Parineeti Chopra & Arjun Kapoor step out for Sandeep Aur Pinky Faraar promotions - DesiMag
← Angrezi Medium?
Yash Raj Film’s Jayeshbhai Jordaar starring Ranveer Singh is set to release on October 2, 2020 → Greyling, Arne (2014-04)
ENGLISH ABSTRACT: The Language Policy for Higher Education (2002) endorses multilingualism and language diversity in tertiary education. The issues relating to multilingualism in tertiary contexts and the design of a vocational language teaching program has not yet been adequately covered in research. Language teaching includes courses for specific purposes for adult learners. This type of teaching for specific purposes has not yet received much attention in Afrikaans second language research. There is currently little or no scientific research on the teaching and learning of Afrikaans as a second language for specific purposes in university context within the framework of the task-based theory. Therefore, this study – to design a vocational language teaching program for education students – was undertaken.
Teachers (and education students) should be prepared for effective teaching to be challenged as South Africa is diverse in terms of culture and language, and learners are expected to use language at a high academic level. Linguistic diversity, as found in Western Cape schools, have a direct impact on learners‟ chances of success and education courses should prepare student teachers for teaching in multilingual contexts. Research shows that it is important for the teacher to be able to function in a multilingual context mainly in the foundation and intermediate phases. These are two of the teaching phases that student teachers are trained for in graduate programs. It is important that the education students' language training takes place in such a way that they would be able to function effectively in a multilingual context.
The need for further development of Afrikaans as a second language in first-year English-speaking student teachers is especially great since no distinction is made between the two groups – Afrikaans first language speakers and Afrikaans second language speakers – from the second year on. In the second year of undergraduate education courses Afrikaans second language speakers are expected to be able to use Afrikaans at the same level as first language speakers, specifically with the aim of possible teaching in Afrikaans.
This study looked at how and to what extent needs analyses contribute to determining the content of a specific purposes course for Afrikaans second language student teachers as they require a unique syllabus due to the fact that the nature of their communication places demands other than that of generic language acquisition. The characteristics of the specific skills that the students need were therefore studied through a needs analysis.
Language for specific purposes (LSP) has its own approach to curriculum development and materials design as one of the goals include learning the specific language in limited time. This study will look at how and to what extent the LSP course take students' academic language needs into account. In other words, the principles underlying the design of LSP courses will be studied.
The grading and organisation of the content of syllabi often occurred randomly in the past. With the use of needs analyses, the content of the specific purposes syllabi can be specifically determined. By making use of existing research, this study examines the sequencing of content or tasks within a syllabus.
AFRIKAANSE OPSOMMING: Die Taalbeleid vir Hoër Onderwys (2002) onderskryf veeltaligheid en taaldiversiteit in tersiêre onderrig. Die vraagstukke rakende veeltaligheid in tersiêre kontekste en die ontwerp van 'n beroepsgerigte taalonderrigprogram ("vocational language teaching programme") is nog nie genoegsaam in navorsing hanteer nie. Die onderrig van tale sluit kursusse vir spesifieke doeleindes aan volwasse leerders in. Hierdie tipe onderrig vir spesifieke doeleindes het nog nie veel aandag binne Afrikaanse tweedetaalnavorsing ontvang nie. Daar word tans min of geen wetenskaplike navorsing oor die onderrig en leer van Afrikaans as tweede taal vir spesifieke doeleindes binne die universiteitskonteks binne die raamwerk van die taakgebaseerde teorie onderneem. Daarom is hierdie studie na die ontwerp van 'n beroepsgerigte taalonderrigprogram vir onderwysstudente onderneem.
Aangesien Suid-Afrika divers is ten opsigte van kultuur en taal, moet onderwysers (en onderwysstudente) daarop voorbereid wees dat effektiewe onderrig uitgedaag word, omdat van leerders verwag word om met taal op 'n hoë akademiese vlak om te gaan. Linguistiese diversiteit, soos gevind kan word in Wes-Kaapse skole, het 'n direkte invloed op leerders se kanse op sukses en onderwyskursusse sal leerderonderwysers daarop moet voorberei om in veeltalige kontekste onderrig te kan gee. Navorsing toon dat dit veral in die grondslag- en intermediêre onderrigfases is waar dit vir die onderwyser belangrik is om in 'n veeltalige konteks te kan funksioneer. Dit is twee van die onderrigfases waarvoor onderwysstudente in graad-programme opgelei word. Dit is belangrik dat hierdie onderwysstudente se taalopleiding van so 'n aard is dat hulle suksesvol in 'n veeltalige konteks kan funksioneer.
Die behoefte vir die verdere ontwikkeling van Afrikaans as tweedetaal by eerstejaar- Engelssprekende onderwysstudente is veral groot aangesien daar vanaf die tweede jaar in sommige onderwyskursusse geen onderskeid tussen die twee groepe – Afrikaans eerstetaalsprekers en Afrikaans tweedetaalsprekers – getref word nie. In die tweede jaar van voorgraadse opvoedkunde-kursusse word van Afrikaans tweedetaalsprekers verwag om op dieselfde vlak met Afrikaans te kan omgaan as eerstetaalsprekers, spesifiek met die oog op moontlike onderrig in Afrikaans.
In hierdie studie word gekyk na hoe en tot watter mate behoefte-analises bydra tot die bepaling van die inhoud van 'n spesifiekedoeleindeskursus vir Afrikaans-tweedetaalonderwysstudente aangesien hulle 'n eiesoortige sillabus benodig as gevolg van die feit dat die aard van hulle kommunikasie ander eise stel as die generiese taalverwerwingskursusse. Daarom word die eienskappe van die spesifieke vaardighede wat die studente benodig, deur middel van 'n behoefte-analise bestudeer.
Taal vir spesifieke doeleindes (TSD) het sy eie benadering tot kurrikulumontwikkeling en materiaalontwerp aangesien een van die doelstellings onder meer die aanleer van die spesifieke taal binne beperkte tyd is. In hierdie studie word gekyk na hoe en tot watter mate die TSD-kursus die studente se akademiese taalbehoeftes in ag neem. Daar word met ander woorde na die beginsels wat onderliggend is tot die ontwerp van TSD-kursusse gekyk.
Die gradering en ordening van die inhoude vir sillabusse het in die verlede dikwels lukraak plaasgevind. Met behoefte-analises kan spesifiekedoeleindesillabusse se inhoude meer spesifiek bepaal word. Deur gebruik te maak van bestaande navorsing, ondersoek hierdie studie die gradering en ordening van die inhoud of take binne 'n sillabus.
Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/86489