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)

Abstract in English, Sepedi and Sesotho / In this thesis, the researcher used an explanatory sequential mixed methods research design to investigate the role of English academic vocabulary on reading comprehension of grade 11 English First Additional Language (EFAL) learners in the Free State province, Fezile Dabi district in South Africa. The current study is an attempt to determine whether the breadth and depth of vocabulary knowledge have a bearing on grade 11 EFAL learners' reading comprehension, and to examine which one of these variables, that is, breadth or depth of vocabulary knowledge, makes a more important contribution to reading comprehension. It also attempts to investigate the Vocabulary Learning Strategies (VLS) used by grade 11 EFAL learners. For the non-experimental quantitative study, the participants of the study were thirty EFAL learners who were chosen based on available sampling. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge (Section A and Section B) and a reading comprehension were administered to all participants. To achieve its aim 1, two independent variables namely, the Vocabulary Levels Test (VLT) which measures vocabulary breadth and Word Associate Test (WAT) which measures vocabulary depth were used. Then, the dependent variable was the reading comprehension test in which the participants were asked to read the passages and answer some multiple choice questions. Pearson product-moment correlations and multiple regression were chosen as the dominant techniques for the statistical analyses. The results obtained from the analysis of the data indicated that while both depth and breadth of vocabulary knowledge play an important role in EFAL learners' reading comprehension performance, depth of vocabulary knowledge makes a more important contribution. The results further revealed that depth and breadth of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. Then, the findings from the qualitative study based on the data collected through eight focus group discussion participants about the VLS used by grade 11 EFAL learners, highlight that it is important to explore and broaden learners’ vocabulary learning strategic knowledge. Also, results reflect that learners can take control of their own vocabulary learning as long the teachers train and then offer them opportunities to learn and practice the strategies.The qualitative data for this study was analysed using the content analysis method. / Nyakisiso ye e tserwe ka mekgwa ye mentshi ye e hlakantshitsweng lebaka e le go nyakishisha ka karolo yeo polelo ya Sepediya poleloya tlatselletso e ralokang karolo dithutong tsa polelo ya go bala taodiso mphatong wa lesometee (11) polelong go bana kua porofenseng ya Foreistata e bitswang Fezile Dabi, districting (lefapheng) gona mo Aforika Borwa. Gonabjalo dithuto di ipontsha go ikemisetsa go tseba ka bophara le bogolo ba tsebo ka polelo ya sepedi ka seo e leng sona Mphatong wa le sometee (11), polelong ya tlatselletso ya bana ba mphato wa lesometee ka go bala ga taodisho. Go nyakega di nyakisiso ka mekgwa yeo oka e berekisang ke bana ba Mphato wa lesometee polelong ya tlatselletso. Go thuto yeo e tiilego batseakarolo ba masome a mararo (30) ba polelo ya tletselletso e leng bana ba sekolo bao ba kgethilweng ka mokgwa wa dinyakisiso tse di ntshitswego. Go humana palo ya mannete, dihlahlobo tse pedi (2) tseo ditlago go lekanetsa bogolo le bophara ba tsebo ya go bolela le go bala taodisho e filwe batseakarolo kamoka. Go humana maikemisetso a pele (1). Tseo