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Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes

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dc.contributor.advisor Visser MW, Prof en
dc.contributor.author Venter EC en
dc.date.accessioned 2016-09-22T08:33:54Z
dc.date.available 2016-09-22T08:33:54Z
dc.date.submitted 2002 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/30218
dc.description.abstract The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad range of theories that view the learner as autonomous and a social individual are regarded. Second language learning is assumed to rely on some degree of access to Universal Grammar and an innate ability to acquire language. It is argued that controlled and purposeful learner- learner interaction provides the learner with the most opportunities to negotiate meaning and to develop effective communication. The role of instruction in second language acquisition is explored. A greater - interface between second language acquisition theory and pedagogy is motivated and classroom research is regarded to form a platform for more open dialogue between the two fields. The study addresses practical issues regarding learner participation, error treatment, learning strategies and culture studies. A discussion of task types, examples of tasks and criteria for task development has the potential to inform and guide second language teachers and programme developers. In order to motivate the use of tasks in second language teaching for specific purposes, theoretical perspectives of the instructional task are reviewed and the properties of communication tasks and referential communication tasks are described. Learning tasks, which focus on form and provide learning strategies and cross-cultural awareness are assumed to play a supportive role in the task-based syllabus. Finally, a task-design that addresses the needs of the municipal worker is presented and provides a framework for developing task-based second language teaching programmes for local government workers. A range of target tasks are described and analyzed according to the principles and properties of communication tasks and possible move-structures and language structures are listed for consideration for learning tasks. en
dc.language English en
dc.subject Education en
dc.subject Didactics (specific school subjects) (from primary to secondary level) en
dc.title Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes en
dc.type Masters degree en
dc.description.degree MA en

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