Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is
becoming increasingly important for learners to be able to master the English language,
including English grammatical structures; not only to do well at their internal and
external school examinations, but also to communicate effectively in a progressively
anglicised educational, occupational and commercial society. Educators of English First
Additional Language (FAL) often have to augment existing textbook material, especially
in the field of grammar teaching and learning, as many of the more recent textbook
publications do not make sufficient provision for the communicative teaching and
learning of grammatical structures. One way in which textbook material could be
augmented would be to develop interactive multimedia learning material for the teaching
of grammar. However, many South African English FAL classrooms are underresourced
in terms of computers and other technological tools needed to use such
interactive computer assisted language learning (CALL) material. The learners being
taught in these technologically barren classrooms may fall far behind their peers in
terms of exposure to interactive educational technology, i.e. they may become victims of
the digital divide.
The objective of this study was to investigate whether the digital divide could be
addressed with the development and use of computer assisted language learning
material that makes provision for learner interactivity and could be used in classrooms
with minimal access to technological tools. To determine the attitudes of educators with
regard to grammar instruction in general, as well as the use of technology in the
teaching and learning of grammar and the general accessibility of technology in English
FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools
situated in low-income communities in the Western and Northern Cape were asked to
complete a questionnaire. The results of this survey were used to ascertain what kind
of multimedia learning material would be suitable for use in technologically challenged
English FAL classrooms. As part of this study, exemplar material has been developed
to make a recommendation regarding the type of multimedia material that could be used
in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig
word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die
grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle
interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n
toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders
van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande
handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende
voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture
nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe
multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse
klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese
materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde
leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak
toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer
bevoorregte tydgenote.
Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding
aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde
leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan
word in klaskamers met minimale toegang tot tegnologie. Om die houdings van
opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik
van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid
van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege
plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en
Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik
om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in
tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is
voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal
wat onder hierdie omstandighede gebruik sou kon word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/19962 |
| Date | 03 1900 |
| Creators | Forbes, Deidre |
| Contributors | Du Toit, R. O., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 143 p. : ill. |
| Rights | Stellenbosch University |
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