M.Ed. (Higher Didactics) / Immigrant pupils cause problems for the education authorities of the host countries, especially in the learning of the official language or languages of the countries concerned. The aim of this research is to ascertain whether the teachers who fill the posts for special language instruction Afrikaans Second Language are adequately trained and prepared for their task. Information was gathered by means of questionnaires and enquiries made at teacher training institutions ...

M.A. (African Languages) / Please refer to full text to view abstract

M.A. / Since the 1960s, teaching has become ever-more learner-centred, with the results that drastic changes have been wrought to the theory of language learners' problems. In the present study, - the emphasis falls on linguists' realisation that knowledge of the language-learner's native language (L1) is vital. The principle aim of this study is, therefore, to launch an investigation into the linguistic aspects of the difficulties against which the experimental group has come up. The various schools of thought that have been developing on theoretical linguistics since the 1960s are directional for the approaches to language-learners' problems. In this way the Contrastive Analysis Hypothesis has originated within the framework of Structuralism and is based on the premise that the learner's LI has a strong influence on the target language. The standpoint is that the most effective learning materials are those that are based on a scientific description of the language to be acquired, carefully compared with a parallel description of the native language of the learner. Language acquisition was, in line with the Structuralists' Behaviorist view, considered to comprise the overcoming of the effects of L1, which interfere with L2. The latter process of interference or negative transfer had to be unlearned by means of pattern drills and memorisation. With the advent of the Chomskian view of the creative aspects of the language user's competence, in terms of which language users are purported to dispose of language rules for the generation of language utterances, strong criticism was, however, levelled at the Contrastive Analysis Hypothesis. Despite this, contrastive studies are still being undertaken. Thanks to the Error Analysis Theory, which has propounded in reaction to the Contrastive Analysis Hypothesis, language learners' errors are viewed more positively. The Error Analysis Theory, in turn, gave rise to the interlanguage theory, in terms of which errors constitute a diagnostic tool that could be used to determine the interlanguage stage that the learner has reached on his or her way to acquiring the target language. Learners construct their own set of rules according to which they can try and restore order in the mass of stimuli with which they are being bombarded in terms of this theory, L1 is also considered to be a handy tool in the acquisition of the target language. For the purposes of this study, a contrastive error analysis was performed on the interlanguage used by Northern Sotho speaking teacher students who are going to teach Afrikaans. The data was collected from their written work. Special attention was devoted to general syntactic, morphological, semantic and lexical problems. Structural variances between Afrikaans and Northern Sotho were indicated. Further it was shown that English, in its capacity as the other secondary language, may also be exerting a measure of influence on the structures of the target language, and that other difficulties may also crop up that could not be imputed to interference.

D.Litt. et Phil. / The main concern of this thesis is language for academic purposes, a sub-division of language for special purposes, as applied to the course Voorbereidende Afrikaans at the Rand Afrikaans University. The first problem to overcome was that of designing a test for the selection and classification of students into three classes: those who would not gain entrance into the University; those who would be compelled to do the course and those who would be exempted from the course. Based on the insights gained from literature, the doze test, combined with a paragraph was decided upon as the best instrument for measuring the students' language proficiency, this being the desired outcome of such a test. All the restrictions and limitations inherent in the idiosyncratic circumstances surrounding the test were taken into consideration and the doze test was found to be best suited to the situation and the academic requirements. Various models of language teaching were discussed and the conclusion was reached that the approach best suited to the course would be an eclectic approach including elements of the functional-notional syllabus, the communicative approach and Krashen's Input Hypothesis, using an interactive, task-based methodology. Studies indicated that such a course should also include study skills in order to equip students for academic study. A needs analysis, using Richterich and Chancerel's (1977) model, was done and the greatest need was found to be in the areas of listening comprehension and the acquisition of vocabulary. From the results of the tests there also appears to be a need to pay attention to syntax in general. A number of comparable courses were studied to find possible models upon which such a course could be based and many useful ideas were gleaned, which lead to the compilation of a syllabus for Voorbereidende Afrikaans.

D.Ed. (Didactic Education) / The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject curriculum and syllabus. This implies that a complete and systematic restructuring of the curriculum should be done, because it would be the only way in which the particular subject curriculum could be realised in a scientific way. The method of research used was the phenomenological method whilst various means were introduced to support the research, inter alia correspondence with the various Provincial Education Departments and a literature study. It became apparent that two very important phenomena were related to the teaching of the child's mother tongue, namely language and school. It was therefore necessary to make an in depth study of both phenomena, and the researcher came to the following conclusions: * Language is essentially a characteristic of being human. * Language is a very important medium through which man constitutes his own world. * The mother tongue is the medium par excellence through which man constitutes his own world. * The school's primary task is that of intellectualising the pupil (rationalisation), whilst the general forming of the pupil (for example socialisation) also forms part of the task of the school. The above mentioned research is a necessary base for any attempt to address the particular problem, namely the structuringof the mother tongue (Afrikaans) into a school subject. Further grounding includes a discussion of the role of values in the teaching of the mother tongue and the explication of the formative value of the mother tongue. Futhermore: In structuring the mother tongue into a school subject, one should adhere to the so called curriculum cycle. For the purpose of this research the parameters for any explicit situation-analysis were concentrated on, while attention was given to the concepts objectives and goals and, very briefly, the other aspects of the curriculum cycle. This research does not claim to make full and final statements regarding the mother tongue as a school subject, but only tries to formulate a basis as parameters for further research.

M.A. (African Languages) / Problems regarding language requirements set by legislation, the law profession and academic institutions, are discussed. The main purpose of the study is to do a needs analysis of law students' needs, to communicate in Afrikaans, to make a conclusion ofneeds that have to be addressed and to lay down guidelines for a concept syllabus. The presumption is made that present Afrikaans courses for law students at universities, do not make provision for their specific needs. The implementation phases are discussed, with a special focus on the communicative needs ofthe target groups. The development of language for special purposes is discussed. Special attention is focussed on authentic materials, a frequency analysis and a special register. The importance of a needs analysis is stressed. The development of the functional notional approach and its advantages is discussed. Learner-centredness and learner needs are emphasized. A number of language syllabuses . ~. are mentioned and the conclusion is reached that grammar should form the basis of a syllabus, with notional, functional and situational specifications centering around it. A number of existing language courses for law students were studied. The lack of a communicative approach in many of these courses is pointed out. It is suggested that serious consideration must be given to a new approach towards existing courses in Afrikaans for law students and that a rationale be developed to determine communicative needs, contents of the course and the principles as set out in the functional-notional approach.

M.Ed. (Curriculum Studies) / This study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.

M.Ed. / It is the task of curricular planning and syllabus design in non-formal fields of education to make available to adults the possibilities for learning the language they need for the purposes for which they need it. A decisive answer should be found to the question about what type of syllabus or course would be able to provide for the real operation needs of adult learners, to translate these needs into learning objectives and at the same time justify the semantic and structural components of the target language...

D. Litt. et Phil. / Evidence from several sociolinguistic studies suggests that second language speakers' pronunciation of their target language embodies several varieties of the target language pronunciation. These varieties have developed as a result of the particular social contexts of their language learning and language use. An acquaintance with the Tsongas who speak Afrikaans as a second language will confirm this suggestion- yet no in-depth study of any repute has been done among the Tsongas in this area. The only related study in this field was carried out by Nkatini (1978)...

M.Ed. / Please refer to full text to view abstract