Doctoral Degrees (Afrikaans and Dutch)

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

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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.
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    ’n Genregebaseerde benadering tot die ontwikkeling van skryfvaardighede in Afrikaans as tweede taal op universiteitsvlak
    (Stellenbosch : Stellenbosch University, 2018-03) Binneman, Arne; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: Degree programs offered by universities prepare students for their target professions. The preparation includes enabling students to effectively cope with the texts that form part of their target contexts. It often happens that students first need to be prepared to function effectively within the university context even before they can be prepared for their target professions. Within the South African context, students who are second language speakers of Afrikaans often come from parts of South Africa where Afrikaans is the minority language. Therefore, the classroom in which they receive their school education is at times not fully equipped with sufficient Afrikaans input. When these students arrive at an Afrikaans university, they are in a more difficult situation than their classmates who are native speakers and who have sufficient access to appropriate Afrikaans inputs. In this dissertation, I propose the genre-based approach from the systemic functional linguistic perspective for the development of writing skills in Afrikaans as a second language. Three research questions are examined. Firstly, research has been conducted into the nature and characteristics of texts from the response genre, which form part of an Afrikaans as a second language writing course. The second aspect researched is how the analysis of the latter texts can be used in an Afrikaans language acquisition module to develop second language writing skills. Thirdly, the concept of affordances was involved in order to identify language affordances within the context of a course for Afrikaans as a second language. Regarding the methodology, model texts from the response genre are analysed using a custom genre-analytical questionnaire (based on the functional language model) as well as by textual analysis. Each of the texts are analysed with reference to the context, the ideational meta function, the interpersonal meta function and the textual meta function. The genre-analytical questionnaire – updated from Paltridge (2001) – is adapted to focus on each of the latter aspects. The questionnaire is supplemented by a textual analysis focusing on, inter alia, the nature of the sentences and the types of processes present. Conclusions on the nature of each of the subgenres of responses (reviews, character analyses and thematic interpretations) are made following the genre analyses. I argue that the deductions from the genre-analytical questionnaire as well as the textual analyses can be adapted for use in the second language classroom for development of second language writing skills. Thus, the genre-analytical questionnaire has been further adapted to serve as a practical classroom worksheet. Another argument presented in this dissertation is that the teaching and learning cycle (the practical application of the genre-based approach) allows space for lecturers to assist students in the awareness of language affordances. The assumption that awareness of language affordances leads to higher motivation with regard to the development of writing skills is examined in the dissertation. I find that multilingual students potentially possess more affordances and that lecturers can facilitate students with regard to goal setting for writing skills development. I also find that students need to be made aware of the usability and relevance of all classroom activities, and that sufficient opportunity should be given to second language students to practice and develop their skills. The research undertaken for this dissertation is of the first in which the systemic functional linguistic view of the genre-based approach is applied to Afrikaans as a second language. Furthermore, this study links the three research areas of the genre-based approach, second language writing skills and affordances – something that has not been done before in the field of Afrikaans as a second language.