Department of African Languages

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Browsing Department of African Languages by Author "Bam, Nontando M."

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    Principles of task-based methodology for Xhosa second language grade 7-9
    (Stellenbosch : Stellenbosch University, 1998) Bam, Nontando M.; Visser, M. W.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.
    ENGLISH ABSTRACT: This study explores the principles of task based methodology for Xhosa second language for grades 7-9. The appropriacy of a task based approach to second language learning and teaching is discussed. Theoretical assumptions of second language learning and teaching are reviewed with special reference to Universal Grammar. The assumption is that L2 learners do have Universal grammar available to them although they require L2 grammar through what they know from L1. A model for language acquisition is discussed which in broad terms is relevant to both L1 and L2. This study also seeks to determine whether Communicative language teaching is still an appropriate method for teaching language or whether it needs some refinement. The task based syllabus is discussed with respect to how it organises and presents what is to be achieved through teaching and learning. This is shown to be done by engaging the learners' communicative competence in undertaking a range of tasks. The only effective way of teaching and learning L2 in the classroom, is through communicative tasks. Tasks focus on the authentic use of language for meaningful communicative purposes beyond the language classroom. It is through interaction that a learner can perceive, comprehend and internalise structures. This interaction encourages the negotiation of meaning in order to comprehend, get feedback and modify interlanguage. The tasks should be selected according to the needs and interests of learners. Communicative tasks are classified as placing a focus on pedagogy and learning theory. The basis is a goal and an activity with concepts such as information flow, optimal and information request, collaboration, independance of participants and task goals as central to this classification. A typology of task types is explored and it is explained how each task type can be utilised in order to provide opportunities to learners for comprehending the target language, receive feedback on the comprehensibility of input and to modify their interlanguage. A range of communication tasks for Xhosa, based on the real world are analysed in terms of this typology. The role of grammar in learning and teaching L2 is illustrated. In order to recover communicative meaning a partial use of form should be used as a clue to meaning. As accuracy is crucial when one communicates, the communicative tasks to be designed must focus on both form and meaning. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues so as to guide the teacher on the selection of language content which depends on the level of the learners. A discussion on how best task based methodology can facilitate the outcomes specified for language, literacy and communication learning area in outcomes based education is given.