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LitNet Akademies Jaargang 9(2), Augustus 2012 ’n Multiperspektiefbenadering tot die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak Opsomming Elbie Adendorff Elbie Adendorff: Departement Afrikaans en Nederlands, Universiteit Stellenbosch Die artikel lewer verslag van navorsing wat binne die taakgebaseerde teorie onderneem is om ’n multiperspektiefbenadering tot kompleksiteit ten opsigte van die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak te ondersoek. Die doel van die multiperspektiefbenadering is om ’n geheelbeeld van die fasette wat ter sprake in taakkompleksiteit is, te verskaf deur die ontginnings van die verskillende teoretiese benaderings oor taakkompleksiteit, wat gebruik kan word in die ontwerp van ’n taakgebaseerde sillabus vir beginnerleerders van Afrikaans op universiteitsvlak. Hierdie navorsing oor ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit binne sillabusontwerp te ondersoek ten einde te betoog dat ’n multiperspektiefbenadering voordelig is ten opsigte van die ontwerp van ’n verdedigbare sillabus vir Afrikaans op universiteitsvlak, aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die toereikendheid van ’n multiperspektiefbenadering lê in die samehang en komposisie van elke navorser se teoretiese uitgangspunte, wat elkeen op sigself bepaalde aspekte van onvolledigheid ten opsigte van die komponente oor kompleksiteit toon én die kombinasie-argitektuur van al die teoretiese uitgangspunte saam. Die navorsers op wie se werk oor taakkompleksiteit in sillabusontwerp gesteun word, is Van Avermaet en Gysen (2006) en Duran en Ramaut (2006) oor behoefteanalises; Pica, Kangy en Falodun (1993) se taaktipologie; Robinson (2001c; 2003; 2005; 2007a; 2007b; 2010) se kognitiewe kompleksiteitsondersoek na taakomstandighede en kognitiewe kompleksiteit en 'n linguistiese ondersoek aan die hand van Foster, Tonkyn en Wigglesworth (2000) se AS-eenhede; Michel (2011) se ondersoek na voegwoorde as kompleksaanduiders; en Loschky en Bley-Vroman (1993) se ondersoek na taakbruikbaarheid, taaknuttigheid en taaknatuurlikheid. Trefwoorde: behoefte-analise; kampuskommunikasie; sillabusontwerp; taakgebaseerde teorie; taakkompleksiteit; taaktipologie Abstract A multi-perspective approach to the design of an Afrikaans task-based syllabus at university level 613
LitNet Akademies Jaargang 9(2), Augustus 2012 The implementation of a multilingual language policy in South Africa requires the teaching and learning of Afrikaans as a second or additional language, which also includes the teaching of Afrikaans for specific purposes to adult learners. The latter has not received much attention in the South African context, especially in the form of research on the learning and teaching of Afrikaans for specific purposes in a university context. The research on Afrikaans as a second language has as its framework Task-Based Language Learning and Teaching. This article gives a summary of research undertaken which focused on the challenges awaiting students in a multilingual university context and how task-based teaching fills these needs and challenges. The main focus of this article is an exploration of a multi-perspective approach to task complexity for the design of a task-based syllabus for university students. The article first gives an overview of different considerations relating to task complexity with the aim of designing a task-based syllabus before different theoretical perspectives on needs analysis, task typology, task conditions, task complexity and syntactic complexity are discussed. After this a practical implementation is illustrated according to an illustrative student-lecturer-target task. Lastly a summary and conclusion on the broader study are given. The aim of the multi-perspective approach is to research the full spectrum of approaches available for task complexity which can be used in the design of a task-based syllabus for beginner learners of Afrikaans at a university. This research on a multi-perspective approach has as its aim the design of a defensible syllabus for Afrikaans at university level because the interlanguage development of every student can be answered in each approach. The adequacy of the different approaches lies in the compositionality and combination of the researchers’ frameworks, each of which on its own has elements of incompleteness in respective of the components of complexity for the development of the students’ interlanguage. The combination architecture of all the theoretical perspectives is a unilateral perspective which is essential for showcasing the different approaches to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The researchers whose work on complexity in syllabus design was used in this study are Van Avermaet and Gysen (2006) and Duran and Ramaut (2006) on needs analysis; Pica, Kangy and Falodun (1993) on task typology; Robinson (2001c; 2003; 2005; 2007a; 2007b; 2010) on cognitive complexity, and his research on task conditions and task cognitive complexity in his Triadic Componential Framework, and a linguistic analysis according to the research undertaken by Foster, Tonkyn and Wigglesworth (2000) on AS units; the research of Michel (2011) on conjunctions as indicators of complexity, and the research of Loschky and Bley- Vromans (1993) on task utility, task essentialness and task naturalness. The methodology of the research was six-fold. The starting point in the design of a task-based syllabus is a needs analysis. A needs analysis was conducted through the use of questionnaires and interviews with university students. It indicated that students whose first language is not Afrikaans have to acquire communicative skills in Afrikaans in order to communicate effectively with fellow students and lecturers at the university. A studentlecturer-target task was then constructed as an example to explain how the different approaches were used in the research. The constructed target task or real-world task simulated a real discussion which took place in a lecturer’s office: the student went to see the lecturer because he could not write the semester test, as he had been chosen to participate in a music concert in England. The lecturer then explained that the student needed to bring a letter from the Music Department explaining the situation. The student asked when the 614
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