Faculty of Arts and Social Sciences

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'n Aanleerderwoordeboek vir nultaalsprekers in ŉ Afrikaanse taalverwerwingskursus op universiteitsvlak
(Stellenbosch : Stellenbosch University, 2015-12) Claassen, Dané; Gouws, R. H.; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Spcial Sciences. Dept. of Afrikaans and Dutch.
AFRIKAANSE OPSOMMING: ’n Groot hoeveelheid navorsing is die afgelope paar dekades gedoen oor aanleerderwoordeboeke as tipologiese woordeboekonderafdeling. Ondanks al hierdie navorsing is die rol van aanleerderwoordeboeke in tersiêre taalleer met nultaalsprekers as teikengroep nog nie naastenby na behore ondersoek nie. Navorsing toon dat ’n goed gekose woordeboek, naas die opvoedkundige, ’n belangrike hulpmiddel is om die taalverwerwingsproses te verryk. Daar bestaan tans nie ’n eentalige of tweetalige aanleerderwoordeboek wat spesifiek gerig is op nultaalsprekers wat Afrikaans op tersiêre vlak aanleer nie. Taalverwerwingsdosente en taalfasiliteerders moet dus die gaping ten beste probeer vul deur woordeboeke soos Pharos se Aanleerderswoordeboek vir skole/Learner’s dictionary for schools en Longman-HAT se Afrikaans Dictionary and Grammar for English speakers vir hierdie aanleerders voor te skryf. Die hoofdoelwitte van hierdie studie kan soos volg opgesom word: om die mate te meet waarin hierdie “kompenserende” woordeboeke die leksikografiese behoeftes van nultaalsprekers op tersiêre vlak bevredig, om terugvoer van die teikengebruikers self te kry en om voorstelle te maak vir die moontlike samestelling van ’n aanleerderwoordeboek vir nultaalsprekers wat Afrikaans as derde of verdere taal op universiteitsvlak aanleer. Die studie is aanvanklik uitgevoer met die Funksieteorie as uitgangspunt, maar ook later gekombineer met die Algemene Teorie van Leksikografie, byvoorbeeld Wiegand (1998), as raamwerk. Taalverwerwingskursusse verskil van universiteit tot universiteit en dus is slegs die algemene en belangrikste leksikografiese behoeftes van hierdie nultaalsprekers bepaal. Die rede vir die analisering van hierdie spesifieke twee woordeboeke is omdat dit onderskeidelik voorgeskryf word by die Universiteit van Stellenbosch en die Nelson Mandela Metropolitaanse Universiteit. Die mate waarin ’n spesifieke woordeboek voldoen aan die bevrediging van ’n sekere teikengroep se leksikografiese behoeftes word nie slegs deur die leksikograaf bepaal nie, maar ook deur die teikengebruiker. Die huidige woordeboekkultuur is vasgestel deur die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKAV), wat tans in die Suid-Afrikaanse skoolsisteem gevolg word, onder die vergrootglas te bring. Op grond hiervan word voorstelle vir formele woordeboekonderrig op universiteitsvlak gemaak, wat beide algemene en spesifieke woordeboekonderrig insluit.
