Cognitive and linguistic complexity in an isiZulu task-based computer-assisted language-learning syllabus for health sciences students

[摘要] ENGLISH ABSTRACT: Effective doctor-patient communication is one of the key components entrenched in health sciences curriculum of universities in South Africa. With most patients speaking isiZulu as their mother tongue language, it is imperative that effective healthcare is provided in the patients' language. The inclusion of the teaching of African languages in health sciences programmes is crucial. Whilst efforts are made to improve the status quo of second language (L2) teaching and learning of African languages within South African higher education institutions, the need for research based on scientific and principled theories of second language acquisition (SLA) is still required. This study, therefore investigates an isiZulu task-based syllabus design for doctor-patient communication for health sciences students studying at the University of KwaZulu-Natal, South Africa. The study adopts a multifaceted approach to the teaching of isiZulu L2 that invokes key principles of task-based language learning and teaching (TBLT), language for specific purpose (LSP) and computer-assisted language learning (CALL) related to second language acquisition.The aim of this study is to explore a procedure for a task-based CALL syllabus design based on a design-based approach. To prepare students for the realities in a healthcare context, it was essential that the investigation on syllabus design focused on real authentic communication tasks.Medical students registered for a Bachelor of Medicine and Bachelor of Surgery (MBChB) at the Nelson R Mandela School of Medicine, University of KwaZulu-Natal, South Africa participated in a needs analysis, an essential first step towards the investigation of the design of the task-based CALL syllabus. The purpose of the analysis was to ascertain the proficiency levels of the students, gather information regarding their current knowledge about isiZulu, or lack of knowledge thereof, and digital skills to be learnt and developed to acquire isiZulu skills to conduct a successful doctor-patient consultation.To create an organic learning environment that allows students to learn isiZulu in a real communicative sense, it was necessary to design relevant, locally produced authentic learning material that reflect doctor-patient communication, based on the students' needs analysis. Hence, simulated and authentic doctor-patient interviews were used to create communication target tasks appropriate for healthcare professionals at a basic-intermediate proficiency level of isiZulu. The communication target tasks were used as the unit of analysis for the investigation into syllabus design. Communication tasks were graded and sequenced in terms of their cognitive complexity and linguistic complexity, which was then used to design isiZulu pedagogic tasks for enhancing second language development of students.Insights and perspectives on how to include focus on grammatical form in a communicative way were also considered.The findings of the study indicated that most of the communication target tasks were cognitively complex in terms of Robinson's (2005) Cognition Hypothesis. It also showed that the tasks exemplified high syntactic complexity. Target tasks were simplified by descaling/decomplexifying the target tasks, using Robinson's SSARC Model (2010) to ensure that the pedagogic tasks are more manageable for students to perform.The study is concluded that the design of a task-based CALL syllabus for isiZulu L2 health sciences students is a complex process and the success of such a syllabus design is dependent on several key elements.

[发布机构] Stellenbosch University