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LitNet Akademies Jaargang 9(2), Augustus 2012 —. 2007a. Criteria for classifying and sequencing pedagogic tasks. In Garcia Mayo (red.) 2007. —. 2007b. Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching (IRAL),45(3):193–213. —. 2009a. Syllabus design. In Long en Doughty (reds.) 2009. —. 2009b. Task demands, speech production, interaction and second language learning: Cognitive task analysis for instructional design theory. Referaat gelewer op 8 Februarie by die 11de Temple Universiteit se Toegepaste Linguistiek Colloquium. www.tuj.ac.jp/newsite/main/tesol/events/20090208b.html (24 Junie 2009 geraadpleeg). —. 2010. Situating and distributing cognition accross task demands: The SSARC model of pedagogic task sequencing. In Pütz en Sicola (reds.) 2010. Robinson, P. en R. Gilabert. 2007. Task complexity, the cognition hypothesis and second language learning and performance. International Review of Applied Linguistics in Language Teaching (IRAL),45(3):161–76. Samuda, V. en M. Bygate. 2008. Tasks in second language learning. Basingstoke: Palgrave Macmillan. Van Avermaet, P. en S. Gysen. 2006. From needs to tasks. Language learning needs in a taskbased approach. In Van den Branden (red.) 2006. Van den Branden, K. (red.). 2006. Task-based language education: From theory to practice. Cambridge: Cambridge University Press. Van den Branden, K., M. Bygate en J.M. Norris (reds.). 2009. Task-based language teaching. A reader. Amsterdam en Philadelphia: John Benjamins Publishing Company. Willis, D. en J. Willis. 2007. Doing task-based teaching. Oxford: Oxford University Press. Eindnotas 1 Dit is ’n teorie tot oor taalleer én taalonderrig wat rondom take georganiseer is en nie volgens taalstrukture nie. 2 AS-eenhede is hoofsaaklike eenhede wat gepas is as eenhede vir analises. Dit is ’n enkelpersoonsuiting wat bestaan uit ’n onafhanklike klousule (hoofsin) saam met enige ander subordinaat-klousule (bysin) wat daarmee verbind kan word. 3 Teikentake is take wat in die werklike wêreld voorkom, soos byvoorbeeld om ’n vliegkaartjie te bespreek. 651
LitNet Akademies Jaargang 9(2), Augustus 2012 4 Pedagogiese take is take wat so ontwerp is dat dit kommunikatiewe taalgebruik in die klaskamer ontlok Dit hoef nie ooreen te stem met teikentake nie, maar moet wel aanleiding gee tot patrone van werklikewêreld-taalgebruik. 5 Behoefte-analise binne die taakgebaseerde teorie is bespreek in ’n artikel wat in 2010 in LitNet Akademies verskyn het (Adendorff 2010). 6 Common European Framework for References of Languages. 7 Die driepuntskaal van Duran en Ramaut (2006) is behou soos hulle dit in hul navorsing gebruik het. Nadat die driepuntkompleksiteitskaal in die breë navorsingsondersoek gebruik en toegepas is, is die afleiding gemaak dat dit iewat te elementêr is en verdere verfyning benodig. 8 Dit is die proses waardeur twee of meer gespreksgenote ’n kommunikatiewe onduidelikheid identifiseer en dan poog om dit op te los. Dit hoef nie tot gesamentlike begrip te lei nie. 9 ’n Intertaal is ’n taalvorm wat tussen die eerste taal en die tweede of addisionele taal is. Dit is ’n strategie wat taalaanleerders gebruik om hulle te help by die aanleer van die tweede taal. Dit bevat sy eie vorm van “reëls” wat afwyk van die teikentaal, maar is intern eenvormig. 10 BICS: Basic interpersonal communicative skills. 11 CALP: Cognitive academic language proficiency. 12 Die kenmerke wat nie tipies in kwadrant 1 voorkom nie, word vetgedruk om dit te beklemtoon, aangesien dit gebruik is vir die gradering en ordening van die taak in die sillabus. 652
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Inhoudsopgawe Afdeling: Natuurweten
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en die SOLVSOM S2 = (L2,S2), met L2
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Figuur 2. Borrelbemiddelde elektros
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3. Resultate en bespreking LitNet A
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Abstract Epigenetics: The link betw
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43 Sien O’Donovan (2000:79-81); B
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62 2003:690-1; sien ook Neethling,
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Eindnotas 1 Sien bv. De Jager v Gru
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38 Par. 13-7. 39 1967 4 SA 459 (A).
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