Filmverwerking as interpretasie : die verwerkingsproses van roman na film met verwysing na Marlene van Niekerk se Triomf en Michael Raeburn se Triomf
(Stellenbosch : Stellenbosch University, 2016-12) Van Dyk, Adean; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: In this study the way in which a film adaptation adapts and interprets the literary novel it is based on in order to create a new story in the film medium is investigated. Not only does this ascertain the possible ways in which the novel is adapted to the film text, but it makes use of alternative methods of studying film adaptation than fidelity criticism, which is prejudice in favour of the novel as the film adaptation is regarded as a text secondary to that of the literary novel. The goal text is therefore regarded as the source text’s equal. A recent Afrikaans literary novel is compared to its film adaptation to determine how the adaptation interpreted and adapted the novel for the film medium. The texts studied are Triomf by Marlene van Niekerk (1994) and Michael Raeburn’s film adaptation thereof, Triomf (2008). Even though the novel and film are both narrative media with many narrative elements in common, the change in medium means that the adaptation cannot be faithful to the novel. Contemporary researchers argue that it is not the goal of an adaption to simply retell the novel’s story in the film medium, but rather to interpret it and adapt it to the unique properties of the film medium. Fidelity to the goal text is hereby accomplished. By so doing, the film adaptation produces a filmic retelling of the novel’s story, which can be regarded as an original story and functions independently from it source text. To produce a successful film adaptation of the novel the adapter must analyse and interpret the novel in terms of both literary and filmic elements. Knowledge of literature and film studies are therefore required. An overview of adaptation studies – the field of study of film adaptations – will be an asset to the adaptor as it provides insight to how film adaptations are studied and evaluated. The study of a film adaptation is thus not solely based on its relationship with its source text, but with how it interprets this text and adapts it for the film medium. Innovative arguments in adaptation studies concerning the comparison between the novel and its film adaptation are combined to study the gaps between the two texts: The manner in which the film adaptation changes the original story, adds to it, or takes away from it gives insight as to how the adaptation interprets the novel. Furthermore, the way in which the original story is adapted to fit the film medium’s unique properties is evident of the deliberate interpretation thereof. Finally, the way in which Raeburn’s film adaptation interprets Van Niekerk’s novel is discussed and if this interpretation can be regarded as an original story which can function independently from its source text. This study does not judge whether Raeburn’s interpretation is successful.
Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente
(Stellenbosch : Stellenbosch University, 2017-03) Sass, Jaydey; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study investigates the use of music as pedagogical aid for the learning of Afrikaans emotive vocabulary and pronunciation by first year university students that are foreign language students of Afrikaans. The use of music in the language class as pedagogical aid, mainly for the teaching of vocabulary and for listening tests, has been used for decades. The instruction and learning of vocabulary and pronunciation should form the basis of language courses. However, this is not the case in practice. Pronunciation is especially neglected in the classroom. Suitable music with lyrics provides suitable examples of vocabulary and pronunciation in a natural context. The repetitive and relaxing nature of music should be able to play a role in the learning of vocabulary and pronunciation. The following theoretical frameworks form the background of the vocabulary and pronunciation intervention executed in this study: the task based theoretical approach (Ellis, 2003 & Nunan, 2004); the second language acquisition theory (Krashen, 1982) specifically the input hypothesis and the affective filter hypothesis; the adaptive control of thought-rational (Anderson, 1983 and 1993), the input processing model (VanPatten, 1996) and the multidimensional memory model (Baddeley, 2000a). This study uses a mixed methodology to investigate the effect of music with lyrics on the learning of emotive vocabulary and pronunciation. The qualitative and quantitative research are carried out through participatory action research and case study research frameworks. The instruments used to gather data in this study are one pre-test, one post-test, one self-evaluation questionnaire, one questionnaire before the intervention, one questionnaire after the intervention, four tasks and lessons, one reading, three songs and their lyrics. The data collected through the research instruments is used to investigate possible links between different phenomena of participants’ vocabulary and pronunciation. It further serves as the basis for the construction of participant profiles for the case studies. The participants are divided into two groups: an experimental group and a control group. There are seven participants in the experimental group and five participants in the control group. The participants of both groups receive four lessons over the duration of four weeks and have to complete four tasks. The two groups’ instructions differ only with the use of music in the pre-task. During the pre-task the experimental group listens to music and read the lyrics on paper, while the control group does not. The main findings of the study show that the experimental group outperforms the control group in the learning of pronunciation while, the control group outperforms the experimental group in the vocabulary intervention.
Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering
(Stellenbosch : Stellenbosch University, 2016-03) Rothmann, Annelaura; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Please refer to full text for abstract.
Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente
(Stellenbosch : Stellenbosch University, 2020-03) Genis, Petronella Facqueline; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Gamification in education is to a certain extend still controversial, because many educators are uncertain about what it entails and whether it is creditworthy in pedagogy (child-focused teaching) and andragogy (adult-focused teaching). This thesis investigates the credibility of gamification as a tool in teaching vocabulary in a task-based teaching program for Afrikaans Language Acquisition students at the University of Namibia. For this research on the use of games in a language acquisition class I firstly undertook a literature review on the affective filter hypothesis, academic boredom and the task-based approach. Larsen-Freeman and Anderson (2011) builds on the affective filter hypothesis of Krashen (1982) when they say that a low affective filter, low anxiety and an atmosphere that builds self-confidence is a condition for language acquisition. Csikszentmihalyi’s (1990) flow theory explains that a good balance between the level of challenge and the level of skill is necessary for flow in which optimal learning takes place. Any unbalanced measure of these two levels will lead to either anxiety (when the challenge is too high) of boredom (when the challenge is too low). Gamification is one possible way to establish flow. The emperical research consists of a qualitative and quantitative study. The instruments which were used in the practical investigation, includes various questionnaires, one for lecturers teaching language acquisition, a reflective questionnaire for both the experimental as well as the control group, and five pre-tests and post-tests, involving vocabulary knowledge as well as questions on their emotional state. Four lecturers completed the questionnaire leading to the conclusion that gamification is a useful tool in language acquisition. The participating students were divided into two groups of respectively eight in the control group and ten in the experimental group. Both groups attended five classes on vocabulary of five themes. The lessons were similar, except for the task phase of the experimental group that was gamified which means that five language games were used. The main conclusion that was made, was that the experimental group’s vocabulary increased with 14% more than that of the control group. Both groups reacted positively on the task-based approach that was taken.
’n Genregebaseerde benadering tot die ontwikkeling van skryfvaardighede in Afrikaans as tweede taal op universiteitsvlak
(Stellenbosch : Stellenbosch University, 2018-03) Binneman, Arne; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Degree programs offered by universities prepare students for their target professions. The preparation includes enabling students to effectively cope with the texts that form part of their target contexts. It often happens that students first need to be prepared to function effectively within the university context even before they can be prepared for their target professions. Within the South African context, students who are second language speakers of Afrikaans often come from parts of South Africa where Afrikaans is the minority language. Therefore, the classroom in which they receive their school education is at times not fully equipped with sufficient Afrikaans input. When these students arrive at an Afrikaans university, they are in a more difficult situation than their classmates who are native speakers and who have sufficient access to appropriate Afrikaans inputs. In this dissertation, I propose the genre-based approach from the systemic functional linguistic perspective for the development of writing skills in Afrikaans as a second language. Three research questions are examined. Firstly, research has been conducted into the nature and characteristics of texts from the response genre, which form part of an Afrikaans as a second language writing course. The second aspect researched is how the analysis of the latter texts can be used in an Afrikaans language acquisition module to develop second language writing skills. Thirdly, the concept of affordances was involved in order to identify language affordances within the context of a course for Afrikaans as a second language. Regarding the methodology, model texts from the response genre are analysed using a custom genre-analytical questionnaire (based on the functional language model) as well as by textual analysis. Each of the texts are analysed with reference to the context, the ideational meta function, the interpersonal meta function and the textual meta function. The genre-analytical questionnaire – updated from Paltridge (2001) – is adapted to focus on each of the latter aspects. The questionnaire is supplemented by a textual analysis focusing on, inter alia, the nature of the sentences and the types of processes present. Conclusions on the nature of each of the subgenres of responses (reviews, character analyses and thematic interpretations) are made following the genre analyses. I argue that the deductions from the genre-analytical questionnaire as well as the textual analyses can be adapted for use in the second language classroom for development of second language writing skills. Thus, the genre-analytical questionnaire has been further adapted to serve as a practical classroom worksheet. Another argument presented in this dissertation is that the teaching and learning cycle (the practical application of the genre-based approach) allows space for lecturers to assist students in the awareness of language affordances. The assumption that awareness of language affordances leads to higher motivation with regard to the development of writing skills is examined in the dissertation. I find that multilingual students potentially possess more affordances and that lecturers can facilitate students with regard to goal setting for writing skills development. I also find that students need to be made aware of the usability and relevance of all classroom activities, and that sufficient opportunity should be given to second language students to practice and develop their skills. The research undertaken for this dissertation is of the first in which the systemic functional linguistic view of the genre-based approach is applied to Afrikaans as a second language. Furthermore, this study links the three research areas of the genre-based approach, second language writing skills and affordances – something that has not been done before in the field of Afrikaans as a second language.
