Spelling suggestions: "subject:"tradisionele""
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Onderwyseresse se verwagtinge van tweede of addisionele taal graad R-leerders se kommunikasievaardighede in 'n bepaalde geografiese area van Bloemfontein (Afrikaans)Harmse, Ottilie Henriette 16 April 2007 (has links)
Abstract in Afrikaans Onderwyseresse is dikwels onseker oor die wyse waarop hulle tweede of addisionele taal graad R-leerders behoort te onderrig. Gevolglik stel hulle dieselfde kommunikasie-eise en op dieselfde wyse aan tweede taal leerders as aan moedertaalleerders. `n Groot aantal Suid-Afrikaanse graad R-leerders se basiese interaktiewe taalvaardighede in Engels as onderrigtaal, is dikwels nie op peil aan die einde van graad R nie, omdat hulle nie Engels magtig is by toetrede tot graad R nie. Gevolglik kan hierdie leerders se kognitiewe akademiese taalvaardighede nie toereikend ontwikkel in Engels nie en beskik hulle nie aan die einde van graad R oor doeltreffende kommunikasievaardighede vir skool-gereedheid nie. Vir die doel van hierdie studie is daar spesifiek gefokus op graad R-onderwyseresse asook op leerders se kommunikasievaardighede vir skoolgereedheid. `n Transformerend-opeenvolgende ontwerp bestaande uit `n gemengde metodiek van kwalitatiewe en kwantitatiewe benaderings in drie fases is vir die uitvoer van die studie geselekteer. Fase een het bestaan uit `n literatuurstudie, vir fase twee is graad R-onderwyseresse as deelnemers geselekteer en by fase drie is data van fases een en twee met mekaar vergelyk. Data-insameling het deur middel van vraelyste, `n onderhoudskedule vir semi-gestruktureerde onderhoude, en `n skedule vir die fokusgroepbespreking geskied. `n Omvattende ontwikkelingsgebaseerde lys voorvereistes van kommunikasievaardighede (die lys), is in die literatuur vir spraak-taalpatologie geïdentifiseer asook kommunikasievaardighede wat deur die amptelike graad R-kurrikulum geïmpliseer word. Resultate van fase twee het getoon dat graad R-onderwyseresse nie al die kommunikasievaardighede van graad R-leerders in ooreenstemming met die lys vereis het nie. Volgens fase drie se bevindinge het die onderwyseresse meer kommunikasievaardighede van leerders verwag as wat deur die graad R-kurrikulum geïmpliseer word. Die kliniese waarde van die studie is geleë in die feit dat riglyne verskaf word vir interaksie tussen graad R-onderwysers en leerders vir die fasilitering van taalontwikkeling by die leerders. Die navorsingsbevindinge beaam vorige bevindinge dat graad R-onderwysers kan baat by addisionele opleiding oor spraak-taalontwikkeling en kommunikasievaardighede vir skoolgereedheid. Hierdie addisionele opleiding kan gesamentlik volgens die model van samewerkende dienslewering deur die onderwysers en die spraak-taalterapeut beplan word. Die navorsingsresultate kan aangewend word as uitgangspunt vir toekomstige navorsing oor die problematiek wat deur hierdie navorsing geïdentifiseer is. Op grond van die gevolgtrekkings is kliniese implikasies en aanbevelings vir toekomstige navorsing geïdentifiseer. Die data wat tydens die navorsing ingesamel is, word as betekenisvol beskou vir die ontwikkeling van `n aanvullende program vir onderwysers om jong kinders se taalontwikkeling te fasiliteer. / Dissertation (Master of Communication Pathology)--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted
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Refining the understatement penalty in terms of the Tax Administration Act / Johannes Alexander FeuthFeuth, Johannes Alexander January 2013 (has links)
The Tax Administration Act (28 of 2011) (TA Act), which was promulgated on 4 July 2012 and came into effect on 1 October 2012, was enacted with the purpose of aligning all the administrative provisions dealt with under the various sections of the Income Tax Act (58 of 1962) (IT Act) and the Value-Added Tax Act (89 of 1991) (VAT Act) under one piece of legislation. The TA Act (28 of 2011) provides guidance on various matters of tax administration, including a very controversial penalty levying regime. Prior to the TA Act (28 of 2011), section 76 of the IT Act (58 of 1962) and section 60 the VAT Act (89 of 1991) (hereafter referred to as the pre-TA Act (28 of 2011) penalty provisions) dealt with the levying of additional taxes in cases of understated tax returns. Sections 76 and 60 of the respective acts unfortunately did not provide proper guidelines on the assessment and calculation of these additional taxes or on how the levying of these additional taxes could conform to matters of administrative justice. These matters have been included under sections 221 to 223 of the TA Act (28 of 2011) (hereafter referred to as the understatement penalty percentage provisions under the TA Act (28 of 2011)) and have been welcomed by most taxpayers.
