Abstract
This article looks at the efficacy of using poetry as a means of improving language acquisition for first-year Afrikaans second-language students within a task-based approach. It reports on research undertaken in 2023 at the University of Stellenbosch that is looking at the ways in which poetry can be applied for the purpose of language acquisition, with focus placed on vocabulary and language comprehension. Students enrolled in the “Afrikaanse Taalverwerwing 188” module, a module presented by the Department of Afrikaans and Dutch at the University of Stellenbosch, were selected for this study based on the following criteria: They must have completed Afrikaans as a first additional language up until matric; and Afrikaans cannot be their first language. The goal of this module is to ensure fluency and comfort in Afrikaans within an academic context. Therefore this study moves forward with its investigation into the use of poetry as a means of increasing language competency / literacy (in relation to reading, writing, speaking, and listening). Throughout the article the research will draw on knowledge from Krashen’s (1982) theory of second-language acquisition, with focus on the affective filter hypothesis and the input hypothesis. The author argues that poetry can be used to improve vocabulary and language comprehension as it is manageable and creative medium. The research was conducted as a case study with the results presented in the form of tables and graphs.
The article starts by exploring the theoretical framework of using poetry in the Afrikaans second-language classroom for the purpose of language acquisition by looking at the following theoretical elements: poetry in a second-language classroom; the task-based approach; the importance of vocabulary and literacy for language acquisition; the second-language acquisition theory of Krashen (1982).
Following on from the research done by Adendorff (2019) which investigated the success of using poetry in a task-based teaching programme to teach Afrikaans as an additional language, this study looks at how poetry can be an aid in university linguistics classes; used as reading strategy practice; expand intellectual perspectives and promote cognitive growth; and foster a bond with an additional language, thus motivating language acquisition.
By building on previous studies, the author takes an in-depth look at the task-based model for teaching an additional language and expands on the benefits of utilising the task-based model by looking at the task, pre-task, and post-task approach.
The author goes on to prescribe the recommendation that poetry be used to help improve literacy and vocabulary in the Afrikaans additional language classroom as the importance of literacy and vocabulary is highlighted as one of the fundamental elements of language acquisition.
Further elaborating on this, the author draws on the input hypothesis and affective filter hypothesis from Krashen (1982). In the theory of second-language acquisition the input hypothesis declares that language acquisition happens when the input mediums being used is one step beyond the student’s linguistic competence, while the affective filter hypothesis explains that a series of variables exist that could directly affect a student’s ability to learn a second language, these variables being: motivation, self-esteem and fear.
A mixed-method research methodology was followed in compiling the data for the study, with the primary study being a case study. This method was selected as it comprised both the quantitative and the qualitative components of the research topic. The results were collected and then presented in the form of tables and graphs.
The case study method was selected for its ability to deliver results that are both profound and multifaceted, as the research question it aimed to answer was rather complex.
To meet the quantitative needs of the study, a pre-test and post-test were utilised to determine whether vocabulary and literary comprehension took place. The qualitative component of the study was met by utilising a questionnaire given to the students for them to express their views on matters that concerned them.
The mixed-method approach was implemented in this study so that the weak points of one approach could be propped up by the strengths of the other approach, thus, strengthening the researcher’s ability to shed light on the complexity of the research question.
The research conducted in the case studies draws on data from 17 participants, with 10 in the experimental group and seven in the control group. The 17 participants were volunteers from the class of 38 students enrolled in the Afrikaanse Taalverwerwing module, all of whom are not native Afrikaans speakers.
Throughout the case study the following research tools were used to gather the data from the 17 participants: pre-test and post-test competency tests; questionnaires; and example lessons.
Upon completion of the case study, the data was collected, and results showed that only the data collected from six participants of the experimental group, and six participants from the control group was valid and could therefore be analysed for the final findings of the study.
This data was then studied, interpreted and presented in the form of graphs and tables, highlighting the findings of the study.
The findings showed favourable results in answering the initial research question regarding the use of poems for language acquisition for Afrikaans second-language students. By applying the task-based approach it was seen that the students in the experimental group not only yielded better results, but also showed a much lower impact affective filter, indicating that the input medium played a role in increasing their self-esteem, motivation and lowering their fear.
The research concludes that poetry can indeed be used as an aid in improving the literacy and vocabulary competencies of second-language students in the Afrikaans second-language acquisition class. Furthermore, it puts forward a list of guidelines for the poems used in the context of language acquisition.
Alongside these guidelines the research goes on to suggest that a follow-up study be done to further explore the use of teaching poetry in the field of language acquisition. The researcher puts this suggestion forward on the premise that further evidence could be found, reinforcing the findings discussed in this article.
Keywords: additional language classroom; Afrikaans language acquisition; language comprehension; literature instruction; poems; task-based approach; vocabulary
Kommentaar
Die verouderde passingsmodelle vir beroepsopvoeding word effektief aangewend om ook, dmv gedigte en implisiete gebruik van metafore, 'n 4de-industriële-rewoulusie-omwgewing bekend te stel deur gebruik van gedigte, woordwolke en kletsrymkonstruksies.
Daar is ruim geleentheid hier om van samewerking in kleingroepverband by die stigting van semi-permanente Job Klubs uit te kom wat vaardighede, oor vakgebiede heen, in bg skeppings te integreer.