Grammatical consciousness-raising: a problem-solving, process-focused approach

Wendy R. Kilfoil

Abstract


How can we address the teaching of English as a second language in South African
secondary schools given what we know about the nature of language acquisition, learners'
lack of exposure to mother tongue English speakers and their widely divergent language
experience at primary school/eve!?
This paper argues that grammatical consciousness-raising should be the basis of the
secondary school syllabus. Current syllabuses do not adequately consider language
acquisition processes. Although their aims are defined as 'communicative: syllabuses
continue to focus on what language should be taught, with the result that they remain
essentially lists of structures and functions.
Syllabuses should be completely redesigned to develop a coherent process-focused, problemsolving
approach to second language teaching. At the moment there is a distinct reluctance
to make any definitive pronouncements about the place of language instruction in the
classroom. This has a detrimental effect on both teachers and learners. The only way to
cope with the developing language needs of the learner in the secondary school is through a
more conscious study of how language is used in natural discourse. A more deliberate
language control on the part of the learner will enhance the efficacy of extensive listening,
speaking, reading and writing activities designed to supply input which is a necessary but not
sufficient criterion for acquisition at this leveL
Hoe kan ons die onderrig van Engels as 'n tweede taal in Suid-Afrikaanse sekondere skole
aanspreek, gegee ons kennis van die aard van taalverwerwing, die leerders se gebrek aan
blootstelling aan Engels-moederlaalsprekers en hul uiteenlopende taalondervinding op
laerskoolvlak?
Hierdie arlikel voer aan dat grammatikale bewustheidsopskerping die basis van die
sekondere skoolleerplan behoorl te wees. Huidige leerplanne neem nie taalverwerwingsprosesse
voldoende in ag nie. Alhoewel hulle doelstellings as kommunikatief beskryf word,
fokus leerplanne steeds op wafter taalinhoude onderrig moet word. Gevolglik bly leerplanne
hoofsaaklik lyste van strukture en funksies.
Leerplanne behoorl heeltemal herontwerp te word om 'n samehangende proses-gefokusde,
probleemoplossingsbenadering tot tweede taalonderrig te ontwikkel. Tans is daar 'n
duidelike onwilligheid om enige definitiewe uitspraak te !ewer oor die plek van taalonderrig
in die klaskamer. Dit het 'n nadelige uitwerking op onderwysers en ook die leerders. Die
enigste manier waarop die ontwikkelende taalbehoeftes van die sekondere skoolleerling
geakkommodeer kan word, is deur 'n meer bewuste studie te maak van hoe taal in 'n
natuurlike diskoers gebruik word. 'n Meer doelbewuste taalbeheer aan die kant van die
leerder sal die doeltreffendheid van ekstensiewe luister-, praat-, lees- en skryfaktiwiteite
bevorder. Hierdie aktiwiteite verskaf die nodige taalinsette, maar is op sigself onvoldoende
om taalverwerwing op hierdie vlak te verseker.

Full Text:

PDF


DOI: https://doi.org/10.5785/6-2-349

Refbacks

  • There are currently no refbacks.




Copyright (c)




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

Powered by OJS and hosted by since 2011.

http://perlinguam.journals.ac.za/public/site/images/scholar/logo_copy_241

Disclaimer:

This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help