English is the second language of almost 89,9% of all South
Africans (Bull, 1990:3). A concern about the low levels of
proficiency in English in South African primary schools prompted
this study. The majority of pupils (both in schools that use
English as medium of instruction and schools that offer English
as a subject only), as well as many teachers of English are not
proficient in English. The aim of this study is to design a task-based
syllabus for English in South African primary schools that
will address this problem through its potential to provide
extensive support for the teaching and learning of English.
The syllabus is the single most influential document all English
Second Language (ESL) teachers receive, as it directs and guides
teaching. In order to propose a syllabus for ESL in primary
schools, the following aspects were investigated in this study:
the teaching and learning of ESL in the primary school
approaches to syllabus design, task-based approaches to syllabus
design, current language syllabuses and the present situation in
South African primary schools.
Task-based approaches to language learning are increasingly
proposed as a viable option for syllabus design. There is a firm
theoretical rationale for task-based approaches to language
learning. Task-based models proposed by Prabhu, Breen and Candlin
and Long and Crookes have been influential in the design of task-based
syllabuses for language learning.
A survey was undertaken to ascertain to what extent language
syllabuses from various countries can be regarded as task-based,
and what information they specify. Seven representative task-based
syllabuses were studied, namely Graded Levels of
Achievement for Foreign Language Learning (GLAFLL), the Alabama
Course of Study - English Language Arts and the Alaska Model
Curriculum Guide: Language Arts (both for English as L1), and the
Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the
Australian Language Levels (ALL) Project and the Target
Oriented curriculum (TOC) of Hong Kong.
The Target Oriented Curriculum (TOC) of Hong Kong is regarded as
the most suitable model on which to base a task-based model for
language teaching and learning in South African primary schools.
Not only does it provide firm support for classroom practice in
a teacher-friendly and concise manner, but it also provides
examples of how the various components of the syllabus can be
integrated in the planning of a scheme of work.
A core task-based syllabus for English in South African primary
schools is proposed. It consists of a situation analysis, the
aims and objectives of the course, its content, teaching-learning
opportunities and guidelines for assessment. / Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/10128 |
| Date | January 1997 |
| Creators | De Villiers, Suzette Uvalde |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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