This research study focused on the critical evaluation of the understatement penalty percentage provisions under the TA Act (28 of 2011) as well as the provisions which were repealed and replaced by the TA Act (28 of 2011) and which were previously applied in terms of the pre-TA Act (28 of 2011) penalty provisions. A comparison between the latter provisions, the understatement penalty percentage provisions under the TA Act (28 of 2011) and foreign legislation is made with the purpose of addressing how effective and fair the TA Act (28 of 2011) will prove to be. The study also includes brief advice on any possible improvements or practical approaches regarding the understatement penalty percentage provisions under the TA Act (28 of 2011). It is also seen as necessary to evaluate the effectiveness of the regulations promulgated in terms of sections 221 to 223 of the TA Act (28 of 2011), and to identify possible problems with the application and interpretation of the relevant understatement penalty percentage provisions under the TA Act (28 of 2011) by the Commissioner.
A literature review was used to critically analyse and compare various pieces of legislation and precedents, including South African and foreign laws and legislation, with possible practical illustrative examples. The objective with the literature review was to clarify issues such as the fairness of the understatement penalty percentage provisions under the TA Act (28 of 2011) and the pre-TA Act (28 of 2011) penalty provisions. The findings of the research study revealed that the enactment of the understatement penalty percentage provisions under the TA Act (28 of 2011) on 1 October 2012 partially achieves the objective of providing taxpayers with a penalty levying system that is more reasonable and fair in comparison with the pre-TA Act (28 of 2011) penalty provisions. Despite a more favourable outcome achieved by the TA Act (28 of 2011), the research concludes that proper guidance and measures for levying a penalty are still lacking and that the legislation is unfortunately still failing in this regard. Harsh penalty percentages based on certain behavioural criteria that are not defined create the need for obvious improvements. That said, the TA Act (28 of 2011) is still young and creates a basis on which further amendments and improvements can take place. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014
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Refining the understatement penalty in terms of the Tax Administration Act / Johannes Alexander FeuthFeuth, Johannes Alexander January 2013 (has links)
The Tax Administration Act (28 of 2011) (TA Act), which was promulgated on 4 July 2012 and came into effect on 1 October 2012, was enacted with the purpose of aligning all the administrative provisions dealt with under the various sections of the Income Tax Act (58 of 1962) (IT Act) and the Value-Added Tax Act (89 of 1991) (VAT Act) under one piece of legislation. The TA Act (28 of 2011) provides guidance on various matters of tax administration, including a very controversial penalty levying regime. Prior to the TA Act (28 of 2011), section 76 of the IT Act (58 of 1962) and section 60 the VAT Act (89 of 1991) (hereafter referred to as the pre-TA Act (28 of 2011) penalty provisions) dealt with the levying of additional taxes in cases of understated tax returns. Sections 76 and 60 of the respective acts unfortunately did not provide proper guidelines on the assessment and calculation of these additional taxes or on how the levying of these additional taxes could conform to matters of administrative justice. These matters have been included under sections 221 to 223 of the TA Act (28 of 2011) (hereafter referred to as the understatement penalty percentage provisions under the TA Act (28 of 2011)) and have been welcomed by most taxpayers.
This research study focused on the critical evaluation of the understatement penalty percentage provisions under the TA Act (28 of 2011) as well as the provisions which were repealed and replaced by the TA Act (28 of 2011) and which were previously applied in terms of the pre-TA Act (28 of 2011) penalty provisions. A comparison between the latter provisions, the understatement penalty percentage provisions under the TA Act (28 of 2011) and foreign legislation is made with the purpose of addressing how effective and fair the TA Act (28 of 2011) will prove to be. The study also includes brief advice on any possible improvements or practical approaches regarding the understatement penalty percentage provisions under the TA Act (28 of 2011). It is also seen as necessary to evaluate the effectiveness of the regulations promulgated in terms of sections 221 to 223 of the TA Act (28 of 2011), and to identify possible problems with the application and interpretation of the relevant understatement penalty percentage provisions under the TA Act (28 of 2011) by the Commissioner.
A literature review was used to critically analyse and compare various pieces of legislation and precedents, including South African and foreign laws and legislation, with possible practical illustrative examples. The objective with the literature review was to clarify issues such as the fairness of the understatement penalty percentage provisions under the TA Act (28 of 2011) and the pre-TA Act (28 of 2011) penalty provisions. The findings of the research study revealed that the enactment of the understatement penalty percentage provisions under the TA Act (28 of 2011) on 1 October 2012 partially achieves the objective of providing taxpayers with a penalty levying system that is more reasonable and fair in comparison with the pre-TA Act (28 of 2011) penalty provisions. Despite a more favourable outcome achieved by the TA Act (28 of 2011), the research concludes that proper guidance and measures for levying a penalty are still lacking and that the legislation is unfortunately still failing in this regard. Harsh penalty percentages based on certain behavioural criteria that are not defined create the need for obvious improvements. That said, the TA Act (28 of 2011) is still young and creates a basis on which further amendments and improvements can take place. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014
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Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du ToitDu Toit, Christine January 2012 (has links)
Educationists, linguists and other stakeholders are concerned about the effectivity of the level of
teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional
Language are not qualified in the teaching of specifically a foreign language. There is a lot of
uncertainty concerning the difference between the teaching of a home language and additional
language teaching. In order to ensure learners improvement and achievement as well as future use of
Afrikaans Additional Language it is necessary that the teaching of additional languages, especially
Afrikaans must be given appropriate attention.
