Addressing the digital divide : using CALL material to teach grammar to learners of English First Additional Language in classrooms with limited computer and multimedia resources

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dc.contributor.advisor Du Toit, R. O. en_ZA
dc.contributor.author Forbes, Deidre en_ZA
dc.contributor.other Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages en_ZA
dc.date.accessioned 2012-03-14T14:08:01Z en_ZA
dc.date.accessioned 2012-03-30T10:28:47Z
dc.date.available 2012-03-14T14:08:01Z en_ZA
dc.date.available 2012-03-30T10:28:47Z
dc.date.issued 2012-03 en_ZA
dc.identifier.uri http://hdl.handle.net/10019.1/19962
dc.description Thesis (MPhil)--Stellenbosch University, 2012. en_ZA
dc.description.abstract ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. en_ZA
dc.description.abstract AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word. af
dc.format.extent 143 p. : ill.
dc.language.iso en_ZA en_ZA
dc.publisher Stellenbosch : Stellenbosch University en_ZA
dc.subject Digital divide en_ZA
dc.subject Grammar -- Study and teaching en_ZA
dc.subject English -- first additional language -- Study and teaching en_ZA
dc.subject English language teaching -- Computer resources -- South Africa en_ZA
dc.subject Multimedia resources en_ZA
dc.subject Dissertations -- Hypermedia for language learning en_ZA
dc.subject Theses -- Hypermedia for language learning en_ZA
dc.subject Computer assisted language learning (CALL) en_ZA
dc.title Addressing the digital divide : using CALL material to teach grammar to learners of English First Additional Language in classrooms with limited computer and multimedia resources en_ZA
dc.type Thesis
dc.rights.holder Stellenbosch University


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