'n Multiperspektiefbenadering tot die ontwerp van 'n Afrikaanse taakgebaseerde sillabus op universiteitsvlak
Date
2012-08
Authors
Adendorff, Elbie
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet Academic
Abstract
OPSOMMING: Die artikel lewer verslag van navorsing wat binne die taakgebaseerde teorie onderneem is om ’n multiperspektiefbenadering tot kompleksiteit ten opsigte van die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak te ondersoek. Die doel van die multiperspektiefbenadering is om ’n geheelbeeld van die fasette wat ter sprake in taakkompleksiteit is, te verskaf deur die ontginnings van die verskillende teoretiese benaderings oor taakkompleksiteit, wat gebruik kan word in die ontwerp van ’n taakgebaseerde sillabus vir beginnerleerders van Afrikaans op universiteitsvlak. Hierdie navorsing oor ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit binne sillabusontwerp te ondersoek ten einde te betoog dat ’n multiperspektiefbenadering voordelig is ten opsigte van die ontwerp van ’n verdedigbare sillabus vir Afrikaans op universiteitsvlak, aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die toereikendheid van ’n multiperspektiefbenadering lê in die samehang en komposisie van elke navorser se teoretiese uitgangspunte, wat elkeen op sigself bepaalde aspekte van onvolledigheid ten opsigte van die komponente oor kompleksiteit toon én die kombinasie-argitektuur van al die teoretiese uitgangspunte saam. Die navorsers op wie se werk oor taakkompleksiteit in sillabusontwerp gesteun word, is Van Avermaet en Gysen (2006) en Duran en Ramaut (2006) oor behoefte-analises; Pica, Kangy en Falodun (1993) se taaktipologie; Robinson (2001c; 2003; 2005; 2007a; 2007b; 2010) se kognitiewe kompleksiteitsondersoek na taakomstandighede en kognitiewe kompleksiteit en 'n linguistiese ondersoek aan die hand van Foster, Tonkyn en Wigglesworth (2000) se AS-eenhede; Michel (2011) se ondersoek na voegwoorde as kompleksaanduiders; en Loschky en Bley-Vroman (1993) se ondersoek na taakbruikbaarheid, taaknuttigheid en taaknatuurlikheid.
ABSTRACT: The implementation of a multilingual language policy in South Africa requires the teaching and learning of Afrikaans as a second or additional language, which also includes the teaching of Afrikaans for specific purposes to adult learners. The latter has not received much attention in the South African context, especially in the form of research on the learning and teaching of Afrikaans for specific purposes in a university context. The research on Afrikaans as a second language has as its framework Task-Based Language Learning and Teaching. This article gives a summary of research undertaken which focused on the challenges awaiting students in a multilingual university context and how task-based teaching fills these needs and challenges. The main focus of this article is an exploration of a multi-perspective approach to task complexity for the design of a task-based syllabus for university students. The article first gives an overview of different considerations relating to task complexity with the aim of designing a task-based syllabus before different theoretical perspectives on needs analysis, task typology, task conditions, task complexity and syntactic complexity are discussed. After this a practical implementation is illustrated according to an illustrative student-lecturer-target task. Lastly a summary and conclusion on the broader study are given.
ABSTRACT: The implementation of a multilingual language policy in South Africa requires the teaching and learning of Afrikaans as a second or additional language, which also includes the teaching of Afrikaans for specific purposes to adult learners. The latter has not received much attention in the South African context, especially in the form of research on the learning and teaching of Afrikaans for specific purposes in a university context. The research on Afrikaans as a second language has as its framework Task-Based Language Learning and Teaching. This article gives a summary of research undertaken which focused on the challenges awaiting students in a multilingual university context and how task-based teaching fills these needs and challenges. The main focus of this article is an exploration of a multi-perspective approach to task complexity for the design of a task-based syllabus for university students. The article first gives an overview of different considerations relating to task complexity with the aim of designing a task-based syllabus before different theoretical perspectives on needs analysis, task typology, task conditions, task complexity and syntactic complexity are discussed. After this a practical implementation is illustrated according to an illustrative student-lecturer-target task. Lastly a summary and conclusion on the broader study are given.
Description
The original publication is available at http://www.litnet.co.za/
Keywords
Afrikaans language -- Study and teaching (Higher)
Citation
Adendorff, E. 2012. 'n Multiperspektiefbenadering tot die ontwerp van 'n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Litnet Akademies, 9(2):613-652.