English Wikipedia translation as a communicative task in task-based language teaching pedagogy : a case of Namibian language student teachers

Hautemo, Aletta Mweneni (2019-12)

Thesis (PhD)--Stellenbosch University, 2019.

Thesis

ENGLISH SUMMARY : This thesis reports the findings of a study conducted on the translation of English second language content on Wikipedia into Oshikwanyama/Oshindonga first languages. The translation focused on the communicative competencies of students in a tertiary environment. The context of this study included bilingual student teachers who were trained using English second language as a Medium of Instruction (MoI), but with much exposure to Oshikwanyama/Oshindonga as a first languages. The purpose of this study was to explore the use of Wikipedia translation as a Task Based Language Teaching (TBLT) task, with the aim of allowing language student teachers to use language in real-life contexts and interact collaboratively. The study was underpinned by the interpretivism research paradigm, which informed the choice of a qualitative research approach. A case study design was conducted with twenty-four student teachers. The student teachers were purposively selected from a tertiary institution in Namibia. Data were collected through observation of Wikipedia translation tasks, artefacts analysis and blogging reflections. The data were analysed thematically and produced themes and categories that were discussed to answer the research questions. The findings revealed that mediation of languages is an important tool for guided scaffolding of students to communicate meanings in a student-centred language classroom. The findings proved that TBLT presented real communicative language classroom situations, where students used spoken and written language forms, ultimately developing their communicative competencies. Wikipedia translation allowed the enculturation of real-world communicative tasks on a virtual learning platform through meanings construction and focused correct use of terms. The research findings provide a useful Wikipedia translation framework for language teachers to integrate TBLT pedagogies into technology-enhanced classroom settings for both instruction and assessment. The study recommends language teachers to use technological tools to promote language learning through mediation processes that encourage students to communicate and use languages meaningfully. A holistic approach to task completeness at all levels of language learning is another recommendation for use by language teachers to groom language education students in the acquisition, processing and mastery of communicative competencies.

AFRIKAANSE OPSOMMING : Hierdie tesis doen verslag oor die bevindinge van ’n studie van die vertaling van Engels tweedetaal-inhoud op Wikipedia na Oshikwanyama/Oshindonga eerstetaal. Die vertaling fokus op die kommunikatiewe bevoegdhede van studente in ’n tersiêre omgewing. Die konteks van hierdie studie het tweetalige student-onderwysers ingesluit wat opgelei is in die gebruik van Engels tweedetaal as onderrigmedium, maar met heelwat blootstelling aan Oshikwanyama/Oshindonga as eerste tale. Die doel van hierdie studie was om die gebruik van Wikipedia-vertaling as ’n taakgebaseerde taalonderrig (Task-based Language Teaching (TBLT)) taak te ondersoek, met die doel om studentonderwysers in tale toe te laat om taal in lewenswerklike kontekste te gebruik en saam te werk. Die studie is ondersteun deur die interpretivistiese navorsingparadigma, wat die keuse van ’n kwalitatiewe navorsingsbenadering informeer het ’n Gevallestudie-ontwerp is onderneem met vier-en-twintig student-onderwysers. Die student-onderwysers is doelgerig gekies vanuit ’n tersiêre instelling in Namibië. Data is versamel deur die waarneming van Wikipedia-vertaaltake, artefak-analise en blog-nadenke. Die data is tematies geanaliseer, wat temas en kategorieë geproduseer het wat bespreek is om die navorsingsvrae te beantwoord. Die bevindinge toon dat die bemiddeling deur tale belangrike gereedskap is vir die gerigte steierwerk (scaffolding) van studente om betekenisse in ’n studentgesentreerde taalklaskamer te kommunikeer. Die bevindinge bewys dat TBLT werklike kommunikatiewe taalklaskamer-situasies gebied het, waarbinne studente gesproke en geskrewe taalvorms gebruik het en uiteindelik hulle kommunikatiewe bevoegdhede ontwikkel het. Wikipedia-vertaling het die enkulturasie van egte kommunikatiewe take op ’n virtuele leerplatform moontlik gemaak by wyse van betekeniskonstruksie en die gefokusde, korrekte gebruik van terme. Die navorsingsbevindings verskaf ’n nuttige Wikipedia-vertalingsraamwerk vir taalonderwysers om TBLT-pedagogieë in tegnologieverbeterde klaskamers deur beide instruksie en assessering te integreer. Hierdie studie beveel aan dat taalonderwysers tegnologiese gereedskap gebruik om die leer van taal deur bemiddelingsprosesse te bevorder wat studente aanmoedig om te kommunikeer en tale betekenisvol te gebruik. ’n Holistiese benadering tot taakvoltooiing op alle vlakke van taalleer is nóg ’n aanbeveling om deur taalonderwysers gebruik te word om taalonderrigstudente op te lei vir die verkryging, verwerking en bemeestering van kommunikatiewe bevoegdhede.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107122
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