Multidissiplinere ondersoek na Noord-Sotho as derde taal aan blanke skole in Transvaal

Abstract

Meeste leerlinge wat Noord-Sotho bestudeer, kan nie moedertaalsprekers van die taal verstaan, of die taal op die minimumvlak van bekwaamheid praat nie. Hierdie probleem word (a) didakties-empiries; (b) empiries-opvoedkundig en (c) intulogies ondersoek. Relevante literatuur toon aan a) dat daar tans 'n groot aantal vreemdetaalonderrigmetodes bestaan en (b) dat ander lande die aanleer van vreemde tale ernstig benader. Daar is voorts bevind (a ) dat die huidige klaskamerpraktyk in die vak aan verskeie didaktiese en vakdidaktiese tekortkomings mank gaan, en dat hierdie tekortkomings verhoed dat die kind die minimumvlak van bekwaamheid in die teikentaal kan bereik, en (b) dat daar 'n statisies-beduidende positiewe verband tussen voornemende primereskoolonderwysers se motivering, houding, studiemetode en vakprestasie Noord-Sotho bestaan. 'n Intulogiese makromodel word voorgestel, wat mag verseker dat beide onderrig- en aanleeraktiwiteite in Noord-Sotho in die toekoms met inagneming van die verskillende kinderlike gereedheidsniveau's sinvol beplan en uitgevoer sal kan word .

Most pupils who study Northern Sotho are unable to understand mother tongue speakers of the language. or to speak the language on the minimal level of proficiency. This problem is being investigated (a) didactical-empirically; (b) empirical-educationally and (c) intulogically. Relevant literatures shows that (a) a large number of foreign language teaching methods currently exist, and that (b) other countries approach foreign language learning seriously. It I was subsequently found that (a) the current classroom practice in this subject has many didactical and subject-didactical shortcomings, which rob the child of the opportunity to reach the thresholdlevel of target language proficiency, and that (b) a statistically significant positive relationship exists between primary school students' motivation, attitude, study methods and subject performance in Northern Sotho. An intulogical macromodel is proposed, which may ensure that teaching and learning practices in Northern Sotho can in future be intelligently planned and executed, with due allowance for the different levels of a child's development.