Thesis (MA (African languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication
tasks employed in generic communication in isiXhosa on a university campus in South Africa
within the framework of current second language theories of task-based language learning and
teaching, and syllabus design for analysing those tasks, taking into account the needs of
second language learners of isiXhosa in the context of campus communication.
The study aims to explore questions relating to how meaning-based approaches to language
teaching such as Task-based language learning and teaching have contributed to the teaching
and learning of a second language in regard to the performance of the learner. One of the
main aims of the task-based language learning and teaching (TBL and T) approach is to
provide learners with input that are relevant to their everyday life in and outside of the
language learning classroom. The aim is to further provide teachers with theorectical
principles of teaching in order to influence the second language development and
performance of the learner in an optimal manner. Thus the concern of TBL and T is to
promote the motivation of the learner, negotiations of meanings among the learners and
teacher in the classroom and optimal language development. The performance of the learners
are thus positively influenced because they are now in more control of their own learning and
the teacher no longer has to be the only provider of information and interaction to the
language learning classroom.
In order to explore the various possibilities that exist in the designing of tasks for the context
of a university campus in regards to learning isiXhosa as a second language or additional
language, this study investigates several components of tasks relating to cognitive and
linguistic complexity, the effects the manipulation of these components might have on the
language learning and elements and components of designing a syllabus, and how they
influence the teaching and learning of the second language. Furthermore analyses regarding
various complexity properties are conducted on the isiXhosa dialogues in order to determine
criteria for syllabus designers on how tasks can be graded and sequenced within a task-based
language learning and teaching syllabus for second language learners of isiXhosa. / AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van
kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n
universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë
van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van
daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die
konteks van kampus kommunikasie.
Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos
byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede
taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde
benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met
relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog
hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig
sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in
’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig
van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder
sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die
omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge
en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van
sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die
klakamer nie.
Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met
kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente
met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe
hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die
komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die
konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal
of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die
kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus
ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die
taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6531 |
| Date | 03 1900 |
| Creators | Geldenhuys, Catharina Maria |
| 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 | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 255 p. |
| Rights | University of Stellenbosch |
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