative language teaching and outcomes-based education in order to develop a
possible learning programme for the teaching of Afrikaans as foreign language at tertiary level.
The national prescribed syllabus for technicon education students, namely the teaching and
learning of the language skills speaking, writing, reading and listening is described analytically.
These language skills are communicatively described within the outcomes based framework as a
suggested learning programme for the teaching of Afrikaans as a foreign language to education
students at tertiary level. / Education / M. Ed.
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Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in EldoradoparkAllie, Jane Jennifer 21 August 2012 (has links)
M.A. / South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
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Language policy and practice at CM Vellem and PJ Olivier primary schoolsFobe, Mila Pamella January 2010 (has links)
This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies. / Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
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Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
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Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
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Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
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