Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and
language learning in a South African and Western Cape context in order to
address the specific needs of isiXhosa second language learners in local
government.
This study explores the use of communication tasks for vocational language
teaching. It aims at providing a sound theoretical foundation of second language
learning principles that support a task-based approach to language teaching for
specific purposes. The perspectives of a broad range of theories that view the
learner as autonomous and a social individual are regarded. Second language
learning is assumed to rely on some degree of access to Universal Grammar and
an innate ability to acquire language. It is argued that controlled and purposeful
learner-learner interaction provides the learner with the most opportunities to
negotiate meaning and to develop effective communication.
The role of instruction in second language acquisition is explored. A greater
interface between second language acquisition theory and pedagogy is
motivated and classroom research is regarded to form a platform for more open
dialogue between the two fields. The study addresses practical issues regarding
learner participation, error treatment, learning strategies and culture studies. A
discussion of task types, examples of tasks and criteria for task development has
the potential to inform and guide second language teachers and programme
developers.
In order to motivate the use of tasks in second language teaching for specific
purposes, theoretical perspectives of the instructional task are reviewed and the
properties of communication tasks and referential communication tasks are
described. Learning tasks which focus on form and provide learning strategies
and cross-cultural awareness are assumed to playa supportive role in the taskbased
syllabus. Finally, a task-design that addresses the needs of the municipal worker is
presented and provides a framework for developing task-based second language
teaching programmes for local government workers. A range of target tasks are
described and analyzed according to the principles and properties of
communication tasks and possible move-structures and language structures are
listed for consideration for learning tasks. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om huidige teorieë omtrent taal en taalleer in "n
Suid-Afrikaanse en Wes-Kaapse konteks toe te pas ten einde die spesifieke
behoeftes van leerders van isiXhosa tweede taal in plaaslike regeringsinstansies
aan te spreek.
Die studie ondersoek die gebruik van kommunikasie-take in beroepsgerigte
taalonderrig. Dit stel ten doel die daarstelling van "n deeglike fondasie van
beginsels van tweedetaalverwerwing wat "n taakgebasseerde benadering tot
taalonderrig vir spesifieke doelstellings steun. Die perspektiewe van "n wye
verskeidenheid van teorieë wat die leerder as outonoom en as "n sosiale individu
beskou word in ag geneem. Tweedetaalverwerwing word beskou as afhanklik
van "n mate van toegang tot Universele Grammatika en "n aangebore vermoeë
om taal aan te leer. Daar word geredeneer dat beheerde en doelgerigte leerderleerder
interaksie die meeste geleenthede bied vir onderhandeling van betekenis
en die ontwikkeling van effektiewe kommunikasie-vaardighede.
Die rol van onderrig in tweedetaalverwerwing word ondersoek. "n Hegter
interaksie tussen tweedetaalverwerwingsteorie en onderrig word gemotiveer en
klaskamer-navorsing word beskou as "n platform vir meer vrye-dialoog tussen die
twee velde. Die studie spreek praktiese kwessies aan, soos leerder-deelname,
hantering van foute, leerstrategieë en kultuurstudies. "n Bespreking van
taaktipes, voorbeelde van take en kriteria vir taakontwikkeling kan moontlik van
praktiese waarde wees vir tweedetaalonderwysers en programontwikkelaars.
Ten einde die gebruik van take in tweedetaalonderrig vir spesifieke doeleindes te
motiveer, word die teoretiese perspektiewe ten opsigte van die instruksionele
taak hersien en die eienskappe van kommunikasie-take en
verwysingskommunikasie-take beskryf. Leertake wat op vorm fokus en wat leerstrategieë en kruiskulturele bewustheid voorsien, word beskou as
ondersteunend in 'n taakgebaseerde sillabus.
Ten laaste word 'n taakontwerp voorgestel wat die behoeftes van die munisipale
werker aanspreek en wat 'n raamwerk voorsien vir die ontwikkeling van
taakgebaseerde onderrigprogramme vir plaaslike regeringswerkers. 'n Reeks
teikentake word beskryf en geanaliseer volgens die beginsels en eienskappe van
kommunikasie-take en moontlike struktuur-skuiwe en taalstrukture word gelys
om vir leertake oorweeg te word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52853 |
| Date | 03 1900 |
| Creators | Venter, Edith Christina |
| Contributors | Visser, M. W., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 266 p. |
| Rights | Stellenbosch University |
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