โn Voorgestelde onderrigmodel vir die aanleer van Afrikaans as vreemde taal in โn aanlyn omgewing
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Date
2021
Authors
Stander, Alison Gretchen
Journal Title
Journal ISSN
Volume Title
Publisher
Universiteit van die Vrystaat
Opsomming in ander tale ๐๐ฐ๐ญ๐ญ๐ฆ๐ฆ๐ณ ๐ข๐ง ๐ท๐ช๐ณ. ๐๐ฏ๐จ๐ญ๐ช๐ด๐ฉ
Opsomming in ander tale ๐๐ฐ๐ญ๐ญ๐ฆ๐ฆ๐ณ ๐ข๐ง ๐ท๐ช๐ณ. ๐๐ฏ๐จ๐ญ๐ช๐ด๐ฉ
Abstract
๐จ๐๐๐๐๐๐๐๐
Die onderrig van Afrikaans as vreemde taal binne ล aanlyn omgewing het met die aanvang van die studie in 2017 nog nie veel aandag ontvang nie. Die navorsing wat vir hierdie proefskrif onderneem is, het eerstens gefokus op die ontwikkeling van ล aanlynvreemdetaalonderrigmodel en tweedens op die kritiese evaluering van die Suid-Afrikaanse Kwalifikasie Owerheid (SAKO/SAQA) geakkrediteerde ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด (GA)-kursusse gerig op vreemdetaalverwerwing met betrekking tot die voorgestelde onderrigmodel. Die evaluering sal dit moontlik maak om tekortkominge in die kursusse (soos dit in 2017-2019 daaruit gesien het - ล aanlyn omgewing van onderrig impliseer noodwendig kontinue opdatering en vernuwing) te identifiseer en aanbevelings te maak.
๐๐-1 en ๐๐-2 is vreemdetaalaanleerderkursusse wat deur die Departement Afrikaans en Nederlands, Duits en Frans aan die Universiteit van die Vrystaat aangebied word. Die kursusse bied geleentheid aan volwassenes om Afrikaans as vreemde taal aan te leer. Studente wat vir hierdie twee kursusse registreer, het onderskeidelik รณf geen voorafkennis van Afrikaans nie รณf beskik oor ล bietjie passiewe kennis van Afrikaans, maar nie die aktiewe vermoรซ tot kommunikasie nie. Dit is aanvanklik as gemengde leerkursusse aangebied en in 2017 is die inisiatief geneem om dit verder om te bou vir ล volledige aanlyn onderrigomgewing om ook vir volwassenes buite die UV se direkte voedingsgebied geleentheid te gee om Afrikaans aan te leer.
Naas die literatuurstudie, het die ondersoek van ล multifase-gemengdenavorsingsmetode gebruik gemaak. Die eerste fase van die studie het plaasgevind voordat studente (respondente in die studie) met die kursusse begin het. Tydens hierdie fase is studente gevra om ล behoefte-analisevraelys te voltooi, wat grootliks kwantitatiewe data gegenereer het. Fase twee van die studie het plaasgevind nadat dieselfde studente die GA-kursusse voltooi het. Tydens die tweede fase is die studente gevra om aan ล individuele onderhoud deel te neem en ล evaluasievraelys te voltooi.
Die resultate van die behoefte-analises het getoon dat studente wat vir die kursusse ingeskryf het Afrikaans wil aanleer om dit veral in ล sosiale opset te gebruik. Die studente wil ook in staat wees om eenvoudige Afrikaanstalige kommunikasie te verstaan om daarop te kan reageer. Die behoefte-analise het die studente se voorkeuraktiwiteite in terme van onderrig (taalverwerwing) en onderwerpe (kursustemas) geรฏdentifiseer. Die evaluasievraelys is gebruik om vas te stel tot watter mate die GA-kursusse aan die behoeftes en die verwagtinge van die studente voldoen het. Die onderhoude is gebruik om meer detail aangaande die evaluasie van die kursusse en ander aspekte van die aanlyn platform vas te stel.
