elbie adendorff elbie@sun.ac.za university of stellenbosch
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Elbie Adendorffelbie@sun.ac.za
University of Stellenbosch
Introduction The rationale of the research Needs identification Example of analysis of Robinson’s
framework Conclusion
The position of Afrikaans◦ Constitution of South Africa◦ multilingualism◦ Afrikaans for Specific Purposes
Language Policy for Higher Education◦ supports multilingualism◦ promotes use of Afrikaans as a medium of
academic teaching and communication◦ access for non-Afrikaans speakers should be
accommodated
Challenges at the University of Stellenbosch◦ Monolingual/bilingual language medium option of
Afrikaans and English Communication needs of students and
lecturers for learning Afrikaans for Specific Purposes in the university context
Representative dialogues (see task descriptions)
Questionnaire and interviews◦ communicative skills in Afrikaans to study
effectively at university Common European Framework of
References – educational domain Two clusters of language use identified
◦ Generic student-student-communication (social interactive)
◦ Generic student-lecturer-communication (academic language proficiency)
Dialogue 3:Two students talk about what they like about the social life in Stellenbosch and places to go to. They discuss some of the most popular student places to go to and what the pros and cons of each are. They also talk about their prefrences. They futher discuss which are night places and which are day places. Each student names his favourite place and explains why. They talk about nice restaurants and where and when they can eat cheaply. They decide to go to each others' favourite place and also some of the restaurants.
Use a communication task (dialogue 3) to identify typical language use situations according to Van Avermaet & Gysen’s (2009) format
Parameters for analyzing task complexity examined
Goals set for tasks directed towards social-interactive language learning
Finally textual features described schematically
Language use situations Language tasks
Asking/Understanding a route description
Understand/ask questions about how to drive/walk to a destination
Answer questions to a person who asks for a route description
Understand simple instructions from a person who describes a route
Making a reservation at a restaurant / recreational venue
Understand/ask questions about the restaurant / recreational venues
Understand/ask questions about the menu
Express personal requests and wishes Understand instructions about parking
facilities
Compare restaurants/social places/recreational venues
Asks questions/understand restaurants, social places and recreational venues
Express personal requests and wishes Answers questions about restaurants,
social places and recreational venues Motivates choice of favourite place
Skills involved: comprehensive listening and speaking Text genre: dialogue Level of information processing: restructuring level Interlocutor: familiar peer Topic: personal opinion Contextual support: here and now Linguistic features: frequent word list of vocabulary on
restaurants and social places; grammar rule on preferences and not (negative form) like "I prefer" or "I like" to "I do not like"; also question and answer construction and instructions.
On a descriptive level, the language user can:1. understand the main thoughts and ideas with regard to information in texts for entertainment and recreational venues.
On a restructuring level, the language user can:2. select relevant information and instructions regarding entertainment and recreational venues in advertisements and commercials.
On a evaluating level, the language user can:3. compare the information, arguments and conclusions as regards entertainment and recreational venues in advertisements and commercials.
Vocabulary Words, phrases and expressions are predominantely frequent
Grammar Sentences are predominately complex (7, 16, 24). Some sentences are simple (4, 12, 15). The negative form is used; also question and answer format, for example "Which place do you like?" and "I like". Also mainly present tense structure
Structure/Coherence/Length Structure is clear and explicit
Pronunciation Is clear
Tempo Is normal
Topic Is about the social aspect of the university life
Register Is informal
Fundamental claim Utilized for an analysis of the dimensions of
cognitive complexity Used same task as above (dialogue 3)
◦ Sentences 1-5: introductory phase◦ Sentences 6-43: narrative phase◦ Sentences 44-48: final phase
+ many elements+ reasoning+ there and then + planning+ prior knowledge+ single task 3LOW PERFORMATIVE AND HIGH DEVELOPMENTAL COMPLEXITY
+ many elements+ reasoning+ there and then - planning- prior knowledge- single task 4 HIGH PERFORMATIVE AND HIGH DEVELOPMENTAL COMPLEXITY
+ few elements+ no reasoning+ here and now + planning+ prior knowledge+ single task1LOW PERFORMATIVE AND LOW DEVELOPMENTAL COMPLEXITY
+ few elements+ no reasoning+ here and now - planning- prior knowledge- single task2HIGH PERFORMATIVE AND LOW DEVELOPMENTAL COMPLEXITY
Resource-directing features:◦ [+ many elements]◦ [+ reasoning]◦ [+ here and now]
Resource-dispersing features:◦ [+ planning time]◦ [+ prior knowledge]◦ [- single task]
Syntactic analysis Classification: quadrant 3
Dimensions of complexity
Simple1 2 3 4
Complex5
planning time(before speaking)
+ - - - -
single task(route marked, i.e. from hostel to library)
+ + - - -
prior knowledge(familiar area, i.e. hostel to library)
+ + + - -
few elements(a small area)
+ + + + -
Purpose of analysis: syllabus and course design for Afrikaans as second language within multilingual context of Stellenbosch University
Contribute to facilitating and optimizing second language development in Afrikaans
Crucial competence base for effective development of discipline-specific receptive and/or productive communication
Robinson, P. (2001a). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics 22, 27-57.
Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In P. Robinson (Ed.). Cognition and second language instruction. Cambridge: Cambridge University Press. P. 287-318.
Robinson, P. (2003). The Cognition Hypothesis, task design and adult task-based language learning. Second Language Studies 21(2), 45-107.
Robinson, P. (2005). Cognitive complexity and task sequencing: A review of studies in a Componential Framework for second language task design. International Review of Applied Linguistics 43,1-32.
Robinson, P. (2007a). Criteria for classifying and sequencing pedagogic tasks. In: M.P. Garcia Mayo (Ed.). Investigating tasks in formal language learning. Clevedon: Multilingual Matters. P.7-27.
Robinson, P. (2007b). Task complexity, theory of mind, and intentional reasoning: Effects on speech production, interaction, uptake and perceptions of task difficulty. In: P. Robinson, & R. Gilabert (Eds.). Task complexity, the Cognition Hypothesis and second language instruction. Guest-edited special issue. International Review of Applied Linguistics 45, 193-215. Berlin: Mouton DeGruyter.
Robinson, P. & Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and second language learning and performance. In: P. Robinson, & R. Gilabert (Eds.). Task complexity, the Cognition Hypothesis and second language instruction. Guest-edited special issue. International Review of Applied Linguistics 45, 161-177. Berlin: Mouton DeGruyter.
Van Avermaet, P & Gysen, S. 2009. From needs to tasks. Language learning needs as task-based approach. In: Van den Branden, K., M. Bygate & J. Morris. Task-Based Language Teaching. A Reader. Amsterdam/Philadelphia: John Benjamin.
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