Sabinet | T2 Woordeskat en onderrig : integrasie van teorie en praktyk
n Tydskrif vir Geesteswetenskappe - T2 Woordeskat en onderrig : integrasie van teorie en praktyk
Author Christine Du Toit1 and Carisma Nel2
Source : Tydskrif vir Geesteswetenskappe, Volume 54, Issue 1, Jan 2014, p. 75 - 95
Keyword(s) : Addisionele taal, Additional language, Geheue, Information acquisition, Information processing, Inligtingsverwerwing, Inligtingverwerking, Langtermyngeheue, Leksikon, Lexicon, Long term memory, Memory, Multimedia, T1 (moedertaal), T1 (mother tongue), T2 (second language), T2 (tweede taal), Vocabulary, Werkgeheue, Woordeskat and Work retention
This article discusses the importance of major theories regarding input processes in second language acquisition. It presents an overview of the major strands of research in the field of psycholinguistic theories on information processes in the brain, and discusses how these theories can play an important part for effective learning of especially vocabulary in a second language. The past years have not been easy for teachers of especially second languages. The socio-political changes where the learner profiles became more and more diverse in classes as well as the implementing of a new school curriculum resulted in several challenges for teachers. Not all teachers are familiar with the teaching of a second language, and to complicate the situation further not all teachers of Afrikaans Additional Language are mother tongue speakers of this language. Language teachers are faced with the challenge of adapting their teaching methods to cope with the complexities in education. Technological and demographical changes and development as well as the implementation of the curriculum imply that teachers can no longer simply teach as they themselves have been taught. They need to know how new developments on theories of the teaching and learning of language impact on themselves, the learners, and the context. The low rate of success in academic achievement, especially with regard to the South African schools, emphasizes the need to reflect on why and how we do what we do in education.
Taalonderwysers word daagliks gekonfronteer met die uitdaging om hulle onderrigmetodes aan te pas by veranderende omstandighede. Tegnologiese en demografiese verandering sowel as die implementering van 'n nuwe kurrikulum het tot gevolg dat onderwysers nie bloot kan onderrig soos wat hulle altyd gedoen het nie. Die kompleksiteit van en toenemend meer diverse leerders noodsaak dat onderwysers moet tred hou met nuwe ontwikkeling op die gebied van navorsing oor bepaalde aspekte binne hulle vakgebied. Dit is in belang van die leerders dat onderwysers, meer as ooit tevore, hulle moet kan verantwoord oor waarom en hoekom hulle doen wat hulle doen in die onderrigsituasie. In 'n onlangse studie oor die onderrig en leer van Afrikaans as addisionele taal, in die dr. Kenneth Kaunda Distrik in die Noordwes-Provinsie, was dit duidelik dat die meerderheid onderwysers nie nuwe en ontluikende teorieë gekoppel het aan hulle praktiese onderrigvaardigheid nie. Die grootste bekommernis wat uit hierdie studie voortgespruit het, was dat hierdie onderwysers ook nie spesifieke opleiding in die onderrig van 'n addisionele taal ontvang het nie. Die doel van hierdie artikel is om aan te toon hoe sekere teorieë noodsaaklik is om onderwysers te kan ondersteun in die onderrig van woordeskatverwerwing in Afrikaans Addisionele Taal. Hierdie teorieë verskaf 'n grondige motivering vir die wat en hoe addisionele tale onderrig behoort te word.
Persistent Link : https://hdl.handle.net/10520/EJC151885