Department of Afrikaans and Dutch

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Browsing Department of Afrikaans and Dutch by browse.metadata.advisor "Adendorff, Elbie"

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    Die gebruik van voorsienbaarhede in 'n taakgebaseerde gemengdeleermodel vir dowe taalverwerwingstudente van Afrikaans op universiteitsvlak : 'n gevallestudie
    (Stellenbosch : Stellenbosch University, 2023-12) De Waal, Marthie Isabelle; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH 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.
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    Die gebruik van Instagram in ’n taakgebaseerde gemengdeleerbenadering vir Afrikaanstaalverwerwingstudente
    (Stellenbosch : Stellenbosch University, 2022-03) Gotze, Ancheri; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: With the advancement of technology and social media intertwined in our daily activities, new opportunities to use social media in the language classroom are emerging. This thesis studies the use of Instagram within a task-based blended-learning approach to help Afrikaans Language Acquisition students learn new vocabulary. The study is based on the following main research question: How can Instagram be used in a task-based blended-learning approach for Afrikaans foreign language students? From this, subquestions emerge, namely: How can the blended-learning approach offer more opportunities for learning vocabulary to Afrikaans Language Acquisition students, and how can task-based lessons be designed during which Instagram can be used as resource? The research thesis is introduced in Chapter 2 by a comprehensive literature study that investigates the new generation of students joining campus, various approaches to language teaching such as computer-assisted language teaching, mobile-assisted language teaching, and also the blended-learning approach. Furthermore, the chapter focuses on the use of social media in language teaching classrooms and various studies that have already been undertaken in the field are discussed. Chapter 3 focuses on the task-based language approach, which lays the foundation for the design of the task-based lessons of Chapter 5. The task-based language approach places the focus on using language in real-world situations. In Chapter 4, theories on vocabulary learning are outlined. This literature review provides the background on which the second part of the study is based, namely the design and outline of six task-based lessons designed according to Willis' task structure. Each lesson consists of a pre-task, a task cycle and a post-task. The post-task contains a specific language focus. Chapter 5 sets out six task-based lessons during which Instagram is used in various tasks to assist Afrikaans language acquisition students in learning and practicing new vocabulary. All of the lessons are designed around real-world situations that Afrikaans Language Acquisition students may encounter on campus, in the classroom or in a social situation. Each lesson contains instructions to the lecturer and also to the student to explain the various tasks. The aim of the study is to contribute new insights into the field of Afrikaans Language Acquisition and also to broaden ideas around the use of Instagram in the language classroom.
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    ’n Ondersoek na die gebruik van gedigte vir tweedetaalstudente op universiteitsvlak aan die hand van die taakgebaseerde benadering
    (Stellenbosch : Stellenbosch University, 2023-12) Matroos, Allison Micaela; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: Research in the field of language acquisition and literature teaching in the Afrikaans acquisition class shows that research has been done on this subject, but none on the analysis and discussion of poems in the language-acquisition classroom at university level. This study is an attempt to provide for this shortcoming in the literature.
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    'n Ondersoek na die gebruik van vertaalmetodes deur Afrikaanstaalverwerwingstudente
