Browsing by Author "De Waal, Marthie Isabelle"

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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.