Browsing by Author "Gokool, Roshni"
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- ItemCognitive and linguistic complexity in an isiZulu task-based computer-assisted language-learning syllabus for health sciences students(Stellenbosch : Stellenbosch University, 2018-12) Gokool, Roshni; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African languages.ENGLISH ABSTRACT: Effective doctor-patient communication is one of the key components entrenched in health sciences curriculum of universities in South Africa. With most patients speaking isiZulu as their mother tongue language, it is imperative that effective healthcare is provided in the patients’ language. The inclusion of the teaching of African languages in health sciences programmes is crucial. Whilst efforts are made to improve the status quo of second language (L2) teaching and learning of African languages within South African higher education institutions, the need for research based on scientific and principled theories of second language acquisition (SLA) is still required. This study, therefore investigates an isiZulu task-based syllabus design for doctor-patient communication for health sciences students studying at the University of KwaZulu-Natal, South Africa. The study adopts a multifaceted approach to the teaching of isiZulu L2 that invokes key principles of task-based language learning and teaching (TBLT), language for specific purpose (LSP) and computer-assisted language learning (CALL) related to second language acquisition. The aim of this study is to explore a procedure for a task-based CALL syllabus design based on a design-based approach. To prepare students for the realities in a healthcare context, it was essential that the investigation on syllabus design focused on real authentic communication tasks. Medical students registered for a Bachelor of Medicine and Bachelor of Surgery (MBChB) at the Nelson R Mandela School of Medicine, University of KwaZulu-Natal, South Africa participated in a needs analysis, an essential first step towards the investigation of the design of the task-based CALL syllabus. The purpose of the analysis was to ascertain the proficiency levels of the students, gather information regarding their current knowledge about isiZulu, or lack of knowledge thereof, and digital skills to be learnt and developed to acquire isiZulu skills to conduct a successful doctor-patient consultation. To create an organic learning environment that allows students to learn isiZulu in a real communicative sense, it was necessary to design relevant, locally produced authentic learning material that reflect doctor-patient communication, based on the students’ needs analysis. Hence, simulated and authentic doctor-patient interviews were used to create communication target tasks appropriate for healthcare professionals at a basic-intermediate proficiency level of isiZulu. The communication target tasks were used as the unit of analysis for the investigation into syllabus design. Communication tasks were graded and sequenced in terms of their cognitive complexity and linguistic complexity, which was then used to design isiZulu pedagogic tasks for enhancing second language development of students. Insights and perspectives on how to include focus on grammatical form in a communicative way were also considered. The findings of the study indicated that most of the communication target tasks were cognitively complex in terms of Robinson’s (2005) Cognition Hypothesis. It also showed that the tasks exemplified high syntactic complexity. Target tasks were simplified by descaling/decomplexifying the target tasks, using Robinson’s SSARC Model (2010) to ensure that the pedagogic tasks are more manageable for students to perform. The study is concluded that the design of a task-based CALL syllabus for isiZulu L2 health sciences students is a complex process and the success of such a syllabus design is dependent on several key elements.
- ItemPrinciples of task-based course design for a Zulu second language course on socialization for businesss people(Stellenbosch : Stellenbosch University, 2004-12) Gokool, Roshni; Visser, M. W.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers.