Die gebruik van onderskrifte in die onderrig en leer van Afrikaanse woordeskat en begrip
Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
Die artikel lewer verslag van ’n studie wat onderneem is oor die gebruik van onderskrifte in die onderrig en leer van Afrikaanse woordeskat en begrip met taalverwerwingstudente. Die teoretiese raamwerk van die navorsing is die tweedetaalverwerwingsteorie van Krashen met spesifieke fokus op die inset- en affektiewefilter-hipoteses. Krashen se teorie is reeds in ander soortgelyke studies gebruik (Harji, Woods en Alavi 2010; Donaghy 2014; Rokni en Atæe 2014; Miller 2016). Die Europese Referensiekader (ERK) (Järvinen 2006; Little 2009) is voorts as teoretiese raamwerk gebruik asook teoretiese besinnings oor die gebruik van onderskrifte in die onderrig en leer van nuwe tale – sien byvoorbeeld D’Ydewalle 2002; Sokoli 2006; Zanón 2006; Aurstad 2013; Kruger 2013 en Beauprez 2014. Die deelnemers aan die studie was 15 Afrikaanse Taalverwerwing 178-studente aan die Universiteit Stellenbosch. Hierdie studente is in twee groepe verdeel: ’n kontrolegroep en ’n proefgroep. Die ondersoek na die gebruik van onderskrifte in ’n vreemdetaalklaskamer vir die verwerwing van Afrikaanse woordeskat en begrip is in drie stappe aangebied. Die eerste stap behels die voltooiing van ’n ERK-selfevalueringstabel en ’n agtergrondinligtingsvraelys, waarin die deelnemers se taalvaardigheidsvlak en taalagtergrond asook hulle menings oor onderskrifte bepaal word. Tydens hierdie stap skryf die deelnemers ’n woordeskattoets om die omvang van hulle bestaande Afrikaanse woordeskat te bepaal. Tydens die tweede stap kyk die studente na ’n uittreksel van ongeveer 20 minute uit die film Semi-Soet. Die kontrolegroep kyk die uittreksel sonder onderskrifte, terwyl die proefgroep die uittreksel met onderskrifte kyk. Die deelnemers skryf direk na die vertoning van die uittreksel ’n begripstoets daaroor, sowel as ’n woordeskatherroepingstoets oor die woordeskat wat in stap een getoets is. ’n Addisionele woorddefinisietoets, wat die deelnemers se begrip en woordeskat van Afrikaans toets, word in hierdie stap voltooi. Tydens die derde stap word ’n aangepaste weergawe van die agtergrondinligtingsvraelys en die oorspronklike ERK-selfevalueringstabel aan die studente gegee om sodoende die veranderde menings en taalvaardigheidsvlakke van die studente, na die blootstelling aan onderskrifte, te bepaal. Uit die resultate is daar afgelei dat al die deelnemers aan die studie van mening is dat hul Afrikaanse taalvaardigheidsvlakke tydens die proefneming bevorder is. Die ondersoek se resultate dui daarop dat die vreemdetaalstudente se begrip nie deur die blootstelling aan onderskrifte beïnvloed is nie. Die kontrolegroep presteer in ’n onbeduidende mate beter as die proefgroep. Vreemdetaalstudente se woordeskatontwikkeling is volgens die resultate bevorder nadat hulle aan onderskrifte blootgestel is. Die proefgroep se woordeskatontwikkeling het beduidend meer verbeter as dié van die kontrolegroep.
When teaching a second or foreign language there are numerous methods that can be used to assists students to enhance their learning of and interest in the new language. The use of subtitles is one of those methods. Although subtitles are often utilised as a pedagogic tool in second and foreign language classrooms, these are usually employed for helping students to understand a film they are watching. Given the emphasis on using multimodal teaching for both language teaching and learning, subtitles can be a highly beneficial component of foreign language learning. The advantages of using subtitles in the foreign language classroom include the following: they serve as a motivational tool to acquire a new language through watching a movie; they narrow the gap between the teaching and learning of reading and writing skills of students; they improve students’ understanding of a specific language context; they help students to follow the storyline of the movie; they make the learning of new vocabulary easier; and they improve the pronunciation skills of students (King 2002:513). Talaván (2007) emphasises the following advantages of using subtitles: they can be used in many different instructional settings; the combination of sounds (audio), images (visual) and texts (subtitles) has great value in teaching and learning vocabulary and they are a great source of socio-cultural information. Vanderplank (1988:272–3) is of the opinion that subtitles “have potential value in helping the learning acquisition process by providing learners with the key to massive quantities of authentic and comprehensible language input”. Most foreign language learners initially have little or no vocabulary of the language they are learning, and subtitles in the classroom can be a useful method for acquiring such vocabulary.
When teaching a second or foreign language there are numerous methods that can be used to assists students to enhance their learning of and interest in the new language. The use of subtitles is one of those methods. Although subtitles are often utilised as a pedagogic tool in second and foreign language classrooms, these are usually employed for helping students to understand a film they are watching. Given the emphasis on using multimodal teaching for both language teaching and learning, subtitles can be a highly beneficial component of foreign language learning. The advantages of using subtitles in the foreign language classroom include the following: they serve as a motivational tool to acquire a new language through watching a movie; they narrow the gap between the teaching and learning of reading and writing skills of students; they improve students’ understanding of a specific language context; they help students to follow the storyline of the movie; they make the learning of new vocabulary easier; and they improve the pronunciation skills of students (King 2002:513). Talaván (2007) emphasises the following advantages of using subtitles: they can be used in many different instructional settings; the combination of sounds (audio), images (visual) and texts (subtitles) has great value in teaching and learning vocabulary and they are a great source of socio-cultural information. Vanderplank (1988:272–3) is of the opinion that subtitles “have potential value in helping the learning acquisition process by providing learners with the key to massive quantities of authentic and comprehensible language input”. Most foreign language learners initially have little or no vocabulary of the language they are learning, and subtitles in the classroom can be a useful method for acquiring such vocabulary.
Description
CITATION: Adenforff, E., Binneman, A. & Du Plessis, J.-M. 2017. Die gebruik van onderskrifte in die onderrig en leer van Afrikaanse woordeskat en begrip. LitNet Akademies, 14(3):896-926.
The original publication is available at https://www.litnet.co.za
The original publication is available at https://www.litnet.co.za
Keywords
Afrikaans language -- Vocabulary, Afrikaans language -- Study and teaching -- Foreign speakers
Citation
Adenforff, E., Binneman, A. & Du Plessis, J.-M. 2017. Die gebruik van onderskrifte in die onderrig en leer van Afrikaanse woordeskat en begrip. LitNet Akademies, 14(3):896-926.