Masters Degrees (Afrikaans and Dutch)

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Browsing Masters Degrees (Afrikaans and Dutch) by Subject "Afrikaans language -- Acquisition"

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    'n Aanleerderwoordeboek vir nultaalsprekers in ʼn Afrikaanse taalverwerwingskursus op universiteitsvlak
    (Stellenbosch : Stellenbosch University, 2015-12) Claassen, Dané; Gouws, R. H.; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Spcial Sciences. Dept. of Afrikaans and Dutch.
    AFRIKAANSE OPSOMMING: ’n Groot hoeveelheid navorsing is die afgelope paar dekades gedoen oor aanleerderwoordeboeke as tipologiese woordeboekonderafdeling. Ondanks al hierdie navorsing is die rol van aanleerderwoordeboeke in tersiêre taalleer met nultaalsprekers as teikengroep nog nie naastenby na behore ondersoek nie. Navorsing toon dat ’n goed gekose woordeboek, naas die opvoedkundige, ’n belangrike hulpmiddel is om die taalverwerwingsproses te verryk. Daar bestaan tans nie ’n eentalige of tweetalige aanleerderwoordeboek wat spesifiek gerig is op nultaalsprekers wat Afrikaans op tersiêre vlak aanleer nie. Taalverwerwingsdosente en taalfasiliteerders moet dus die gaping ten beste probeer vul deur woordeboeke soos Pharos se Aanleerderswoordeboek vir skole/Learner’s dictionary for schools en Longman-HAT se Afrikaans Dictionary and Grammar for English speakers vir hierdie aanleerders voor te skryf. Die hoofdoelwitte van hierdie studie kan soos volg opgesom word: om die mate te meet waarin hierdie “kompenserende” woordeboeke die leksikografiese behoeftes van nultaalsprekers op tersiêre vlak bevredig, om terugvoer van die teikengebruikers self te kry en om voorstelle te maak vir die moontlike samestelling van ’n aanleerderwoordeboek vir nultaalsprekers wat Afrikaans as derde of verdere taal op universiteitsvlak aanleer. Die studie is aanvanklik uitgevoer met die Funksieteorie as uitgangspunt, maar ook later gekombineer met die Algemene Teorie van Leksikografie, byvoorbeeld Wiegand (1998), as raamwerk. Taalverwerwingskursusse verskil van universiteit tot universiteit en dus is slegs die algemene en belangrikste leksikografiese behoeftes van hierdie nultaalsprekers bepaal. Die rede vir die analisering van hierdie spesifieke twee woordeboeke is omdat dit onderskeidelik voorgeskryf word by die Universiteit van Stellenbosch en die Nelson Mandela Metropolitaanse Universiteit. Die mate waarin ’n spesifieke woordeboek voldoen aan die bevrediging van ’n sekere teikengroep se leksikografiese behoeftes word nie slegs deur die leksikograaf bepaal nie, maar ook deur die teikengebruiker. Die huidige woordeboekkultuur is vasgestel deur die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKAV), wat tans in die Suid-Afrikaanse skoolsisteem gevolg word, onder die vergrootglas te bring. Op grond hiervan word voorstelle vir formele woordeboekonderrig op universiteitsvlak gemaak, wat beide algemene en spesifieke woordeboekonderrig insluit.
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    Die gebruik van letterkunde vir die onderrig en leer van Afrikaans as addisionele taal op skool binne 'n taakgebaseerde benadering
    (Stellenbosch : Stellenbosch University, 2016-03) Rothmann, Annelaura; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: Please refer to full text for abstract.
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    Riglyne vir die ontwerp van 'n Afrikaanse tweedetaalsillabus op universiteitsvlak
    (Stellenbosch : Stellenbosch University, 2021-03) Cronje, Danielle; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: The use of Afrikaans as a language of instruction atSouth African universities is declining every year. Various Afrikaans departments in South Africa still offer modules and/or short courses for non-mother tongue speakers of Afrikaans, but there is still a decrease in the number of students doing Afrikaans modules. The problem, however, is that there are no guidelines in place according to which Afrikaans Language Acquisition courses are designed. Lecturers are often uncertain about what they should teach about Afrikaans,and each student's expectations differ. I therefore start the study by asking the following main research question: What would a general teaching model for an Afrikaans Language Acquisition course look like? Furthermore, I also identify sub-research questions, namely: What approaches are there according to which Language Acquisition syllabi can be designed? Which of these approaches are suitable for an Afrikaans Language Acquisition course? Which factors must be considered when compiling guidelines for a syllabus for a general Language Acquisition course? And finally, why is it necessary to have guidelines in place for the syllabus of an Afrikaans Language Acquisition course? Each of the research questions is answered throughout the study. The study is introduced in chapter 2 and chapter 3 by an investigation of different approaches towards syllabus design, as described by several authors –Karl Krahnke (1987), David Nunan(1988 and 2010), Diane Larsen-Freeman and Marti Anderson (2011), Elbie Adendorff (2012a and 2012b)and Jack Richards and Theodore Rodgers (2017)–where all the positive as well as negative aspects of each of the approaches are given. Chapter 4 serves as the methodology for the model where various factors that influence the model, are described. Factors include the role of the student and the role of the lecturer, as well as the role that resources play in designing a language acquisition course. This serves as the foundation for the model. Chapter 5, comprising the model, answers the main research question.The aim of the study is to conduct a thorough investigation into which syllabus design approach would be best suited for an Afrikaans Language Acquisition course. The approach/es is/are then used to create a guideline for a model for an Afrikaans Language Acquisition course at university level. Emphasis is placed on the academic skills, while each of the four main learning outcomes, viz. writing, reading, listening,and speaking, is dealt within detail in the model. The study focuses on the compilation of a generic model that can serve as a guideline according to which lecturers can compile a general language acquisition syllabus for Afrikaans as a Second Language at university. The study stems from research conducted by Adendorff (2012a) and Greyling (2014) and provides an innovative contribution to the offering of Language Acquisition courses. Although the thesis focuses on Afrikaans Language Acquisition, the guidelines for syllabus design can also be applied to other languages.