Die ontwerp van 'n kursus vir Afrikaans vir spesifieke doeleindes vir eerstejaar-onderwysstudente binne die taakgebaseerde benadering
(Stellenbosch : Stellenbosch University, 2014-04) Greyling, Arne; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: The Language Policy for Higher Education (2002) endorses multilingualism and language diversity in tertiary education. The issues relating to multilingualism in tertiary contexts and the design of a vocational language teaching program has not yet been adequately covered in research. Language teaching includes courses for specific purposes for adult learners. This type of teaching for specific purposes has not yet received much attention in Afrikaans second language research. There is currently little or no scientific research on the teaching and learning of Afrikaans as a second language for specific purposes in university context within the framework of the task-based theory. Therefore, this study – to design a vocational language teaching program for education students – was undertaken. Teachers (and education students) should be prepared for effective teaching to be challenged as South Africa is diverse in terms of culture and language, and learners are expected to use language at a high academic level. Linguistic diversity, as found in Western Cape schools, have a direct impact on learners‟ chances of success and education courses should prepare student teachers for teaching in multilingual contexts. Research shows that it is important for the teacher to be able to function in a multilingual context mainly in the foundation and intermediate phases. These are two of the teaching phases that student teachers are trained for in graduate programs. It is important that the education students' language training takes place in such a way that they would be able to function effectively in a multilingual context. The need for further development of Afrikaans as a second language in first-year English-speaking student teachers is especially great since no distinction is made between the two groups – Afrikaans first language speakers and Afrikaans second language speakers – from the second year on. In the second year of undergraduate education courses Afrikaans second language speakers are expected to be able to use Afrikaans at the same level as first language speakers, specifically with the aim of possible teaching in Afrikaans. This study looked at how and to what extent needs analyses contribute to determining the content of a specific purposes course for Afrikaans second language student teachers as they require a unique syllabus due to the fact that the nature of their communication places demands other than that of generic language acquisition. The characteristics of the specific skills that the students need were therefore studied through a needs analysis. Language for specific purposes (LSP) has its own approach to curriculum development and materials design as one of the goals include learning the specific language in limited time. This study will look at how and to what extent the LSP course take students' academic language needs into account. In other words, the principles underlying the design of LSP courses will be studied. The grading and organisation of the content of syllabi often occurred randomly in the past. With the use of needs analyses, the content of the specific purposes syllabi can be specifically determined. By making use of existing research, this study examines the sequencing of content or tasks within a syllabus.
Riglyne vir die ontwerp van 'n Afrikaanse tweedetaalsillabus op universiteitsvlak
(Stellenbosch : Stellenbosch University, 2021-03) Cronje, Danielle; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: The use of Afrikaans as a language of instruction atSouth African universities is declining every year. Various Afrikaans departments in South Africa still offer modules and/or short courses for non-mother tongue speakers of Afrikaans, but there is still a decrease in the number of students doing Afrikaans modules. The problem, however, is that there are no guidelines in place according to which Afrikaans Language Acquisition courses are designed. Lecturers are often uncertain about what they should teach about Afrikaans,and each student's expectations differ. I therefore start the study by asking the following main research question: What would a general teaching model for an Afrikaans Language Acquisition course look like? Furthermore, I also identify sub-research questions, namely: What approaches are there according to which Language Acquisition syllabi can be designed? Which of these approaches are suitable for an Afrikaans Language Acquisition course? Which factors must be considered when compiling guidelines for a syllabus for a general Language Acquisition course? And finally, why is it necessary to have guidelines in place for the syllabus of an Afrikaans Language Acquisition course? Each of the research questions is answered throughout the study. The study is introduced in chapter 2 and chapter 3 by an investigation of different approaches towards syllabus design, as described by several authors –Karl Krahnke (1987), David Nunan(1988 and 2010), Diane Larsen-Freeman and Marti Anderson (2011), Elbie Adendorff (2012a and 2012b)and Jack Richards and Theodore Rodgers (2017)–where all the positive as well as negative aspects of each of the approaches are given. Chapter 4 serves as the methodology for the model where various factors that influence the model, are described. Factors include the role of the student and the role of the lecturer, as well as the role that resources play in designing a language acquisition course. This serves as the foundation for the model. Chapter 5, comprising the model, answers the main research question.The aim of the study is to conduct a thorough investigation into which syllabus design approach would be best suited for an Afrikaans Language Acquisition course. The approach/es is/are then used to create a guideline for a model for an Afrikaans Language Acquisition course at university level. Emphasis is placed on the academic skills, while each of the four main learning outcomes, viz. writing, reading, listening,and speaking, is dealt within detail in the model. The study focuses on the compilation of a generic model that can serve as a guideline according to which lecturers can compile a general language acquisition syllabus for Afrikaans as a Second Language at university. The study stems from research conducted by Adendorff (2012a) and Greyling (2014) and provides an innovative contribution to the offering of Language Acquisition courses. Although the thesis focuses on Afrikaans Language Acquisition, the guidelines for syllabus design can also be applied to other languages.
