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Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes
Thesis (MA)--University of Stellenbosch, 2002.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613968622682112 |
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| access_status_str | Open Access |
| author | Venter, Edith Christina |
| author2 | Visser, M. W. |
| author_browse | Venter, Edith Christina Visser, M. W. |
| author_facet | Visser, M. W. Venter, Edith Christina |
| author_sort | Venter, Edith Christina |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--University of Stellenbosch, 2002. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/52853 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:34.165Z |
| 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:10019.1/52853 Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes Venter, Edith Christina Visser, M. W. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages. Xhosa language -- Study and teaching Second language acquisition -- Study and teaching Thesis (MA)--University of Stellenbosch, 2002. ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad range of theories that view the learner as autonomous and a social individual are regarded. Second language learning is assumed to rely on some degree of access to Universal Grammar and an innate ability to acquire language. It is argued that controlled and purposeful learner-learner interaction provides the learner with the most opportunities to negotiate meaning and to develop effective communication. The role of instruction in second language acquisition is explored. A greater interface between second language acquisition theory and pedagogy is motivated and classroom research is regarded to form a platform for more open dialogue between the two fields. The study addresses practical issues regarding learner participation, error treatment, learning strategies and culture studies. A discussion of task types, examples of tasks and criteria for task development has the potential to inform and guide second language teachers and programme developers. In order to motivate the use of tasks in second language teaching for specific purposes, theoretical perspectives of the instructional task are reviewed and the properties of communication tasks and referential communication tasks are described. Learning tasks which focus on form and provide learning strategies and cross-cultural awareness are assumed to playa supportive role in the taskbased syllabus. Finally, a task-design that addresses the needs of the municipal worker is presented and provides a framework for developing task-based second language teaching programmes for local government workers. A range of target tasks are described and analyzed according to the principles and properties of communication tasks and possible move-structures and language structures are listed for consideration for learning tasks. AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om huidige teorieë omtrent taal en taalleer in "n Suid-Afrikaanse en Wes-Kaapse konteks toe te pas ten einde die spesifieke behoeftes van leerders van isiXhosa tweede taal in plaaslike regeringsinstansies aan te spreek. Die studie ondersoek die gebruik van kommunikasie-take in beroepsgerigte taalonderrig. Dit stel ten doel die daarstelling van "n deeglike fondasie van beginsels van tweedetaalverwerwing wat "n taakgebasseerde benadering tot taalonderrig vir spesifieke doelstellings steun. Die perspektiewe van "n wye verskeidenheid van teorieë wat die leerder as outonoom en as "n sosiale individu beskou word in ag geneem. Tweedetaalverwerwing word beskou as afhanklik van "n mate van toegang tot Universele Grammatika en "n aangebore vermoeë om taal aan te leer. Daar word geredeneer dat beheerde en doelgerigte leerderleerder interaksie die meeste geleenthede bied vir onderhandeling van betekenis en die ontwikkeling van effektiewe kommunikasie-vaardighede. Die rol van onderrig in tweedetaalverwerwing word ondersoek. "n Hegter interaksie tussen tweedetaalverwerwingsteorie en onderrig word gemotiveer en klaskamer-navorsing word beskou as "n platform vir meer vrye-dialoog tussen die twee velde. Die studie spreek praktiese kwessies aan, soos leerder-deelname, hantering van foute, leerstrategieë en kultuurstudies. "n Bespreking van taaktipes, voorbeelde van take en kriteria vir taakontwikkeling kan moontlik van praktiese waarde wees vir tweedetaalonderwysers en programontwikkelaars. Ten einde die gebruik van take in tweedetaalonderrig vir spesifieke doeleindes te motiveer, word die teoretiese perspektiewe ten opsigte van die instruksionele taak hersien en die eienskappe van kommunikasie-take en verwysingskommunikasie-take beskryf. Leertake wat op vorm fokus en wat leerstrategieë en kruiskulturele bewustheid voorsien, word beskou as ondersteunend in 'n taakgebaseerde sillabus. Ten laaste word 'n taakontwerp voorgestel wat die behoeftes van die munisipale werker aanspreek en wat 'n raamwerk voorsien vir die ontwikkeling van taakgebaseerde onderrigprogramme vir plaaslike regeringswerkers. 'n Reeks teikentake word beskryf en geanaliseer volgens die beginsels en eienskappe van kommunikasie-take en moontlike struktuur-skuiwe en taalstrukture word gelys om vir leertake oorweeg te word. Masters 2012-08-27T11:35:11Z 2012-08-27T11:35:11Z 2002-03 Thesis http://hdl.handle.net/10019.1/52853 en_ZA Stellenbosch University 266 p. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Xhosa language -- Study and teaching Second language acquisition -- Study and teaching Venter, Edith Christina Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title | Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title_full | Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title_fullStr | Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title_full_unstemmed | Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title_short | Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes |
| title_sort | framework for a task based approach to the teaching of xhosa as a second language for local government purposes |
| topic | Xhosa language -- Study and teaching Second language acquisition -- Study and teaching |
| url | http://hdl.handle.net/10019.1/52853 |
| work_keys_str_mv | AT venteredithchristina frameworkforataskbasedapproachtotheteachingofxhosaasasecondlanguageforlocalgovernmentpurposes |