'n Taakgebaseerde rekenaargesteunde leer- en onderrigprogram vir sosiale Afrikaans vir nie-Afrikaanssprekende internasionale studente aan die Universiteit Stellenbosch
| dc.contributor.advisor | Adendorff, E. M. | en_ZA |
| dc.contributor.author | Beukes, Vernita | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept of Afrikaans and Dutch. | en_ZA |
| dc.date.accessioned | 2017-01-25T10:50:05Z | |
| dc.date.accessioned | 2017-03-29T11:34:56Z | |
| dc.date.available | 2017-01-25T10:50:05Z | |
| dc.date.available | 2017-03-29T11:34:56Z | |
| dc.date.issued | 2017-03 | |
| dc.description | Thesis (PhD)--Stellenbosch University, 2017. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The role of technology, specifically the computer, in the learning and teaching of languages cannot be underestimated in today’s modern society. It has become a growing field of research in language acquisition and specifically in Afrikaans language acquisition. My work as a member of staff of the Language Centre at Stellenbosch University is to offer Afrikaans language acquisition courses to international students. These students all have access to a personal laptop, as well as to the computer user areas that are spread across campus. In a needs analysis, as well as in the formal course evaluation that was done with the students at the end of each term, the students who were enrolled for the language acquisition course, Beginner Afrikaans vlak 1 (Beginner Afrikaans level 1), expressed the desire for a computer module to be developed as supplementary to the abovementioned course. The research undertaken for this dissertation discusses the development of the proposed computer program that could serve as supplementary to the course followed by the students. The central focus of the dissertation was to study theories on the acquisition of a second language and on computer assisted language learning, and then to put a practical proposal on the table for the proposed computer program. The study attempted to bring together two fields of research and therefore it comprised the study of two theories, namely, and firstly, the theory of task-based learning and teaching, with a specific focus on aspects related to the grading and sequencing of tasks as described by, among others, Robinson (2001, 2009, 2010) and Foster, Tonkyn and Wiggelsworth (2000). This was then used to arrange and sequence the eight target tasks that were created into a task-based syllabus. The second theory is the cognitive theory of multimedia learning. This theory, which focuses on cognitive processes during multimedia presentations, provides guidelines for the design of a computer program. Both the theories contain cognitive properties for the development of second-language acquisition as well as the presentation of computer material, which will be discussed further in detail in this dissertation. As an outcome of the cognitive theory of multimedia learning, Mayer (2001, 2009, 2010) developed twelve design principles. The main focus of these twelve design principles is a reduction in non-essential processing, the management of essential processing and the encouragement and maintenance of general processing. These twelve design principles are furthermore regarded by Mayer (2001) as a practical outcome of the cognitive theory of multimedia learning, and can serve as guidelines for the design of any computer material. This dissertation focuses on four of these design principles and indicates how these specific design principles can be combined with the task-based approach in the proposed computer program that then can be used to supplement the Beginner Afrikaans vlak 1 (Beginner Afrikaans level 1) course. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die rol van tegnologie, spesifiek die rekenaar, in die leer en onderrig van tale kan nie in vandag se moderne samelewing onderskat word nie. Dit is ’n groeiende navorsingsterrein in taalverwerwing en spesifiek Afrikaanse taalverwerwing. My werk, as personeellid van die Taalsentrum van die Universiteit Stellenbosch, is om Afrikaanse taalverwerwingskursusse aan internasionale studente aan te bied. Hierdie studente het almal toegang tot ’n persoonlike skootrekenaar sowel as die rekenaargebruikersareas wat regoor die kampus versprei is. Die studente wat ingeskryf is vir die taalverwerwingskursus, Beginner Afrikaans vlak 1, spreek in ’n behoefte-analise sowel as in die formele kursusevaluering wat met hulle gedoen is aan die einde van elke kwartaal, die wens uit dat daar ’n rekenaarmodule as aanvulling tot bogenoemde kursus, ontwikkel moet word. Die navorsing wat in hierdie proefskrif onderneem is, bespreek die ontwikkeling van die voorgestelde rekenaarprogram wat aanvullend tot die kursus wat studente volg kan dien. Die sentrale fokuspunt van die proefskrif is om teorieë romdom tweedetaalverwerwing en rekenaargesteunde taalonderrig te bestudeer en daarna ’n praktiese voorstel op die tafel te plaas vir die voorgestelde rekenaarprogram. Die studie poog daarin om twee navorsingsvelde byeen te bring en daarom bestaan die studie uit die bestudering van twee teorieë, naamlik eerstens die teorie van taakgebaseerde leer en onderrig met spesifieke fokus op aspekte rondom die gradering en ordening van take soos deur onder andere Robinson (2001, 2009, 2010) en Foster, Tonkyn en Wiggelsworth (2000) beskryf om ag teikentake wat geskep is, te orden en te gradeer in ’n taakgebaseerde sillabus. Die tweede teorie is die kognitiewe teorie van multimedialeer. Hierdie teorie, wat op kognitiewe prosesse tydens multimedia-aanbiedings fokus, verskaf riglyne vir die ontwerp van ’n rekenaarprogram. Beide die twee teorieë bevat kognitiewe eienskappe vir die ontwikkeling van tweedetaalverwerwing sowel as die aanbieding van rekenaarmateriaal wat verder in detail in hierdie proefskrif bespreek sal word. As uitvloeisel van die kognitiewe teorie van multimedialeer het Mayer (2001, 2009, 2010) twaalf ontwerpbeginsels ontwikkel. Hierdie twaalf ontwerpbeginsels se hooffokus is die vermindering van nie-essensiële prosessering, die bestuur van essensiële prosessering en die aanmoediging en onderhou van algemene prosessering Hierdie twaalf ontwerpbeginsels word voorts as ’n praktiese uitvloeisel van die kognitiewe teorie van multimedialeer deur Mayer (2001) gesien, en kan as riglyne dien vir die ontwerp van enige rekenaarmateriaal. Die proefskrif gee aandag aan vier van hierdie ontwerpbeginsels en toon aan hoe hierdie spesifieke ontwerpsbeginsels saam met die taakgebaseerde benadering gekombineer kan word in die voorgestelde rekenaarprogram wat dan as aanvulling tot die kursus Beginner Afrikaans vlak 1 gebruik kan word. | af_ZA |
| dc.format.extent | 244 pages : illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/100821 | |
| dc.language.iso | af_ZA | af_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | CALL - Computer Assisted Language Learning | en_ZA |
| dc.subject | Task-based teaching | en_ZA |
| dc.subject | Cognitive theory of multimedia learning | en_ZA |
| dc.subject | Afrikaans language acquisition | en_ZA |
| dc.subject | Second language acquisition -- Computer-assisted programme for foreign speakers | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | 'n Taakgebaseerde rekenaargesteunde leer- en onderrigprogram vir sosiale Afrikaans vir nie-Afrikaanssprekende internasionale studente aan die Universiteit Stellenbosch | af_ZA |
| dc.type | Thesis | en_ZA |