Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieƫ
| dc.contributor.advisor | Posthumus, L. C. | |
| dc.contributor.author | De Wit, Helene Elma Duyvene | |
| dc.date.accessioned | 2019-08-05T13:11:03Z | |
| dc.date.available | 2019-08-05T13:11:03Z | |
| dc.date.issued | 1993-10 | |
| dc.description.abstract | According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprizing seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers. Although it is realized that not all factors contributing to poor language acquisition can be solved by the suggestions made in this study, the author is of the opinion that the situation could be remarkably improved by the following: - Research on language teaching per se should be undertaken. Due to the advanced 1eve1 of research in Applied linguistics and the lack of a foundation in African languages, a priority amongst the international and national debates is set in this thesis for commencing research in African languages. - Grammar-based courses should be renewed to include communicative language teaching. In order to prevent haphazard research in an overwhelming maze of literature, a curriculum cycle is presented as an orientation point. - Experiential learning should be undertaken to supplement the teacher centered lecture seeing that only 20-40% of students profit by the exclusive use of the tutor centered lecture. - The way in which the adult learning process takes place should be taken into account during language instruction. Kolb's experiential learning model is presented as a solution to many problems encountered in language teaching. - The deficiencies in the various different teaching methods should be counteracted by an eclectic approach. Kolb's model is offered as a fusion of the different learning styles of students and the various teaching approaches. - In foreign language teaching, grammar should not be rejected altogether when engaging in communicative language teaching. The uncertain contribution of grammar in communicative language teaching of a foreign language is thus placed into perspective in this thesis. - The four skills, listening, reading, speaking and writing, should also receive special attention. In accordance with Kolb's model it is indicated that these skills should not be intuitively approached, but should be activated in a specific learning cycle. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/10267 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Thesis (Ph.D. (African Languages))--University of the Free State (South Campus), 1993 | en_ZA |
| dc.subject | Zulu language | en_ZA |
| dc.subject | Study and teaching | en_ZA |
| dc.subject | Language acquisition | en_ZA |
| dc.title | Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieƫ | en_ZA |
| dc.type | Thesis | en_ZA |