    (Stellenbosch : Stellenbosch University, 2023-03) Mkumatela, Asambese; Adendorff, Elbie; Swart, Marius; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    AFRIKAANSE OPSOMMING : In hierdie studie ondersoek ek die verskillende vertaalmetodes wat deur Afrikaanstaalverwerwingstudente op tersiere vlak gebruik word. Die deelnemers aan my studie is eerstejaar-Afrikaanstaalverwerwingstudente van 2022 wat vir die module Afrikaanse Taalverwerwing 188 aan die Departement Afrikaans en Nederlands van die Universiteit Stellenbosch geregistreer is. Dit is studente wat Afrikaans as Eerste Addisionele Taal in matriek geslaag het en wat nie Afrikaans as hulle huistaal praat nie. Die navorsingsontwerp van die ondersoek is deelnemende-aksienavorsing. ’n Gemengdemetodebenadering met kwalitatiewe en kwantitatiewe metodes is gevolg. Die kwalitatiewe studie ondersoek die argumente vir en teen die gebruik van vertaling binne die tweedetaalklaskamer deur middel van ’n literatuurstudie. Verder is ’n kwantitatiewe studie onderneem om te bepaal van watter vertaalmetodes Afrikaanstaalverwerwingstudente gebruik maak. Dit word ondersoek deur verskillende vertaalaktiwiteite in die vorm van verskillende tekstipes aan die studente te gee om te vertaal. Die studente het voorts as deel van die kwantitatiewe studie ’n vraelys voltooi om hulle menings oor vertaling as taalverwerwingshulpbron te kry. Om die rol van vertaalmetodes in Afrikaanstaalverwerwing te ondersoek verken ek drie navorsingsterreine, naamlik vertaling, taalverwerwing en woordeskataanleer deur veral op die volgende te fokus: vertaalmetodes, die tweedetaalverwerwingsteorie van Krashen en die woordeskataanleerproses. Die fokus van hierdie studie is gemik op die Suid-Afrikaanse konteks, aangesien daar min sodanige studies bestaan wat verband hou met en gebaseer is op die Suid-Afrikaanse konteks. In die lig hiervan behoort ’n ondersoek na hoe en hoe dikwels tweedetaalstudente van Afrikaans op tersiere vlak binne die tweedetaalklaskamer van vertaling gebruik maak nuttige insigte op te lewer ten opsigte van watter vertaalmetodes die studente gebruik en of hulle metodes van internasionale tendense verskil. Dit kan voorts daartoe lei dat vertaling as pedagogiese hulpmiddel in die Afrikaanstaalverwerwingsklas gebruik kan word. Die studie beoog om dosente wat Afrikaanstaalverwerwing aanbied te help bepaal hoe Afrikaans deur middel van vertaalmetodes aangeleer kan word en hoe vertaalmetodes as onderrighulpmiddel by bestaande onderrigpraktyke ingesluit kan word om die onderrig van Afrikaanstaalverwerwing te verbeter en te vergemaklik.
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    ’n Ondersoek na die verband tussen taalangstigheid en taalaanleerstrategieë onder Afrikaanstweedetaalstudente aan die Universiteit Stellenbosch
    (Stellenbosch : Stellenbosch University, 2022-03) Human, Emrie; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: This study can be divided into two components, namely language anxiety and language learning strategies. Language anxiety refers to anxiety that arises when one is learning a second or a foreign language. It is a specific type of anxiety that is limited to the second language classroom. Language and “the self” are closely related and the inability to communicate in a second or a foreign language is a threat to “the self”, therefore leading to language anxiety. Language anxiety can be successfully treated using various techniques. An example of such a technique is the use of language learning strategies. Language learning strategies are different strategies that one can use to relieve language anxiety when learning a second or a foreign language. Oxford (1990) has identified 62 of these strategies that can be applied when learning a second or foreign language. In this study, two questionnaires were distributed to 34 participants at the Department of Afrikaans and Dutch at Stellenbosch University. The participants took Afrikaans as a First Additional Language in school and are currently registered as students of the Afrikaanse Taalverwerwing module 188 as well as for the modules Afrikaans Eerste Addisionele Taal 177 and 179 which are for second-language speakers of Afrikaans. The first questionnaire investigated language anxiety and the second questionnaire investigated the use of language learning strategies. The study aimed to determine whether there is a link between the participants’ language anxiety and their use of language learning strategies. The findings show that the participants do not experience exceptionally high levels of language anxiety. They also show moderate application of language learning strategies. The study did not find an apparent link between the participants’ language anxiety and their language learning strategies.
