1887

n Tydskrif vir Geesteswetenskappe - Veranderlikes wat verband hou met swart hoërskoolleerders se prestasie in Afrikaans as 'n tweede taal : navorsings- en oorsigartikels

Volume 56 Number 2-2
  • ISSN : 0041-4751
USD

 

Abstract


Since 1994, more and more students from other culture groups and languages have been attending traditionally Afrikaans speaking schools, which necessitated these schools not only to offer Afrikaans as a home language, but also as a second language.
Learning a language, like any other learning activity, is influenced by several factors. Bloom (1976:11) distinguishes in his learning model (this is also the model that will be used in this investigation) between three groups of variables which relate to learning and achievement, namely cognitive variables, affective variables and the quality of instruction. It is, however, difficult to investigate quality of instruction, since different teachers instruct a second language. Consequently, it was decided in the current investigation to focus on the manner in which the learners teach themselves, or stated differently, the learning style they follow.
With regard to cognitive variables high school learners find themselves, according to Piaget's theory, in a transition phase between the concrete operational and formal operational stage. However, students' thinking abilities do not develop in the same way and the transition to the formal operational stage does not occur at exactly the same age (Ojose 2008:26-30). This has important implications for achievement in a language. The importance of cognitive factors with regard to the acquisition of a second language has been examined by international researchers (Dekeyser 2000 499-533; Robinson 2005:235-268). Wetzels, Kester, Van Merriënboer and Brothers (2011:274-291) as well as Krekeler (2006:99-130) have shown a relationship between prior knowledge and achievement in a second language. Research done more recently in a South African context deals with aspects such as multiple intelligence (Van den Berg 2004:279-294), the value of reading activities (Van Wyk 2005:113-115), language transfer (Stander 2001:107-122), figurative language (van der Merwe 2008:45-64) and assessment tasks (Van den Berg 2004:279-294).

Navorsingsgegewens oor prestasie in 'n tweede taal kan nie sonder meer op Afrikaans by swart leerders van toepassing gemaak word nie, gesien in die lig daarvan dat swart leerders nie in hulle moedertaal onderrig word nie, maar in Engels wat alreeds hulle tweede taal is. 'n Verdere probleem is dat vorige ondersoeke nie beide kognitiewe en affektiewe veranderlikes betrek het nie. Die kwaliteit van onderrig of leerstyl van die leerders word ook nie gelyktydig saam met kognitiewe en affektiewe veranderlikes ondersoek nie. Dit is gevolglik moeilik om vas te stel watter van hierdie veranderlikes as die belangrikste beskou kan word ten einde die variansie in die prestasie van Afrikaans as 'n tweede taal te kan verklaar.


'n Empiriese ondersoek is uitgevoer waarby 174 swart hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerders se leerstyle, is gemeet. Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die belangrikste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Leerstyl is nie as 'n belangrike faktor geïdentifiseer nie.
Uit die resultate kan twee spesifieke aanbevelings gemaak word:
Eerstens moet die belangrikheid van lees opnuut deur onderwysers beklemtoon word. Die aanbeveling word gemaak op grond daarvan dat verbale begrip as 'n belangrike kognitiewe veranderlike na vore gekom het. Verbale begrip hou verband met aspekte soos woordeskatuitbreiding en sinskonstruksie wat in 'n groot mate deur leesaktiwiteite bevorder word (Echols, West, Stanovich & Zehr 1996:296-304). Tweedens moet onderwysers daarop bedag wees dat affektiewe faktore 'n belangrike rol in die klaskamer speel waar 'n tweede taal onderrig word.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/akgees/56/Issue-2_2/EJC190581
2016-06-01
2019-08-24

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error