Doctoral Degrees (Afrikaans and Dutch)

Permanent URI for this collection

https://scholar.sun.ac.za/handle/10019.1/587

Browse

Browsing Doctoral Degrees (Afrikaans and Dutch) by Author "Beukes, Vernita"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    'n Taakgebaseerde rekenaargesteunde leer- en onderrigprogram vir sosiale Afrikaans vir nie-Afrikaanssprekende internasionale studente aan die Universiteit Stellenbosch
    (Stellenbosch : Stellenbosch University, 2017-03) Beukes, Vernita; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept of Afrikaans and Dutch.
    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.