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    ’n Ondersoek na pedagogiese tolking vir Afrikaanstweedetaalverwerwing : ’n gevallestudie met US-studente
    (Stellenbosch : Stellenbosch University, 2022-03) Van der Merwe, Kanja; Adendorff, Elbie; Lesch, Harold M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: This study examines the feasibility of pedagogical interpreting for the purpose of interaction in a task-based framework in SU students’ Afrikaans Language Acquisition classrooms. In this way, the value and challenges this technique holds for Afrikaans second language acquisition are determined. The motivation for undertaking this study is based on the need for a teaching technique that will cultivate improved communicative skills in Afrikaans. The research question is as follows: How workable is pedagogical interpreting for the purpose of interaction in university students’ Afrikaans Language Acquisition classroom and what value and challenges does it hold for Afrikaans second-language acquisition? Pedagogical interpreting as a teaching technique and task-based language teaching with the interaction approach as a basis serve as the theoretical frameworks. The research design for the empirical investigation is participatory action research with a case-study component. A mixed research method was conducted. Participant observation was used to study interaction and personation in the main task, and questionnaires were used to determine the participants’ perspective on the pedagogical interpreting tasks. Three task-based tutorials with themes of animated films, live-action films and series were designed and conducted with 21 Afrikaans Language Acquisition students. In the pre-task phase, the participants completed a mind map and pedagogical sight interpreting of subtitles as well as watched a video interview depicting how liaison interpreting works. The main task took the form of pedagogical liaison interpreting with role-play where each student was given a turn to portray the role of a character as a student speaker and the role of the student interpreter. As the tutor, I assumed the role of the interviewer asking the character questions in Afrikaans that the student interpreter had to relay in English and vice versa again for me to facilitate communication. It was found that pedagogical interpreting is exceedingly workable for the purpose of interaction in university students’ Afrikaans Language Acquisition classroom due to the use of various interaction strategies that were accompanied by the negotiation of meaning and which led to modified output. It was deduced that this holds value for Afrikaans comprehension, vocabulary, pronunciation and self-confidence in Afrikaans speaking skills. Minimal challenges regarding deviations of personation arose, which can be managed and eventually eliminated. All participants indicated that pedagogical interpreting is a valuable, enjoyable and novel teaching technique for Afrikaans second-language acquisition. The investigation into pedagogical interpreting as a contemporary phenomenon in secondlanguage acquisition thus contributes to the international corpus of studies on translation and language teaching and can, at the same time, locally have a positive impact on Afrikaans secondlanguage acquisition.
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    Die ontwerp van ’n model vir ’n toepassing vir Afrikaanse uitspraak in ’n taakgebaseerde leer-en-onderrigprogram
    (Stellenbosch : Stellenbosch University, 2022-03) Sass, Jaydey; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: This study focuses on designing a pronunciation application model for students of the modules Afrikaanse Taalverwerwing (Afrikaans Language Acquisition) 178 and Afrikaanse Taalverwerwing 278 of the Department Afrikaans and Dutch at Stellenbosch University. The ultimate purpose of this application is to serve as a supporting aid outside of the classroom to help students improve their Afrikaans pronunciation (segmental features). In the current presentation of the task-based language learning and teaching approach, pronunciation does not receive sufficient attention since the primary focus of task-based language learning and teaching is meaning. Furthermore, classroom time for ensuring listener-friendly pronunciation is limited. Participants in this study confirmed this statement in their answers to the questionnaire. This time limit prevents students from improving their pronunciation to listener-friendly pronunciation. This is one of the main reasons for the decision to design a pronunciation application model. The theoretical framework for the design of the study is supported by mobile-assisted language learning, with specific reference to the principles for the development and implementation of mobile-assisted teaching by Stockwell and Hubbard (2013); guidelines for a user-friendly user interface by Clearbridge Mobile (2020) and user experience by Babich (2018); the gamification model by Huang and Soman (2013); the guidelines for pronunciation teaching (Smith and Conti, 2016 and Conti, 2016) and the guidelines for ethical gamification as proposed by Rootman-Le Grange, Barnard and Adams (2016). I used a mixed-methods approach. Observations and deductions were made from the data recorded in the form of answers to the questionnaire, as well as from sound recordings and previous studies. The use of these sources ensured triangulation and therefore increased the validity and credibility of the findings. Twenty-two students participated in this study The participants first completed a questionnaire. The aim of the questionnaire was to determine the participants’ needs and opinions with regards to their pronunciation, while also investigating their cell phone and application usage. Data on the participants’ language background were also collected in this way. Sound recording data was used in conjunction with the questionnaire data in order to determine which sounds are not pronounced as listener-friendly. The contribution of this study includes, among others, a user-centred pronunciation application model that can be used by all interested parties. Furthermore, guidelines for the execution of a needs analysis for the design of a pronunciation application is provided. A list of sounds that can help foreign language speakers of Afrikaans with their pronunciation is also provided. The study discusses how games can help students become aware of pronunciation differences between their first language and their target language. Other findings include participants’ language priorities, preferences and needs for a pronunciation application. In addition, the study reports on Afrikaans sounds that English-speaking students do not pronounce as listener-friendly. These findings can be applied in the foreign-language learning classroom as well as in the mobile-assisted language learning field.