'n Taakgebaseerde benadering tot die aanleer van Afrikaans vir gehoorgestremde studente
(Stellenbosch : Stellenbosch University, 2020-03) Terblanche, Marthie Isabelle; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Due to changes in basic education regulations, inclusive teaching and learning has moved to the forefront of research. This combined with the efforts made by universities to promote inclusive education has led to language lecturers and tutors having a variety of students with disabilities (including physical disabilities, visual and hearing disabilities as well as severe dyslexia and other learning deficits). This study examines the relevance of the task-based approach to Afrikaans second language teaching for deaf students. The design of task-based activities for hearing impaired students can prove challenging for language teachers and linguists. One such challenge is the lack of academic research on the matter in the language acquisition field. There is also a lack of research on Afrikaans language acquisition and deafness. A further challenge for language teachers is the wide variety of physical and psychological factors they have to take into account when teaching deaf students. The lack of relevant theoretical research combined with the sensitive nature of the research requires a thorough study of the relevance of inclusive language teaching for deaf students. The aim is thus to create task-based activities that are suitable for deaf and hearing students studying Afrikaans as a second language at tertiary institutions in South Africa. The research question is as follows: How can task-based activities be adapted around the needs of deaf language learners in mainstream educational settings? The study aims at providing a well-rounded and thorough overview of language acquisition for deaf language learners. In addition to the chapters that focus specifically on theoretical research on language acquisition and the task-based approach, I also discuss language learning theories and deaf language learning. The study focuses primarily on the practical design of task-based activities that can be use by language teachers in Afrikaans second language classes where there are both hearing and deaf students. I furthermore did an empirical study when I worked with the deaf students learning Afrikaans as a second language at the University of Stellenbosch. The aim of the practical research was to try to collect data on classroom strategies and their relevance to the teaching of deaf students. Lastly, I discuss the relevance of an adaptive approach to language acquisition as well as possible curriculum and classroom changes.
'n Taakgebaseerde rekenaargesteunde leer- en onderrigprogram vir sosiale Afrikaans vir nie-Afrikaanssprekende internasionale studente aan die Universiteit Stellenbosch
(Stellenbosch : Stellenbosch University, 2017-03) Beukes, Vernita; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept of Afrikaans and Dutch.
