Kompleksiteit in taakgebaseerde onderrig en leer van Afrikaans as tweede taal binne universiteitskonteks

[摘要] ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa(2002) requires the teaching and learning of different languages as a second or additionallanguage – also the teaching of Afrikaans for specific purposes to students as adult learners.The teaching of Afrikaans for specific purposes to students as adult learners has notreceived much attention in the South African context, especially research on the learningand teaching of Afrikaans for specific purposes in a university context. This research onAfrikaans as a second language has as framework the theory of Task-Based LanguageLearning and Teaching. The research focuses on issues relating to complexity in task-basedchallenges which await students in a multilingual university context and the way in which atask-based teaching syllabus contributes to these needs and challenges.The main focus of this study is to explore the possibilities of a multiperspective approach tothe analysis of complexity in the design of a task-based syllabus for university students. Theaim of such a multiperspective approach is to research the full spectrum of approacheswhich is available to research task complexity. The adequacy of the different approaches liesin the architecture of the compositionality and combination of the individual researchers'frameworks, which each on its' own has elements of incompleteness regarding thedevelopment of students' interlanguage. There can be argued that the multiperspectiveapproach to complexity in task-based syllabus design is beneficial to task design for anAfrikaans task-based syllabus at university level because each approach promotes thedevelopment of an interlanguage.The central purpose of this study is to investigate the nature and properties ofcommunication tasks employed in generic social and academic communication in Afrikaanson a university campus in South Africa within the framework of task-based language learningand teaching, as well as syllabus design. This study analyses the communication tasks inaccordance with the needs of second language learners of Afrikaans in the context ofcampus communication. For the purpose of the research, a needs analysis was conductedthrough the use of a questionnaire and interviews with university students. This needsanalysis shows that students whose first language is not Afrikaans, have the need to acquirecommunicative skills in Afrikaans to communicate effectively with fellow students andlecturers at the university. As a result of the needs analysis ten student-student-dialoguesand ten student-lecturer-dialogues were constructed to simulate campus communication.The study researches the various cognitive and linguistic taskelements.The purpose of thisresearch is to to examine the cognitive and structural properties in a task design whichaddress the communication needs of students and lecturers for learning generic Afrikaansfor communicating on campus. A framework for the analysis of complexity in thedevelopment of a task-based syllabus for a teaching and learning program for the teachingand learning of Afrikaans as a second language in the multilingual university context of aSouth African university campus will be proposed. The study examines the differentcomponents of tasks and the components of designing a syllabus, and how they influencethe teaching and learning of the second language. This study analyses various complexityproperties of the twenty Afrikaans dialogues in order to determine criteria for syllabusdesigners on how tasks can be graded and sequenced within a task-based languagelearning and teaching syllabus for second language learners of Afrikaans.

[发布机构] Stellenbosch University