di ikemetsego di bolelwe, le hlahlobo ya polelo ya mantswe eo e lekanyetsago polelo ka bophara e berekishitswe. Seo se ikemetsego e be ele go bala teko ya taodiso ye batseakarolo ba kgopetsweng go bala ditemana le go araba dipotsiso tse mmalwa tseo dikgethilweng. Dipoelo tseo di humanwego gotswa go dipalo tsa tseo ditserweng ka bophara le go bolela ga polelo kapa yona tsebo ya polelo yeo e ralokileng karolo e bohlokwa go polelo ya tlatselletso go baithuti ka go bala taodiso yeo e tsereng karolo ka bophara kapa bogolo ba tsebo ya polelo e dira gore go be bohlokwa gotseyeng karolo. Dipoelo go tswela pele di bontsha bogolo le bophora ka tsebo polelo di ya kopana di ya tsamaisana nang ka tsela ya maleba, Baithuti ba palo ya godimo bao ba nang le tsebo ya polelo yeo e tibileng ka mantswe le bona baya amega. Gotswa go dinyakisiso tseo di fitisisago go humanwe gore dipalopalo go tswa go dihlopa tse sesawi tseo kapa bao batsereng karolo ka mekgwa ya nyakisiso kapa tsebo ya polelo yeo e berekisitswego go bana ba Mphato wa bo lesometee (11) polelong ya tlatselletso e hlagisa gore go bohlokwa gore bogolo ba baithuti bainyakisisetse ka tsebo ya mekgwa ya polelo. Dipoelo di bontsha thuto ya polelo go barutegi bao barutiwago ba filwe monyetla wa go ithuta le go tsea karolo go mekgwa ya go ithuta e fapaneng. / Mokgwa ona o tswakilweng wa ho hlahloba karolo ya puo ya Senyesemane ka ho bala kutlwisiso ya diithuti tsa Sekolo sa Pele sa Puo ea Senyesemane sa Pele (EFAL) seprofinseng sa Free State seterekeng sa Fezile Dabi, Arika Borwa. Phuputso ya morao tjena ke boiteko ba ho bona hore na bophara le botebo ba tsebo wa mantswe di na le sebopeho sa ho bala sekolo sa EFAL, mme ho hlahloba e nngwe ya mefuta ena, ke hore, bophara kapa botebo ba tsebo ya mantswe, e etsa monehelo wa bohlokwa haholwanyane ho bala kutlwisiso. E boetse e leka ho batlisisa mekgwa ya ho ithuta ya mantswe (VLT) e sebediswang ke barutwana ba 11 EFAL. Bakeng sa dipatlisiso tse ngata, barupeluwa ba thuto ba ne ba e-na le diithuti tse mashome a mararo tsa EFAL tse kgethilweng di thehilwe ho sampole e fumanehang. Ho bokella boitsebiso bo nepahetseng, diteko tse pedi tse lekanyang le bophara ba tsebo ya mantswe (Karolo ya A le Section B) mme kutlwisiso ya ho bala e ne e tsamaiswa ho bohle ba barupeluwa. Ho finyella sepheo sa yona 1, mefuta e mmedi e ikemetseng, e leng. Tlhahlobo ya disebediswatsa vocabulary (VLT) e lekanyang tekanyao ya mantswe le Testing (WAT) e lekanyang e tibeleng ya mantswe e sebedisitsweng. Jwale, moelelo o itshetlehile ka ho bala teko ya kutlwisiso eo barupeluwa ba ileng ba koptjoa hore ba bale dipatlisiso le ho araba dipotso tse ngata. Diphello tse fumanweng ha ho hlahlojwa boitsebiso bo bontshiitse hore ho tseba hore boitsebiso bo bongata bo tebileng le bobopeho ba tsebo ya mantswe bo phetha karolo ya bohlokwa haholo. Diphello di ile tsa tswela pele ho senola hore tsebo le tsebo ya tsebo di tsamaisana hantle, ke hore, baithuti ba neng ba e-na le boholo ba di-vocabulary bana le tsebo e tebileng ya mantswe, hape. Jwale dithuto tse tswang thupelong ya boleng bo thehilweng boitsebisong ba dihlopha tse robedi tsa dipuisano tsa dihlopha tsa dipuisano ka sehlopha sa VLS se sebedisitsweng ka dihlopha tsa bo 11 ba EFAL di bontsha hore ke habohlokwa ho hlahloba le ho atolosa tsebo ya diithuti tsa ho ithuta tsebo. Hape, diphello di bontsha hore barupeluwa ba ka nka boikarabelo ba ho ithuta mantswe ha nako e telele matichere a ntse a kwetliswa mme jwale a ba fa menyetla ya ho ithuta le ho sebeisa manqheka. / Language Education, Arts and Culture / D. Phil. (Education)