Die gebruik van humormateriaal in die onderrig van Afrikaans

Kruger, Estelle (2006-12)

Thesis (PhD) -- University of Stellenbosch, 2006.

Thesis

ENGLISH ABSTRACT: This study provides evidence of a qualitative research programme in which humour material was used in a case study as part of an Afrikaans language teaching programme. The primary participants in this programme were teacher education students at Stellenbosch University who have chosen Afrikaans as their major teaching subject at secondary schools. Indirectly, the secondary school learners whom the students had to teach during their teaching practice programme were also participants in the programme. In a literature study, the researcher explores several aspects that influence the reception and creation of humour in the language teaching context. The study focusses on factors related to the affective experience of learners in the language teaching context and the effect of humour on the learner's attitude, motivation, autonomy, personality and anxiety. The study also provides a literature review on the differences and similarities between male and female humour preferences and uses to establish insight in how humour appreciation is affected by gender issues. The way in which humour can influence the classroom atmosphere and forms part of cultural experience are also discussed. Specific attention is given to the creative process that can lead to creative writing in order to motivate the teaching programme followed that lead to the students' writing of parodies. These parody texts form an integral part of the data that was generated and analysed in this research. Analysis and interpretation of the parody texts revealed themes of late capitalism, materialism and consumerism, as well as typical student cultural manifestations of language usage and some of their existing attitudes toward the South African society in post-apartheid, and cross-cultural humour. In addition, the parodies exhibit several forms of creativity - different types of parody, dialogue between codes, examples of postmodern metafiction, manifestations of divergent thinking, and play with words and boundaries. It was apparent in the students' choices of teaching material for their teaching practice - which is part of their professional training programme - that all the critical and language specific outcomes in different learning areas can be integrated with language teaching by using humour material. Additionally, the study offers an exploration of using the computer in teaching Afrikaans to both home and additional language learners. More specifically, mention is made of a computer-assisted language learning programme with pictorial humour in teaching Afrikaans as an additional language and a virtual roleplay debate for home language teaching. Eventually the research is presented as a brico/age. Part of it is written in narrative form in an effort to describe the development of a personal epistemology as part of the study and the researcher's praxis.

AFRIKAANSE OPSOMMING: Hierdie studie is 'n kwalitatiewe ondersoek no die gebruik van humormateriaal in die onderrig van Afrikaans. Die primere deelnemers in die navorsingsprogram was 'n groep onderwysstudente aan die Universiteit Stellenbosch wot Afrikaans as hoofvak gekies het om in sekondere skole te onderrig. Indirek was die leerders wot hierdie studente onderrig het by die sekondere skole waar hulle hul praktiese skoolbesoeke gedoen het, ook deelnemers in die navorsingsprogram. Die proefskrif bied 'n literatuurstudie oor verskeie aspekte wot tot die waardering en skep van humormateriaal in die onderrigkonteks bydra. Die studie konsentreer spesifiek op faktore wot onderwysstudente (en leerders) se affektiewe belewenis in die taalonderrigkonteks beinvloed en die rol wot humor daarin speel. Die studie bied ook 'n literatuuroorsig oor die verskille en ooreenkomste tussen vroulike en manlike humorvoorkeure en -gebruike. In die beskrywing van die genoemde taalonderrigsituasie bespreek die navorser hoe humor die klaskameratmosfeer kan beinvloed. Humor as kulturele en kreatiewe uiting word ook bespreek, sowel as dot door 'n spesifieke proses is wot tot kreatiewe skryf kan lei. Die faktore wot die teikengroep se skryf van parodiee beinvloed het, vorm 'n belangrike deel van die data wot as deel van 'n kwalitatiewe gevallestudie ingesamel en ontleed is. In die ontleding van die data word die kulturele temas wot in die onderwysstudente se parodiee gevind is, bespreek, naamlik die invloed van massamedia en 'n verbruikersamelewing, studentekultuur, die Suid-Afrikaanse samelewing in post-apartheid, heteroglossia en kruiskulturele humor. Verder word die verskillende vorme van kreatiwiteit wot in die parodietekste gemanifesteer het, bespreek, naamlik die verwante vorme van parodiee, die dialoog tussen kodes, voorbeelde van postmoderne metafiksie, die manifestasies van divergente denke, en spel met woorde en grense. Die studente se keuses van onderrigmateriaal vir hul daaropvolgende skoolbesoekprogramme toon dot al die kritieke en taalspesifieke uitkomste in verskillende tekste en leerareas met humor in taalonderrig geintegreer kan word. Daar word verder in die studie gepoog om aan te toon dot humormateriaal deur middel van die rekenaar vir sowel addisioneletaal- as huistaalleerders van Afrikaans in taalonderrig gebruik kan word. Daar word spesifiek melding gemaak van 'n rekenaarondersteunde taalonderrigprogram met pikturale humor vir addisioneletaal-onderrig en 'n virtuele rolspeldebat vir huistaalonderrig. Uiteindelik word die navorsing in die vorm van 'n brico/age aangebied: twee van die hoofstukke is in narratiewe vorm geskryf in 'n paging om die navorser se ontwikkeling van 'n persoonlike epistemologie en praxis tydens die skryf van die proefskrif te verwoord.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/50599
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