Die onderrig van woordeboek- en taalvaardighede aan grondslagfase-leerders

Van der Merwe, Michele F. (2014)

CITATION: Van der Merwe, M. F. 2014. Die onderrig van woordeboek- en taalvaardighede aan grondslagfase-leerders. Per Linguam : a Journal of Language Learning, 30(2): 20-36, doi: http://dx.doi.org/10.5785/30-2-604

The original publication is available at http://perlinguam.journals.ac.za

Article

A new star appeared on the South African lexicography horizon in 2010 with the publication of the Grondslagfasewoordeboek Afrikaans/English. This was the first South African dictionary that was specifically planned, adapted and designed for use of learners in the Foundation Phase. It differs radically from previous dictionaries that were published for the target market. The uniqueness in design resulted in a combined picture dictionary, as well as an alphabetical dictionary. Official languages such as Afrikaans, isiXhosa, isiZulu, Sepedi and Setswana are presented with English as language pairs. Research on the teaching of dictionary as well as language skills of Afrikaans speaking Foundation Phase learners was undertaken. The main purpose of the research was to determine if training in dictionary and language skills would have any influence on the learners’ dictionary and language skills. During the research it is reflected on and determined which dictionary and language skills learners possess and which they should possess to be able to make use of a dictionary successfully, how to determine those skills and also if the Grondslagfasewoordeboek is suitable for usage in school. A dictionary project was undertaken in certain schools in the Boland, with participation of primary schools, the researcher, as well as the publisher of the dictionary. A process of action research, that is research in the classroom, was followed. Dictionary as well as language skills of learners were assessed, an intervention took place during which dictionary skills were taught for six weeks in the schools, where after a second assessment of dictionary and language skills took place. After the intervention the learners showed a considerable increase in dictionary and language skills.

ʼn Nuwe ster verskyn in 2010 op die Suid-Afrikaanse leksikografiehorison met die publikasie van die Grondslagfasewoordeboek Afrikaans/English, aangesien dit die eerste Suid-Afrikaanse woordeboek is wat spesifiek beplan, aangepas en ontwerp is vir gebruik vir leerders in die Grondslagfase. Dit verskil radikaal van vorige woordeboeke wat vir dié teikenmark gepubliseer is. Die uniekheid in ontwerp het ʼn kombinasie van ʼn prentwoordeboek, asook ʼn alfabetiese woordeboek tot gevolg. Amptelike tale byvoorbeeld Afrikaans, isiXhosa, isiZulu, Sepedi en Setswana word onderskeidelik met Engels as taalpaar aangebied. Navorsing oor die onderrig van woordeboek- en taalvaardighede van Afrikaanse Grondslagfase-leerders is onderneem. Die hoofdoel van die navorsing is om uit te vind of opleiding in woordeboek- en taalvaardighede enige invloed op die leerders se woordeboek- en taalvaardighede het. Tydens die navorsing word besin en vasgestel oor watter woordeboek- en taalvaardighede leerders beskik en moet beskik om ʼn woordeboek suksesvol te gebruik, hoe om dié vaardighede vas te stel en of die Grondslagfasewoordeboek geskik is vir gebruik in die skool. ʼn Woordeboekprojek is in sekere skole in die Boland onderneem met deelname van laerskole, die navorser, asook die uitgewer van die woordeboek. ʼn Proses van aksienavorsing, met ander woorde, navorsing in die klaskamer is gevolg. Leerders se woordeboek- en taalvaardighede is geassesseer, ʼn intervensie het plaasgevind, waartydens woordeboekvaardighede vir ses weke onderrig is en ʼn tweede assessering van woordeboek- en taalvaardighede het plaasgevind. Na die intervensie het leerders ʼn beduidende verbetering in woordeboek- en taalvaardighede getoon.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/98910
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