Task-based course design for campus communication in isiXhosa

[摘要] ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communicationtasks employed in generic communication in isiXhosa on a university campus in South Africawithin the framework of current second language theories of task-based language learning andteaching, and syllabus design for analysing those tasks, taking into account the needs ofsecond language learners of isiXhosa in the context of campus communication.The study aims to explore questions relating to how meaning-based approaches to languageteaching such as Task-based language learning and teaching have contributed to the teachingand learning of a second language in regard to the performance of the learner. One of themain aims of the task-based language learning and teaching (TBL and T) approach is toprovide learners with input that are relevant to their everyday life in and outside of thelanguage learning classroom. The aim is to further provide teachers with theorecticalprinciples of teaching in order to influence the second language development andperformance of the learner in an optimal manner. Thus the concern of TBL and T is topromote the motivation of the learner, negotiations of meanings among the learners andteacher in the classroom and optimal language development. The performance of the learnersare thus positively influenced because they are now in more control of their own learning andthe teacher no longer has to be the only provider of information and interaction to thelanguage learning classroom.In order to explore the various possibilities that exist in the designing of tasks for the contextof a university campus in regards to learning isiXhosa as a second language or additionallanguage, this study investigates several components of tasks relating to cognitive andlinguistic complexity, the effects the manipulation of these components might have on thelanguage learning and elements and components of designing a syllabus, and how theyinfluence the teaching and learning of the second language. Furthermore analyses regardingvarious complexity properties are conducted on the isiXhosa dialogues in order to determinecriteria for syllabus designers on how tasks can be graded and sequenced within a task-basedlanguage learning and teaching syllabus for second language learners of isiXhosa.

[发布机构] Stellenbosch University