Masters Degrees (Afrikaans and Dutch)

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Browsing Masters Degrees (Afrikaans and Dutch) by Subject "Afrikaans -- Study and teaching -- Foreign speakers"

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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.