Complexity in adult task-based language teaching for specific purposes supporting doctor patient conversation in Xhosa

[摘要] The purpose of this study is to apply relevant and up-to-date theories concerninglanguage learning and acquisition to the specific needs of second-language learners ofisiXhosa in the field of health sciences through microanalysis of doctor-patient dialoguesin isiXhosa.This study explores a task-based approach to language learning and teaching thatdiffers from traditionally applied methods. In this approach, the performance of a task isregarded as the key feature in the language-learning process. This is in accordance withthe central aim of the task-based approach to language learning and teaching, which isto transform the prescribed roles of teachers and learners in the classroom context sothat learners move from being passive observers to being actively involved in their ownlearning processes, and teachers become facilitators and not presenters of thelanguage.In an endeavour to exploit the possibilities of tasks in the teaching and learning ofisiXhosa for health sciences needs, this study investigates the various components thatcomprise a task as well as the possible effects that these components may have onlanguage learning and use. The results of the study could then provide teachers ofsecond-language courses with specific notions and strategies, which, when successfullyapplied, could ensure optimal language learning and acquisition for language learners.To expand the study, an analysis is conducted regarding the presence and nature ofcognitive complexity and syntactic complexity in authentic doctor-patient dialogues inisiXhosa. The classification of these conversations will serve to inform the manner inwhich tasks could be sequenced in a task-based language teaching course for second-language learners.

[发布机构] Stellenbosch University