Die gebruik van humormateriaal in die onderrig van Afrikaans

[摘要] ENGLISH ABSTRACT: This study provides evidence of a qualitative research programme in which humourmaterial was used in a case study as part of an Afrikaans language teaching programme.The primary participants in this programme were teacher education students atStellenbosch University who have chosen Afrikaans as their major teaching subject atsecondary schools. Indirectly, the secondary school learners whom the students had toteach during their teaching practice programme were also participants in the programme.In a literature study, the researcher explores several aspects that influence thereception and creation of humour in the language teaching context. The study focusses onfactors related to the affective experience of learners in the language teaching contextand the effect of humour on the learner's attitude, motivation, autonomy, personality andanxiety. The study also provides a literature review on the differences and similaritiesbetween male and female humour preferences and uses to establish insight in how humourappreciation is affected by gender issues.The way in which humour can influence the classroom atmosphere and forms part ofcultural experience are also discussed. Specific attention is given to the creative processthat can lead to creative writing in order to motivate the teaching programme followedthat lead to the students' writing of parodies. These parody texts form an integral part ofthe data that was generated and analysed in this research.Analysis and interpretation of the parody texts revealed themes of late capitalism,materialism and consumerism, as well as typical student cultural manifestations oflanguage usage and some of their existing attitudes toward the South African society inpost-apartheid, and cross-cultural humour. In addition, the parodies exhibit several formsof creativity - different types of parody, dialogue between codes, examples ofpostmodern metafiction, manifestations of divergent thinking, and play with words andboundaries. It was apparent in the students' choices of teaching material for theirteaching practice - which is part of their professional training programme - that all thecritical and language specific outcomes in different learning areas can be integrated withlanguage teaching by using humour material.Additionally, the study offers an exploration of using the computer in teaching Afrikaansto both home and additional language learners. More specifically, mention is made of acomputer-assisted language learning programme with pictorial humour in teachingAfrikaans as an additional language and a virtual roleplay debate for home languageteaching.Eventually the research is presented as a brico/age. Part of it is written in narrative formin an effort to describe the development of a personal epistemology as part of the studyand the researcher's praxis.

[发布机构] Stellenbosch University