Om die parameters van ล ideale aanlyn onderrigmodel te kon identifiseer, is ล literatuurstudie met betrekking tot taalonderrigbenaderings en -metodes, volwassene-leer teorieรซ en aspekte rondom taalverwerwing (leer) in ล aanlynomgewing bespreek. Die ondervinding wat die navorser as fasiliteerder van die GA-kursusse opgedoen het en die data van die respondente (vraelyste en onderhoude) is ook gebruik in die ontwikkeling van die voorgestelde vreemdetaalonderrigmodel. Die model bestaan uit drie hoofkomponente: ๐ต๐ข๐ข๐ญ๐ท๐ฆ๐ณ๐ธ๐ฆ๐ณ๐ธ๐ช๐ฏ๐จ, ๐ฅ๐ช๐ฆ ๐ท๐ฐ๐ญ๐ธ๐ข๐ด๐ด๐ฆ ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต ๐ฆ๐ฏ ๐ฅ๐ช๐ฆ ๐ฎ๐ฐ๐ฅ๐ถ๐ด ๐ท๐ข๐ฏ ๐ข๐ข๐ฏ๐ฃ๐ช๐ฆ๐ฅ๐ช๐ฏ๐จ. Elke komponent behels riglyne ten opsigte van die wyse waarop dit in ล aanlyn omgewing toegepas moet word. ๐๐ข๐ข๐ญ๐ท๐ฆ๐ณ๐ธ๐ฆ๐ณ๐ธ๐ช๐ฏ๐จ fokus op die taalvaardighede wat in ล vreemdetaalkursus ontwikkel moet word en watter taalonderrigbenaderings en -metodes daardie vaardighede die beste aanspreek. Die ๐ท๐ฐ๐ญ๐ธ๐ข๐ด๐ด๐ฆ ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต fokus op riglyne vir die ontwerp van ล kursus om effektiewe leer vir volwassenes te bewerkstellig. Die ๐ฎ๐ฐ๐ฅ๐ถ๐ด ๐ท๐ข๐ฏ ๐ข๐ข๐ฏ๐ฃ๐ช๐ฆ๐ฅ๐ช๐ฏ๐จ is in vyf subkomponente verdeel wat op die ontwerp van leermateriaal, assessering en terugvoer, kursushulpbronne, kursusontwerp en die rol van die fasiliteerder fokus.
Aan die hand van die toepassing van die ideale (voorgestelde) aanlyn onderrigmodel vir taalverwerwing op die GA-kursusse, is daar bevind dat dit oor die algemeen goed saamgestel is en meestal aan die riglyne van die voorgestelde model voldoen. Die belangrikste aanbevelings en/of gebreke setel rondom die gebrek aan kommunikasie (op die leerplatform) tussen die fasiliteerder en die studente, die tekort aan reflekteringsaktiwiteite en die eensydige sosiale aanwesigheid van die fasiliteerder.
Die ondersoek kan ล bydrae lewer tot aanlyn onderrig vir vreemde tale en spesifiek ook vreemdetaalonderrig in ล Suid-Afrikaanse konteks en vergelykbare (โlow techโ) omgewings (kontekste) wat betref die uitdagings en beperkinge met betrekking tot tegnologie en data. Die ondersoek lewer ook ล bydrae tot die opdatering en verbetering van tans die enigste geakkrediteerde kortleerprogram vir Afrikaans as vreemde taal.
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๐ฌ๐๐๐๐๐๐ Teaching Afrikaans as a foreign language within an online environment had not received much attention when this study started in 2017. The research undertaken within this dissertation focused firstly on developing an online foreign language teaching model specifically for Afrikaans aimed at adults and secondly evaluating the SAQA accredited ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด (๐๐) online courses with regard to the model. The critical analysis will determine to what extent the ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด courses (as they initially were in 2017-2019) meet the proposed โidealโ model requirements. In this way, any shortcomings of the courses can be identified, and recommendations can be made to the course owners. ๐๐-1 and -2 are foreign language courses offered by the Department of Afrikaans and Dutch, German and French at the Free State University. The courses provide an opportunity to adults to learn Afrikaans as a foreign language. Students who register for these courses either have no prior knowledge of Afrikaans or have some passive knowledge of the language. The courses were initially offered as blended learning courses, and in 2017, the initiative was taken to move the courses online to give more people the opportunity to learn Afrikaans. Alongside the literature review, the study also made use of a multi-phased mixed methodology research design. The first phase of the study took place before the students started the ๐๐-courses. During this phase, the students were asked to complete a needs analysis questionnaire. This questionnaire yielded primarily quantitative data. The second phase of the study took place after the students completed ๐๐-courses. During this phase, the students were asked to complete an evaluation questionnaire and participate in an individual interview. This phase of the study yielded both quantitative and qualitative data. The needs analyses showed that the students who register for the courses want to learn Afrikaans to use the language in social settings. The students also want to be able to understand specific phrases when they hear them and be able to react to them. The needs analysis also identified the studentsโ preferred activities and topics for the foreign language courses. The evaluation questionnaire determined the extent to which the ๐๐-courses meet the needs of the students. It also more specifically evaluated the content used on the online platform to determine if it was adequate. The interviews were used to obtain more detail regarding assessing the courses and other aspects of the online platform. To identify the model's parameters, literature on language teaching approaches and methods, adult learning theories, and theories on learning in an online environment were researched. The experience gained by the researcher as a facilitator of the ๐๐-courses and the data of the respondents were also used to contribute to the development of the foreign language teaching model. The model has three main components: language acquisition, the ๐ข๐ฅ๐ถ๐ญ๐ต ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต and the ๐ฑ๐ณ๐ฆ๐ด๐ฆ๐ฏ๐ต๐ข๐ต๐ช๐ฐ๐ฏ ๐ฎ๐ฐ๐ฅ๐ฆ. All of the components entail guidelines regarding what should be kept in mind when developing a foreign language online course for adults. ๐๐ข๐ฏ๐จ๐ถ๐ข๐จ๐ฆ ๐ข๐ค๐ฒ๐ถ๐ช๐ด๐ช๐ต๐ช๐ฐ๐ฏ focuses on the language skills that should be developed and the language approaches and methods best suited. ๐๐ฅ๐ถ๐ญ๐ต ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต gives guidelines on the aspects that should be kept in mind when teaching adult students. ๐๐ณ๐ฆ๐ด๐ฆ๐ฏ๐ต๐ข๐ต๐ช๐ฐ๐ฏ ๐ฎ๐ฐ๐ฅ๐ฆ consists of five subcomponents, ๐ต๐ฉ๐ฆ ๐ฅ๐ฆ๐ด๐ช๐จ๐ฏ ๐ฐ๐ง ๐ญ๐ฆ๐ข๐ณ๐ฏ๐ช๐ฏ๐จ ๐ฎ๐ข๐ต๐ฆ๐ณ๐ช๐ข๐ญ, ๐ข๐ด๐ด๐ฆ๐ด๐ด๐ฎ๐ฆ๐ฏ๐ต๐ด ๐ข๐ฏ๐ฅ ๐ง๐ฆ๐ฆ๐ฅ๐ฃ๐ข๐ค๐ฌ, ๐ค๐ฐ๐ถ๐ณ๐ด๐ฆ ๐ณ๐ฆ๐ด๐ฐ๐ถ๐ณ๐ค๐ฆ๐ด, ๐ค๐ฐ๐ถ๐ณ๐ด๐ฆ ๐ฅ๐ฆ๐ด๐ช๐จ๐ฏ and the facilitator's role. When comparing the model with the ๐๐-courses, it was found that the courses are well designed and mainly comply with the guidelines of the proposed model. The main recommendations/shortcomings centres around the lack of communication on the learning platform between the students and the facilitator, the absence of reflection activities and the absence of a social presence of the facilitator. The research can contribute to the online teaching of foreign language and, specifically, the teaching of a foreign language with a South African context and similar โlow-teachโ environments regarding the challenges faced with internet connections and data. The research can also contribute to updating and improving the currently only accredited short learning Afrikaans as a foreign language course. ___________________________________________________________________
๐ฌ๐๐๐๐๐๐ Teaching Afrikaans as a foreign language within an online environment had not received much attention when this study started in 2017. The research undertaken within this dissertation focused firstly on developing an online foreign language teaching model specifically for Afrikaans aimed at adults and secondly evaluating the SAQA accredited ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด (๐๐) online courses with regard to the model. The critical analysis will determine to what extent the ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด courses (as they initially were in 2017-2019) meet the proposed โidealโ model requirements. In this way, any shortcomings of the courses can be identified, and recommendations can be made to the course owners. ๐๐-1 and -2 are foreign language courses offered by the Department of Afrikaans and Dutch, German and French at the Free State University. The courses provide an opportunity to adults to learn Afrikaans as a foreign language. Students who