Die gebruik van voorsienbaarhede in 'n taakgebaseerde gemengdeleermodel vir dowe taalverwerwingstudente van Afrikaans op universiteitsvlak : 'n gevallestudie

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dc.contributor.advisorAdendorff, Elbieen_ZA
dc.contributor.authorDe Waal, Marthie Isabelleen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.en_ZA
dc.date.accessioned2023-10-17T07:59:29Z
dc.date.accessioned2024-01-08T15:11:53Z
dc.date.available2023-10-17T07:59:29Z
dc.date.available2024-01-08T15:11:53Z
dc.date.issued2023-12
dc.descriptionThesis (DPhil)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: In South Africa a shift is taking place towards inclusive education that emphasises a diversification in learning and teaching possibilities. One such example is the inclusion of blended learning models in course design, as well as the use of technological aids in classrooms. This can be beneficial for the language acquisition lecturer as well as for the student, as it promotes autonomy among students; it allows room for distance learning; it offers a variery of teaching possibilities to the lecturer, and it creates a variety of learning possibilities for students with physical disabilities such as deafness. As a result of this shift towards blended learning in teaching, I am researching the phenomenon, specifically for teaching Afrikaans Language Acquisition to deaf university students. Designing an effective blended language-learning model can be challenging for both the language acquisition lecturer and the student. One such a challenge is the lack of relevant studies for the design of Afrikaans langauge-acquisition courses. Although a variety of academic studies have discussed blended learning and language learning, these all relate to English as the target language. Another challenge is the lack of research on blended-learning models for deaf and hard-of-hearing students and for the lecturers who have to teach these students. The effectiveness of online and distance-learning course components for students and lecturers are unknown. Finally, little research has been done on blended learning in a task-based language-learning course; and the manner in which blended learning models would possibly be incorporated in TBLT is vague, as the task-based framework uses a set structure (namely pre-task, task and task focus). In this dissertation, I try to design a blended language-learning model for lecturers who teach deaf students who are learning Afrikaans as a second language. The blended language-learning model relies on Gibson’s (1977) theory of affordances to design an effective language-learning course that is relevant to the diverse needs of deaf students, which lecturers can consider for use in their teaching of these students. I also use the task-based approach in the practical design of lessons, after a thorough literature review has been completed. The goal of this study is to combine blended learning and language acquisition for lecturers who teach deaf students by merging the TBLT-approach with the affordance theory.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: In Suid-Afrika is daar tans ’n skuif na meer inklusiewe onderrig waar diversifisering van leer- en onderriggeleenthede aandag geniet. Een so ’n voorbeeld is die insluiting van gemengdeleermodelle in kursusontwerpe en die gebruik van tegnologiese hulpbronne in klaskamers. Dit kan verskeie voordele vir beide die dosent en die student inhou, naamlik dat dit outonomie onder die studente bevorder; ruimte laat vir afstandleer; bykomende onderriggeleenthede vir die dosent bied en bykomende leergeleenthede skep vir studente met fisiese gestremdhede, soos doofheid. Met die skuif na ’n gemengde benadering in onderrig ondersoek ek die fenomeen spesifiek vir die onderrig van Afrikaanstaalverwerwing aan dowe universiteitstudente. Die ontwerp van ’n effektiewe gemengdetaalaanleermodel hou verskeie uitdagings in vir die taalverwerwingsdosent, sowel as vir die taalverwerwingstudent. Een so ’n uitdaging is die gebrek aan relevante navorsing vir die ontwerp van Afrikaanstaalverwerwingskursusse. Alhoewel daar verskeie akademiese bronne bestaan wat reeds gemengde leer en taalaanleer bespreek, handel dit meestal oor Engels as doeltaal. ’n Tweede uitdaging is die gebrek aan navorsing oor gemengdeleermodelle vir dowe en hardhorende studente en vir die dosente wat hierdie studente moet onderrig. Die doeltreffendheid van aanlyn en afstandleer-kursuskomponente vir die studente en dosente is onbekend. Laastens is daar min navorsing oor gemengde taalaanleer in taakgebaseerde taalverwerwingskursusse, en die manier waarop gemengdeleermodelle daarby ingesluit kan word, is onduidelik, aangesien die taakgebaseerde raamwerk van ’n vaste struktuur gebruik maak (naamlik voortaak, taak en taakfokus). In hierdie proefskrif poog ek om ’n gemengdetaalaanleermodel vir dosente van dowe studente wat Afrikaans as ’n tweede taal aanleer, te ontwerp. Die gemengdetaalaanleermodel maak grotendeels van Gibson (1977) se voorsienbaarheidsteorie gebruik om ’n doeltreffende taalverwerwingskursus te ontwerp wat gepas is vir die diverse behoeftes van dowe studente en wat dosente vir hulle onderrig aan dié studente kan oorweeg. Ek maak ook gebruik van die taakgebaseerde benadering in die praktiese ontwerp van lesse na afloop van die teoretiese bevindinge in my literatuurstudie. Die doelwit van die studie is dus om gemengde leer en taalverwerwing vir dosente wat dowe studente onderrig deur middel van die taakgebaseerde benadering en voorsienbaarhede bymekaar te bring.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extent266 pages : illustrations, includes annexuresen_ZA
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128902
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshInclusive education -- South Africaen_ZA
dc.subject.lcshAfrikaans language -- Acquisitionen_ZA
dc.subject.lcshDeaf -- Educationen_ZA
dc.subject.lcshHearing impaired -- Educationen_ZA
dc.subject.lcshBlended learningen_ZA
dc.subject.lcshAfrikaans language -- Study and teaching (Higher) -- Methodologyen_ZA
dc.subject.nameUCTD
dc.subject.otherTask-based language teaching (TBLT)en_ZA
dc.titleDie gebruik van voorsienbaarhede in 'n taakgebaseerde gemengdeleermodel vir dowe taalverwerwingstudente van Afrikaans op universiteitsvlak : 'n gevallestudieen_ZA
dc.typeThesisen_ZA
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