Browsing by Author "Sass, Jaydey"

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    Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente
    (Stellenbosch : Stellenbosch University, 2017-03) Sass, Jaydey; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: This study investigates the use of music as pedagogical aid for the learning of Afrikaans emotive vocabulary and pronunciation by first year university students that are foreign language students of Afrikaans. The use of music in the language class as pedagogical aid, mainly for the teaching of vocabulary and for listening tests, has been used for decades. The instruction and learning of vocabulary and pronunciation should form the basis of language courses. However, this is not the case in practice. Pronunciation is especially neglected in the classroom. Suitable music with lyrics provides suitable examples of vocabulary and pronunciation in a natural context. The repetitive and relaxing nature of music should be able to play a role in the learning of vocabulary and pronunciation. The following theoretical frameworks form the background of the vocabulary and pronunciation intervention executed in this study: the task based theoretical approach (Ellis, 2003 & Nunan, 2004); the second language acquisition theory (Krashen, 1982) specifically the input hypothesis and the affective filter hypothesis; the adaptive control of thought-rational (Anderson, 1983 and 1993), the input processing model (VanPatten, 1996) and the multidimensional memory model (Baddeley, 2000a). This study uses a mixed methodology to investigate the effect of music with lyrics on the learning of emotive vocabulary and pronunciation. The qualitative and quantitative research are carried out through participatory action research and case study research frameworks. The instruments used to gather data in this study are one pre-test, one post-test, one self-evaluation questionnaire, one questionnaire before the intervention, one questionnaire after the intervention, four tasks and lessons, one reading, three songs and their lyrics. The data collected through the research instruments is used to investigate possible links between different phenomena of participants’ vocabulary and pronunciation. It further serves as the basis for the construction of participant profiles for the case studies. The participants are divided into two groups: an experimental group and a control group. There are seven participants in the experimental group and five participants in the control group. The participants of both groups receive four lessons over the duration of four weeks and have to complete four tasks. The two groups’ instructions differ only with the use of music in the pre-task. During the pre-task the experimental group listens to music and read the lyrics on paper, while the control group does not. The main findings of the study show that the experimental group outperforms the control group in the learning of pronunciation while, the control group outperforms the experimental group in the vocabulary intervention.
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    'n Ondersoek na die verwerwing van klanke deur middel van musiek deur vreemdetaalstudente van Afrikaans
    (LitNet, 2016-08-18) Sass, Jaydey; Adendorff, Elbie
    Die verwerwing van Afrikaanse klanke en die uitspraak daarvan vorm dikwels die basis van taalverwerwingskursusse. Uitspraak is ’n belangrike aspek in die verwerwing van ’n nuwe taal en daarom behoort die onderrig van uitspraak ’n vername rol in die taalverwerwingsklaskamer te speel. Uitspraak is dikwels vir taalverwerwingstudente die moeilikste aspek om te bemeester. Die gebruik van musiek as hulpmiddel in taalverwerwing is geen nuwe verskynsel nie. Die gebruik daarvan in die onderrig en leer van nuwe tale fokus dikwels op die verwerwing van woordeskat en begrip terwyl die gebruik daarvan om uitspraak en klanke te verwerf, min plaasvind. Min studies oor die gebruik van Afrikaanse musiek om kenmerkende Afrikaanse klanke te verwerf, is al onderneem. Hierdie artikel lewer verslag oor so ’n studie wat onderneem is met vreemdetaalstudente wat Afrikaans op universiteit volg. ’n Gemengde metodologie van kwantitatiewe en kwalitatiewe navorsing is onderneem deurdat vraelyste, klaswaarnemings, musiekroosters en klankopnames in die ondersoek gebruik is om vas te stel of die luister na Afrikaanse musiek die studente help om Afrikaanse klanke te verwerf, asook of dit hulle Afrikaanse uitspraak verbeter. Vier-en-dertig eerstejaarstudente wat vir die taalverwerwingsmodule geregistreer het, het die vraelys, wat hulle onder meer oor hulle eerste taal, hulle algemene Afrikaans-vaardigheid en hulle houding teenoor Afrikaans en Afrikaanse musiek gevra het, voltooi. Twee-en-twintig studente is vir die klankopnames in ’n proefgroep (12 studente) en ’n kontrolegroep (10 studente) verdeel. Die proefgroep moes op hulle eie buite klasverband vir 30 minute per dag vir sewe dae na aanbevole Afrikaanse musiek met lirieke luister en ’n rooster voltooi van die musiek en hoe lank hulle daarna geluister het. Die kontrolegroep het slegs in klasverband blootstelling aan uitspraak en klanke gekry. Die hoofbevindinge is dat die studente baat gevind het daarby om na Afrikaanse musiek met lirieke te luister deurdat 61% van klanke wat aanvanklik nie korrek uitgespreek is nie, na die luister na Afrikaanse musiek wel korrek uitgespreek is.
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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.