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Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level
Thesis (MA)--Stellenbosch University, 2000.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613883572682752 |
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| access_status_str | Open Access |
| author | Mazwi, Ntombomzi Rose-May |
| author2 | Visser, M. W. |
| author_browse | Mazwi, Ntombomzi Rose-May Visser, M. W. |
| author_facet | Visser, M. W. Mazwi, Ntombomzi Rose-May |
| author_sort | Mazwi, Ntombomzi Rose-May |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--Stellenbosch University, 2000. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/51660 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:13.574Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/51660 Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level Mazwi, Ntombomzi Rose-May Visser, M. W. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages. Xhosa language -- Study and teaching -- Foreign speakers Xhosa language -- Spoken Xhosa Xhosa language -- Study and teaching (Higher) Thesis (MA)--Stellenbosch University, 2000. ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects. AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte. Masters 2012-08-27T11:34:37Z 2012-08-27T11:34:37Z 2000-03 Thesis http://hdl.handle.net/10019.1/51660 en_ZA Stellenbosch University 195 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Xhosa language -- Study and teaching -- Foreign speakers Xhosa language -- Spoken Xhosa Xhosa language -- Study and teaching (Higher) Mazwi, Ntombomzi Rose-May Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title | Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title_full | Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title_fullStr | Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title_full_unstemmed | Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title_short | Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level |
| title_sort | complexity accuracy and fluency in task based instruction for xhosa second language at tertiary level |
| topic | Xhosa language -- Study and teaching -- Foreign speakers Xhosa language -- Spoken Xhosa Xhosa language -- Study and teaching (Higher) |
| url | http://hdl.handle.net/10019.1/51660 |
| work_keys_str_mv | AT mazwintombomzirosemay complexityaccuracyandfluencyintaskbasedinstructionforxhosasecondlanguageattertiarylevel |