Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students

  • Andre Steenkamp
  • Marianna Visser
DOI: https://doi.org/10.5785/27-1-95

Abstract

This article investigates the use of cognitive complexity analysis to inform the grading and sequencing of tasks for the purposes of curriculum design of a specific purposes isiXhosa course for student teachers. Two frameworks of cognitive complexity, that of Skehan and Robinson, are discussed, after which two communication tasks are analysed in terms of Robinson’s framework.

Author Biographies

Andre Steenkamp
Dr André Steenkamp works in the Faculty of Education and Social Sciences at the Mowbray Campus of the Cape Peninsula University of Technology His research interests include: Focus on form in task-based language teaching and learning, cognitive complexity in task-based language teaching and learning, second language methodology, language for specific purposes E-mail address: steenkampa@cput.ac.za
Marianna Visser
Prof Marianna Visser works in the African Languages Department at Stellenbosch University. Her research interests include: Formal lexical semantics and morphosyntax, syntactic development in second language acquisition, complexity in task-based language learning and teaching, appraisal and evaluation in discourse analysis.E-mail address:  mwv@sun.ac.za
Published
2011-09-05
Issue
Vol. 27 No. 1 (2011)
Section
Articles

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