Die gebruik van Kaapse visuele kultuur vir Afrikaanstaalaanleer
type: CreativeWork
description: The use of Cape Afrikaans visual culture serves as a valuable pedagogical teaching tool within Afrikaans language learning. This study investigates how Cape Afrikaans visual culture can be used as a pedagogical teaching tool within a task-based teaching program, to expand the vocabulary of Afrikaans second language students and to improve their cultural awareness. The study specifically focuses on the cultural treasures of the broader Cape Afrikaans-speaking community in South Africa. Cape Afrikaans consists of various subvarieties such as Muslim Cape Afrikaans, Cape Flats Cape Afrikaans, West Coast Cape Afrikaans, Boland Cape Afrikaans and Overberg Cape Afrikaans. In the thesis, Helderberg Cape Afrikaans, which falls under Boland Cape Afrikaans, is mainly referred to, because this is the subvariety that I speak and is also the culture with which I am familiar. The main research question is: How can Cape Afrikaans visual culture be used within a task-based teaching programme for Afrikaans second language learning? This is investigated through the use of three sub-research questions. This study draws on the theoretical frameworks of visual culture theory (with a specific focus on Cape Afrikaans visual culture), Krashen’s (1982) input and affective filter hypotheses, and the task-based approach. Visual culture theory is an approach to language teaching that examines how a variety of visual representations such as pictures, artifacts, films, and multimedia are used to interpret cultural expressions and to facilitate language learning. Secondly, the study includes the design of six task-based sample lessons, which illustrate how Cape cultural visual representations can be practically implemented to assist second language students in acquiring new vocabulary and to broaden their cultural knowledge about the Cape Afrikaans culture. Each lesson is designed according to Willis’s (1996) task framework of a pretask, task cycle and language focus, which aims to reflect real-li…
abstract: The use of Cape Afrikaans visual culture serves as a valuable pedagogical teaching tool within Afrikaans language learning. This study investigates how Cape Afrikaans visual culture can be used as a pedagogical teaching tool within a task-based teaching program, to expand the vocabulary of Afrikaans second language students and to improve their cultural awareness. The study specifically focuses on the cultural treasures of the broader Cape Afrikaans-speaking community in South Africa. Cape Afrikaans consists of various subvarieties such as Muslim Cape Afrikaans, Cape Flats Cape Afrikaans, West Coast Cape Afrikaans, Boland Cape Afrikaans and Overberg Cape Afrikaans. In the thesis, Helderberg Cape Afrikaans, which falls under Boland Cape Afrikaans, is mainly referred to, because this is the subvariety that I speak and is also the culture with which I am familiar. The main research question is: How can Cape Afrikaans visual culture be used within a task-based teaching programme for Afrikaans second language learning? This is investigated through the use of three sub-research questions. This study draws on the theoretical frameworks of visual culture theory (with a specific focus on Cape Afrikaans visual culture), Krashen’s (1982) input and affective filter hypotheses, and the task-based approach. Visual culture theory is an approach to language teaching that examines how a variety of visual representations such as pictures, artifacts, films, and multimedia are used to interpret cultural expressions and to facilitate language learning. Secondly, the study includes the design of six task-based sample lessons, which illustrate how Cape cultural visual representations can be practically implemented to assist second language students in acquiring new vocabulary and to broaden their cultural knowledge about the Cape Afrikaans culture. Each lesson is designed according to Willis’s (1996) task framework of a pretask, task cycle and language focus, which aims to reflect real-li…
author: Plaatjies, Donique
language: af
date published: 2026-03
date modified: 2026-07-24T04:40:14Z
provider: Stellenbosch University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Stellenbosch : Stellenbosch University