Die gebruik van die Virtuele Instituut vir Afrikaans (VivA) se Leer-en-luister-toepassing in ’n taakgebaseerde benadering vir Afrikaans-addisioneletaalonderrig
Date
2024-12
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Stellenbosch University
Abstract
Research shows that mobile devices are increasingly being used as teaching aids in classrooms. In this thesis I have focused on the use of mobile devices, and specifically on applications used in teaching, mainly the teaching of reading and listening skills in Afrikaans literature lessons in a South African context – and specifically for the teaching of Afrikaans as a First Additional Language (FAL) in grades 4 to 6. I have investigated how the “Lees-en-luister” (“Read-and-Listen”) application (app), launched by the Virtuele Instituut vir Afrikaans (VivA) can be used as an aid for teaching reading and listening skills to grade 4 to 6 learners that take Afrikaans as a First Additional Language (FAL). The main research question that I wish to answer in my investigation is “How can mobile applications be used in a task-based teaching-and-learning approach for the teaching of literature to grade 4 to 6 learners that take Afrikaans as a First Additional Language?” The main research question, stated above, has been expanded to include the following two sub-questions, based on the DBE’s (Department of Basic Education’s) CAPS (Curriculum Assessment Policy Statement) requirements for Afrikaans as a First Additional Language (FAL):
1. To what extent is VivA's “Lees-en-luister” app a suitable resource for the teaching of literature in Afrikaans additional-language education, based on the CAPS requirements?
2. How can task-based lessons be designed with VivA's “Lees-en-luister” app for Afrikaans additional-language teaching?
The theoretical frameworks in my study include, amongst others, Krashen’s language acquisition theory – with specific reference to his input hypothesis and his affective filter hypothesis (Krashen, 1982). I also refer to mobile learning (McNeely, 2005; Chinnery, 2006; Miangah and Nezarat, 2012 and Sass, 2022), as well as to the DBE’s CAPS document and to Willis’ task-based approach (Willis, 1996). The thesis also entails task-based lessons, which have been designed by integrating VivA's app as a teaching aid during the CAPS process of pre-reading, during reading and post-reading (DBE, 2011a: 11). It does contain a practical component, as I have drafted the lessons, although I could not teach these lessons in order to test them empirically. A thorough document analysis is used to determine what is mentioned in literature studies about the various applications (apps) that can be used in additional-language teaching. The CAPS document has also been scrutinised to determine what it prescribes with regards to the teaching of literature to learners in grades 4 to 6 who take Afrikaans as a First Additional Language. The focal point has been on what was stated in the CAPS regarding reading and listening skills for Afrikaans FAL in the intermediate phase, and whether the app meets these requirements. The main finding was that VivA's “Lees-en-luister” app meets the requirements as outlined in the CAPS, with reference to the teaching and learning of Afrikaans as a First Additional Language for learners in grades 4 to 6.
Description
Thesis (MA)--Stellenbosch University, 2024.