Die ontwerp van 'n kursus vir Afrikaans vir spesifieke doeleindes vir eerstejaar-onderwysstudente binne die taakgebaseerde benadering

[摘要] ENGLISH ABSTRACT: The Language Policy for Higher Education (2002) endorses multilingualism and language diversity in tertiary education. The issues relating to multilingualism in tertiary contexts and the design of a vocational language teaching program has not yet been adequately covered in research. Language teaching includes courses for specific purposes for adult learners. This type of teaching for specific purposes has not yet received much attention in Afrikaans second language research. There is currently little or no scientific research on the teaching and learning of Afrikaans as a second language for specific purposes in university context within the framework of the task-based theory. Therefore, this study – to design a vocational language teaching program for education students – was undertaken.Teachers (and education students) should be prepared for effective teaching to be challenged as South Africa is diverse in terms of culture and language, and learners are expected to use language at a high academic level. Linguistic diversity, as found in Western Cape schools, have a direct impact on learners‟ chances of success and education courses should prepare student teachers for teaching in multilingual contexts. Research shows that it is important for the teacher to be able to function in a multilingual context mainly in the foundation and intermediate phases. These are two of the teaching phases that student teachers are trained for in graduate programs. It is important that the education students' language training takes place in such a way that they would be able to function effectively in a multilingual context.The need for further development of Afrikaans as a second language in first-year English-speaking student teachers is especially great since no distinction is made between the two groups – Afrikaans first language speakers and Afrikaans second language speakers – from the second year on. In the second year of undergraduate education courses Afrikaans second language speakers are expected to be able to use Afrikaans at the same level as first language speakers, specifically with the aim of possible teaching in Afrikaans.This study looked at how and to what extent needs analyses contribute to determining the content of a specific purposes course for Afrikaans second language student teachers as they require a unique syllabus due to the fact that the nature of their communication places demands other than that of generic language acquisition. The characteristics of the specific skills that the students need were therefore studied through a needs analysis.Language for specific purposes (LSP) has its own approach to curriculum development and materials design as one of the goals include learning the specific language in limited time. This study will look at how and to what extent the LSP course take students' academic language needs into account. In other words, the principles underlying the design of LSP courses will be studied.The grading and organisation of the content of syllabi often occurred randomly in the past. With the use of needs analyses, the content of the specific purposes syllabi can be specifically determined. By making use of existing research, this study examines the sequencing of content or tasks within a syllabus.

[发布机构] Stellenbosch University