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University of South Africa

1. Dilrajh, Kamla Moonsamy. Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig.

Degree: 1998, University of South Africa

In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.; In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. Advisors/Committee Members: Retief, R (advisor).

Subjects/Keywords: Discovery model of language learning; Second language learning; Commnicative approach; Negotiation; Process syllabus; Second language acquisition; Language teacher as facilitator; L 2-Afrikaans language teaching; L 2 - language classroom; Learner-centered focus; Outcomes based education; Classroom communication; Facilitation; Suggestopedia; Understanding of subject matter; Teacher and learner behaviours; Communicative strategies; Methods of evaluation; Variety of language lessons and integration of various theories and learning skills; Kommunikatiewe benadering; Tweedetaalverwerwing; Ondervindingsmodel van taalleer; Tweedetaalleer; Onderhandeling; Prosessillabus; Taalonderwyser as fasiliteerder; T2-Afrikaanstaalonderrig; T2-taalklaskamer; Leerdergesentreerde fokus; Uitkomsgebaseerde onderrig; Klaskamerkommunikasie; Fasilitering; Suggestopedia; Begrip van leerstof; Onderwyser- en leerdergedragswyses; Kommunikatiewe strategiee; Evalueringsmetodes; Verskeidenheid taal/esse en integrasie van verskillende teoriee en leervaardighede

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dilrajh, K. M. (1998). Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18009

Chicago Manual of Style (16th Edition):

Dilrajh, Kamla Moonsamy. “Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig.” 1998. Masters Thesis, University of South Africa. Accessed February 29, 2020. http://hdl.handle.net/10500/18009.

MLA Handbook (7th Edition):

Dilrajh, Kamla Moonsamy. “Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig.” 1998. Web. 29 Feb 2020.

Vancouver:

Dilrajh KM. Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig. [Internet] [Masters thesis]. University of South Africa; 1998. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10500/18009.

Council of Science Editors:

Dilrajh KM. Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig. [Masters Thesis]. University of South Africa; 1998. Available from: http://hdl.handle.net/10500/18009

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