The purpose if this study was to determine the selection the teachers made regarding teaching and
learning approaches, methods and teaching materials, including the curriculum, textbooks and other
documents, as well as to establish the perceptions of the learners regarding these approaches,
methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda
District through empirical research, and to undertake a literature study to establish a teaching-learning
program framework that can facilitate to the effective implementation of the National Curriculum and
Assessment Policy Statement in all the language skills of Afrikaans Additional Language.
An interpretive research paradigm was used as foundation for this study. A literature study was
undertaken to establish what such a framework should look like with specific attention to language
skills. Qualitative research was undertaken through using multiple case studies where teachers and
learners who were willing to take part were questioned and observed regarding the teaching of
Afrikaans Additional Language as well as the problems they experienced. Documents such as
teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus:
thematic analysis with the use of the computer software program, NVivo 8, where the data was
reduced and thereafter analysed manually by the researcher. The researcher then used a comparative
analysis to compare the different case studies (schools).
The results of this study showed that the implementation of the curriculum was problematic for
teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather
stick to textbooks. The results also indicated that the teachers who did not use the communicative
approach preferred to teach mainly through direct instruction. The communication in the classrooms
was mainly teacher-orientated and the learners got little chance to use the language in interactive
activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help
teachers with the planning of their teaching as well as the implementation of the curriculum that could
result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du ToitDu Toit, Christine January 2012 (has links)
Educationists, linguists and other stakeholders are concerned about the effectivity of the level of
teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional
Language are not qualified in the teaching of specifically a foreign language. There is a lot of
uncertainty concerning the difference between the teaching of a home language and additional
language teaching. In order to ensure learners improvement and achievement as well as future use of
Afrikaans Additional Language it is necessary that the teaching of additional languages, especially
Afrikaans must be given appropriate attention.
The purpose if this study was to determine the selection the teachers made regarding teaching and
learning approaches, methods and teaching materials, including the curriculum, textbooks and other
documents, as well as to establish the perceptions of the learners regarding these approaches,
methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda
District through empirical research, and to undertake a literature study to establish a teaching-learning
program framework that can facilitate to the effective implementation of the National Curriculum and
Assessment Policy Statement in all the language skills of Afrikaans Additional Language.
An interpretive research paradigm was used as foundation for this study. A literature study was
undertaken to establish what such a framework should look like with specific attention to language
skills. Qualitative research was undertaken through using multiple case studies where teachers and
learners who were willing to take part were questioned and observed regarding the teaching of
Afrikaans Additional Language as well as the problems they experienced. Documents such as
teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus:
thematic analysis with the use of the computer software program, NVivo 8, where the data was
reduced and thereafter analysed manually by the researcher. The researcher then used a comparative
analysis to compare the different case studies (schools).
The results of this study showed that the implementation of the curriculum was problematic for
teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather
stick to textbooks. The results also indicated that the teachers who did not use the communicative
approach preferred to teach mainly through direct instruction. The communication in the classrooms
was mainly teacher-orientated and the learners got little chance to use the language in interactive
activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help
teachers with the planning of their teaching as well as the implementation of the curriculum that could
result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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Woordeskataanleer in die onderrig van Afrikaans as addisionele taal (Afrikaans)Phaladi, Tswaledi John 25 September 2008 (has links)
Die verhandeling ondersoek die taalbeheersing van studente wat Afrikaans as tweede addisionele taal neem en meer spesifiek, die woordeskatkennis van die ondersoekgroep, naamlik swart addisioneletaalleerders in die Limpopo-provinsie in Graad 11 en 12. Dit is duidelik dat een van die probleme wat aanleerders het, ‘n gebrekkige woordeskat is. Dit beïnvloed hulle begrip van Afrikaans sowel as hulle produksie (skriftelik en ook mondeling). Een van die redes hiervoor is dat daar nie op ‘n sistematiese manier aandag gegee word aan óf woordeskatverwerwing (of –aanleer) óf die onderrig van woordeskat in die kurrikulum en sillabus nie. Hierdie navorsing se doelwitte is om die stand van die woordeskatkennis van Graad 11- en 12-leerders te bepaal en tweedens om met behulp van insigte oor die aanleer en/of verwerwing van leksikonitems die sukses van bepaalde strategieë te bepaal. Navorsingsvrae is die volgende: Wat is die stand van woordeskatonderrig vandag wêreldwyd? Wat is die stand van woordeskatonderrig in die Suid-Afrikaanse sillabus? Hoe goed is Graad 11 en 12 leerderders se kennis van die Afrikaanse woordeskat? Wat is Graad11- en 12 leerders se houding teenoor Afrikaans? Hoe kan mens hierdie houding(s) verklaar? Watter rol speel (intrinsieke) motivering en houdings teenoor Afrikaans? Watter metodes en tegnieke kan gebruik word om leerders se woordeskat te verbeter? / Dissertation (MA (Afrikaans))--University of Pretoria, 2008. / Afrikaans / unrestricted
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Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schoolsSithole, Zamani Lawrance 02 1900 (has links)
This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)
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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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