Thesis (MA (African Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa
that characterize lecturer-student conversations in tertiary context as regards
problems of some individual students assuming the Task-based Theory of second
language learning and teaching. The study is motivated by the need that exists for
the development of specific purposes language courses for African languages like
Xhosa in South Africa in the light of the constitutional provision for multilingualism
and the advancement of the African languages. The introduction of multilingualism
and the advancement of the status and use of the African languages are also
specified in the National language policy for Higher Education. In order to commence
on the kind of research on syllabus design required for quality second language
courses for Xhosa within tertiary context the nature of lecturer-student
communication relating to the problems of individual students is investigated in this
study. The study focuses in particular on the issue of task design, i.e. the features
posited by Pica et al (1993) relating to the interactant relationship between the
participants, the interactant requirement (one-way or two-way), the communication
goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one
or several outcome options). The analysis of the Xhosa communication tasks is of
crucial significance for syllabus design, course design and pedagogic task design for
task-based language teaching. / AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake
in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die
probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde
onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die
behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir
Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening
wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale.
Die invoer van veeltaligheid en die bevordering van die status en gebruik van die
Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys.
Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig
kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student
kommunikasie buite die klas, betreffende die probleme van individuele studente
ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van
taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die
deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die
kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een
of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale
belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde
taalonderrig.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/1526 |
| Date | 12 1900 |
| Creators | Mntuyedwa, Vuyokazi Julia |
| Contributors | Visser, M. W., University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of African Languages. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | University of Stellenbosch |
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