Thesis (MEd)--University of Stellenbosch, 1994. / ENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and
Senior Secondary Course was introduced in the Cape· Province. The
overall aim of the syllabus is communicative competence and it
advocates a communicative approach (CA) to teaching English Second
Language. At the inception of the communicative approach most
teachers were i~rnorant of what it comprised and this study
undertook to determine whether teachers understood what
Communicative Language Teaching (CLT) was and if they applied it
in their teaching.
At first the demands of society and how this had influenced
language teaching through the ages was investigated. Communicative
competence was demanded at different stages in history and
it is at these different stages where the CA has its roots. Many
of the principles of the CA, it was discovered, had been applied
by teachers and theorists many centuries ago.
Teachers and theorists who teach language for communication see
language in a different light. Language and its unique properties
are investigated, and with an emphasis · on language as
communication. Different ways of using language to communicate
are investigated and questions like ''Where does meaning reside?
What are the kinds of meaning?" and "How can we control meaning?"
are discussed.
Prior to the introduction of the CA, second language teaching had
been devoted to mastery of structures. However, with the new
insights gained about language and meaning, the focus shifted to
meaning in coherent discourse rather than on discrete forms.
With the shift in focus teachers also had to adjust their teaching
to meet the demands.
At this stage a brief discussion of the CA and the essentials of a
communicative curriculum is provided. The comparison between
traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative
competence. Many practical examples of CLT are explained.
In the empirical study a questionnaire was distributed to the ESL
teachers at thirty schools in the Boland and Northern Suburbs of
Cape Town. The aim of the research was to determine whether ESL
teachers teach communicatively.
The findings of the study were that teachers who were trained
before 1986 and those trained subsequently have a limited view of
the CA. Consequently they cannot apply it to their teaching and
seem to revert to a structural interpretation of the syllabus.
This study then, confirms that teachers do not have a full
understanding of what the CA comprises and consequently teachers
do not teach "communicatively". / AFRIKAANSE OPSOMMING: In 1986 is 'n nuwe Engels Tweede Taal sillabus vir die Junior en
Senior Sekondere Kursus ingestel vir die Kaapprovinsie. Die
oorhoofse doelstelling was kommunikatiewe bevoegdheid en dit
stel voor 'n kommunikatiewe benadering (KB) in die onderrig van
Engels Tweede Taal. Met die bekendstelling van die benadering was
die meeste onderwysers onbewus daarvan
studie onderneem om te bepaal of die
kommunikatiewe taalonderrig behels en
onderrig toegepas het.
en is daar met hierdie
onderwysers verstaan wat
of hulle dit in hulle
Eerstens is die eise van die gemeenskap en hoe
van taal deur die eeue beinvloed het, bestudeer.
bevoegdheid is op verskillende tye deur die
dit die onderrig
Kommunikatiewe
loop van die
geskiedenis vereis en dit is juis aan hierdie verskillende tye wat
die kommunikatiewe benadering sy ontstaan te danke het. Dit is
ontdek dat van die beginsels van die kommunikatiewe benadering al
van vroee tye toegepas is deur onderwysers en teoriste.
Onderwysers en teoriste wat taal onderrig vir kommunikasie sien
taal in 'n ander lig. Taal en die unieke eienskappe daarvan word
ondersoek en taal as kommunikasie word beklemtoon. Verskillende
wyses waarop taal gebruik kan word om te kommunikeer word
ondersoek en vrae soos: "Waar is betekenis gesetel? Wat is die
soorte betekenis?" en "Hoe kan betekenis beheer word?" word
bespreek.
Voor die bekendstelling van die KB is taalonderrig beperk tot die
bemeestering van taal strukture. Helaas, met die nuwe insigte wat
verkry is van taal en betekenis het die klem verskuif na
verb~ndhoudende diskoers eerder as op sinsontleding. Met die
klemverskuiwing moes onderwysers ook hul onderrig aanpas om aan
die eise te voldoen.
'n Bondige bespreking van die kommunikatiewe benadering en die
voorvereistes van 'n kommunikatiewe kurrikulum word gegee. Daar
word ook onderskeid getref tussen tradisionele en kommunikatiewe benaderings. 'n Kommunikatiewe taalonderrig-metodologie word
voorsien en kommunikatiewe bevoegdheid word ook bespreek.
praktiese voorbeelde
verduidelik.
van kommunikatiewe taalonderrig
Baie
word
In die empiriese studie
Engels Tweede Taal in
is 'n vraelys aan die onderwysers van
dertig hoer skole van die Boland en
Noordelike voorstede van Kaapstad gestuur. Die doel van die
studie was om te bepaal of Engels tweede taal onderwysers
kommunikatief onderrig.
Die bevindinge van die studie was dat be ide onderwysers wat voor
1986 opgelei is en daarna, 'n beperkte siening van die
kommunikatiewe benadering het. Gevolglik kan hulle nie die
benadering toepas nie en wil dit voorkom of hulle 'n strukturele
vertolking van die sillabus volg.
Die studie bevestig dus dat onderwysers nie die kommunikatiewe
benadering ten volle verstaan nie en gevolglik kan die onderwysers
nie kommunikatief onderrig nie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/58603 |
| Date | 12 1900 |
| Creators | Van der Merwe, Dawid Johannes |
| Contributors | Ridge, E., Roux, M. L., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 252 p. |
| Rights | Stellenbosch University |
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