Die leksikon van volwasse aanleerders van Afrikaans: 'n taalaanleerdergesentreerde beskouing

Barbara Bosch

Abstract


In 'n veeltalige Suid-Afrika word tale noodwendig deur volwassenes aangeleer. Op verskillende stadia van die taalaanleerproses maak taalaanleerders "Joute"; hierdie Joute dien as "vensters" op die taalaanleerder se vaardighede en bied insig in sylhaar intertaal. Hoewel die aanleer van leksikale items lUi die aanvanklike taalaanleerstadium die mees problematiese aspek is (Meara, 1980:221), is weinig taalaanleernavorsing oor die aanleer van leksikale items onderneem (Laufer, 1986:69). Die doel van hierdie ondersoek is om die leksikon van die intertaal van volwasse taalaanleerders (Engelssprekendes wat Afrikaans aanleer) te ondersoek om te probeer vasstel wat die aard van leksikale "Foute" is en watter strategie hierdie taalaanleerders gebruik om leksikale gapings wat mag bestaan, te oorkom. Ten slotte word voorstelle gemaak vir die wyse waarop leksikale items doeltreffend aan volwasse taalaanleerders onderrig sou kon word.

In a multilingual South Africa it is inevitable that languages are acquired by adults. At different stages of the language learning process, learners make "errors"; these errors can serve as "windows" on the language proficiency ofthe learners and can give insight into his/her interlanguage. Despite the fact that the acquisition of lexical items is regarded as being the most problematic aspect after the initial acquisition phase (Meara, 1980:221), limited research in the field of language acquisition has focused on the acquisition lexical items (Laufer, 1986:69). The aim of this research project is to investigate the interlanguage lexicon oj adult learners (English speakers acquiring Afrikaans) in an attempt to determine what type of lexical "errors" are made and what strategies these learners use in order to overcome lexical gaps which might exist. Finally proposals are made for a more effective way of teaching lexical items to adult learners.


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DOI: https://doi.org/10.5785/13-2-186

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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