register for these courses either have no prior knowledge of Afrikaans or have some passive knowledge of the language. The courses were initially offered as blended learning courses, and in 2017, the initiative was taken to move the courses online to give more people the opportunity to learn Afrikaans. Alongside the literature review, the study also made use of a multi-phased mixed methodology research design. The first phase of the study took place before the students started the ๐๐-courses. During this phase, the students were asked to complete a needs analysis questionnaire. This questionnaire yielded primarily quantitative data. The second phase of the study took place after the students completed ๐๐-courses. During this phase, the students were asked to complete an evaluation questionnaire and participate in an individual interview. This phase of the study yielded both quantitative and qualitative data. The needs analyses showed that the students who register for the courses want to learn Afrikaans to use the language in social settings. The students also want to be able to understand specific phrases when they hear them and be able to react to them. The needs analysis also identified the studentsโ preferred activities and topics for the foreign language courses. The evaluation questionnaire determined the extent to which the ๐๐-courses meet the needs of the students. It also more specifically evaluated the content used on the online platform to determine if it was adequate. The interviews were used to obtain more detail regarding assessing the courses and other aspects of the online platform. To identify the model's parameters, literature on language teaching approaches and methods, adult learning theories, and theories on learning in an online environment were researched. The experience gained by the researcher as a facilitator of the ๐๐-courses and the data of the respondents were also used to contribute to the development of the foreign language teaching model. The model has three main components: language acquisition, the ๐ข๐ฅ๐ถ๐ญ๐ต ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต and the ๐ฑ๐ณ๐ฆ๐ด๐ฆ๐ฏ๐ต๐ข๐ต๐ช๐ฐ๐ฏ ๐ฎ๐ฐ๐ฅ๐ฆ. All of the components entail guidelines regarding what should be kept in mind when developing a foreign language online course for adults. ๐๐ข๐ฏ๐จ๐ถ๐ข๐จ๐ฆ ๐ข๐ค๐ฒ๐ถ๐ช๐ด๐ช๐ต๐ช๐ฐ๐ฏ focuses on the language skills that should be developed and the language approaches and methods best suited. ๐๐ฅ๐ถ๐ญ๐ต ๐ด๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต gives guidelines on the aspects that should be kept in mind when teaching adult students. ๐๐ณ๐ฆ๐ด๐ฆ๐ฏ๐ต๐ข๐ต๐ช๐ฐ๐ฏ ๐ฎ๐ฐ๐ฅ๐ฆ consists of five subcomponents, ๐ต๐ฉ๐ฆ ๐ฅ๐ฆ๐ด๐ช๐จ๐ฏ ๐ฐ๐ง ๐ญ๐ฆ๐ข๐ณ๐ฏ๐ช๐ฏ๐จ ๐ฎ๐ข๐ต๐ฆ๐ณ๐ช๐ข๐ญ, ๐ข๐ด๐ด๐ฆ๐ด๐ด๐ฎ๐ฆ๐ฏ๐ต๐ด ๐ข๐ฏ๐ฅ ๐ง๐ฆ๐ฆ๐ฅ๐ฃ๐ข๐ค๐ฌ, ๐ค๐ฐ๐ถ๐ณ๐ด๐ฆ ๐ณ๐ฆ๐ด๐ฐ๐ถ๐ณ๐ค๐ฆ๐ด, ๐ค๐ฐ๐ถ๐ณ๐ด๐ฆ ๐ฅ๐ฆ๐ด๐ช๐จ๐ฏ and the facilitator's role. When comparing the model with the ๐๐-courses, it was found that the courses are well designed and mainly comply with the guidelines of the proposed model. The main recommendations/shortcomings centres around the lack of communication on the learning platform between the students and the facilitator, the absence of reflection activities and the absence of a social presence of the facilitator. The research can contribute to the online teaching of foreign language and, specifically, the teaching of a foreign language with a South African context and similar โlow-teachโ environments regarding the challenges faced with internet connections and data. The research can also contribute to updating and improving the currently only accredited short learning Afrikaans as a foreign language course. ___________________________________________________________________
Description
Proefskrif (Ph.D.(Afrikaans en Nederlands))--Universiteit van die Vrystaat, 2021
Keywords
Vreemde taal, Aanlyn onderrig, Afrikaans, Volwassene-leer, ๐๐ฆ๐ด๐ฆ๐ญ๐ญ๐ช๐จ ๐๐ง๐ณ๐ช๐ฌ๐ข๐ข๐ฏ๐ด, Taalonderrigbenaderings, Foreign language, Online teaching, Adult learning, language teaching approaches