ENGLISH ABSTRACT: The role of technology, specifically the computer, in the learning and teaching of languages cannot be underestimated in today’s modern society. It has become a growing field of research in language acquisition and specifically in Afrikaans language acquisition. My work as a member of staff of the Language Centre at Stellenbosch University is to offer Afrikaans language acquisition courses to international students. These students all have access to a personal laptop, as well as to the computer user areas that are spread across campus. In a needs analysis, as well as in the formal course evaluation that was done with the students at the end of each term, the students who were enrolled for the language acquisition course, Beginner Afrikaans vlak 1 (Beginner Afrikaans level 1), expressed the desire for a computer module to be developed as supplementary to the abovementioned course. The research undertaken for this dissertation discusses the development of the proposed computer program that could serve as supplementary to the course followed by the students. The central focus of the dissertation was to study theories on the acquisition of a second language and on computer assisted language learning, and then to put a practical proposal on the table for the proposed computer program. The study attempted to bring together two fields of research and therefore it comprised the study of two theories, namely, and firstly, the theory of task-based learning and teaching, with a specific focus on aspects related to the grading and sequencing of tasks as described by, among others, Robinson (2001, 2009, 2010) and Foster, Tonkyn and Wiggelsworth (2000). This was then used to arrange and sequence the eight target tasks that were created into a task-based syllabus. The second theory is the cognitive theory of multimedia learning. This theory, which focuses on cognitive processes during multimedia presentations, provides guidelines for the design of a computer program. Both the theories contain cognitive properties for the development of second-language acquisition as well as the presentation of computer material, which will be discussed further in detail in this dissertation. As an outcome of the cognitive theory of multimedia learning, Mayer (2001, 2009, 2010) developed twelve design principles. The main focus of these twelve design principles is a reduction in non-essential processing, the management of essential processing and the encouragement and maintenance of general processing. These twelve design principles are furthermore regarded by Mayer (2001) as a practical outcome of the cognitive theory of multimedia learning, and can serve as guidelines for the design of any computer material. This dissertation focuses on four of these design principles and indicates how these specific design principles can be combined with the task-based approach in the proposed computer program that then can be used to supplement the Beginner Afrikaans vlak 1 (Beginner Afrikaans level 1) course.
Taalgesindheid teenoor Afrikaans : ’n gevallestudie onder Afrikaanse Taalverwerwing 188-studente
(Stellenbosch : Stellenbosch University, 2021-03) Veldsman, Marishan; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study examines the predisposition of Afrikaans Language Acquisition 188² students towards Afrikaans. The predisposition of language learners towards any language is crucial to ensure successful language acquisition. It is therefore important, for the purposes of this study, to understand the difference between “predisposition” and “attitude”. Predisposition towards Afrikaans in this study refers to the personal opinions of an individual towards Afrikaans, which serves as motivation and driving force for learning Afrikaans. Language attitude, on the other hand, merely refers to the mentality, stance or opinion of a student/speaker towards a particular language, whereas the word “predisposition” also includes the emotional reaction of a speaker towards a language. By examining students’ predisposition towards Afrikaans, the deep-seated convictions of individuals with regards to a specific language is revealed, as well as the language experience of language learners. The main research question of this thesis is: What is the predisposition of Afrikaans Language Acquisition 188 students towards Afrikaans? This question is investigated based on a few sub-questions: What impact does the students’ predisposition towards Afrikaans have on learning Afrikaans? What factors have contributed towards this predisposition? Are the students who feel positive towards Afrikaans more likely to use it outside the classroom than those who feel less positive? In what ways can the lecturer/tutors make positive changes in the classroom or adjustments to their lectures to promote a positive attitude and predisposition towards Afrikaans as a language and as a subject? This study was undertaken within the following theoretical frameworks, namely language attitude theories (Dittmar, 1976, Garrett, 2010, Dyers, 2013 and Swart, 2016), stereotyping (Roos, 1990 andLadegaard, 1998); the language acquisition theory (Krashen, 1982) with the focus on his affective filter hypothesis; academic emotions (Pekrun, Goetz, Titz and Perry, 2002 and Pekrun, Hall, Goetzen Perry, 2014); acculturation (Zaker, 2016)–specifically Schumann’s acculturation model– and language awareness (Ibarraran, Lasagabaster and Sierra, 2008). This study makes use of participatory action research with a case study component. The data collected were analysed using qualitative and quantitative research methods. The tool used for collecting data was a series of questionnaires. The data were used to investigate the predisposition towards Afrikaans, the motivation and emotional state of the respondents. Furthermore, the data only serve as a representative sample of the total Afrikaans Language Acquisition 188 student class. The main findings of the research show that predisposition towards Afrikaans is of importance in language acquisition. Therefor the motivation and emotional state of the language learner must always be considered by the lecturer. It is also necessary that the content discussed during lectures stimulates the learners’ interest in such a way that they do not lose focus and motivation to learn the language successfully.

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