Die integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma

• Main Author: Kruger, Estelle
• Format: Article
• Language: Afrikaans
• Published: Stellenbosch University 2008-12-01
• Series: Per Linguam : A Journal of Language Learning
• Subjects: case study; computer assisted language learning; constructivist learning theories; humorous texts; language teaching; limerick; parody; qualitative research; reflection; virtual classroom; web-based role-play
• Online Access: http://perlinguam.journals.ac.za/pub/article/view/42

Die artikel beskryf ’n gevallestudie waarin humoristiese tekste in die onderrig van Afrikaans aan onderwysstudente geïntegreer is. Die betrokke navorsingsprogram is gebaseer op 'n onderrigprogram wat binne 'n konstruktivistiese paradigma ontwerp en aangebied is. Ná 'n literatuuroorsig van bestaande navorsing wat die aanwending van humor in onderrigsituasies regverdig, word die navorsingsmetode binne 'n kwalitatiewe raamwerk bespreek. Verskillende fases van die onderrigprogram geniet aandag, aangevul deur voorbeelde van onderrigmateriaal en -vrae om die leergebeure te fasiliteer. Laastens volg 'n bespreking van bevindinge wat uit die navorsingsprogram gespruit het, met spesifieke verwysing na die waarde van die skryf van limerieke en parodieë, asook webgebaseerde rolspeldebatte en virtuele kletskamers as deel van rekenaarondersteunde taalonderrig. Ter afronding word die deelnemende studente se refleksie en kommentaar op die onderrigprogram ook in aanmerking geneem. This article describes a case study in which humorous texts have formed part of the method of teaching Afrikaans course for education students. This particular research focuses on a teaching programme conceptualised and executed within a constructivist paradigm. A literature review of research on the use of humour in teaching purposes is followed by a description of the qualitative methodology used. Specific examples of the educational material used in the different phases of the teaching programme and the questions posed to facilitate the learning process are then provided. This is followed by a discussion of the results of the research programme, focusing on the value of writing limericks and parodies, as well as on web-based role-play and chatrooms forming part of computer-assisted language teaching. The article ends with reflection and commentary by the education students who participated in the research programme.