Complexity in task-based course design for Sepedi in police interviews
The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.