Browsing by Author "Van der Merwe, Kanja"

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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.