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Principles of form-focused tasks for Xhosa second language at tertiary level

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dc.contributor.author Van Huyssteen A en
dc.date.accessioned 2016-09-22T08:38:28Z
dc.date.available 2016-09-22T08:38:28Z
dc.date.submitted 1997 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/36570
dc.description.abstract This study explores the principles of form-focused tasks for Xhosa second language at tertiary level. The latest developments in second language acquisition and in pedagogy are reviewed. The study field of second language acquisition developed from within the confines of applied linguistics as the result of a search for more effective language teaching methodology. While acknowledging the fact that Universal Grammar plays a role in the acquisition of both a first and second language, there is general agreement that there is a difference between the two processes. A prominent issue in current second language acquisition research is the degree of access that a learner has to Universal Grammar in the acquisition of a second language. Some salient features of Universal Grammar such as principles and parameter settings, markedness, transfer and fossilazation are explores in this study. Different syllabus types are reviews. Task-based syllabus types are described as a suitable type for the current paradigm. Input enhancement in terms of a focus on form is suggested as a way to achieve effective second language learning and teaching. Ways to adapt study materials according to the requirements of a task-based approach are explored. Finally an example of a task-based form-focused course for beginner learners of Xhosa as a second language at tertiary level is presented. The course consists of ten tasks, each is analyzed according to a task typology. en
dc.language English en
dc.subject Xhosa language en
dc.subject Language education, tests and training en
dc.title Principles of form-focused tasks for Xhosa second language at tertiary level en
dc.type Masters degree en
dc.description.degree MA en


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