The influence of English L2 on the spoken communication of Grade 10 Afrikaans L1 pupils in a dual-medium high school.
Muller, C.
Muller, C.
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Abstract
This case study investigated the Afrikaans communication of Grade 10 Afrikaans home language pupils from a dual-medium Free State high school. It was speculated that these pupils would code-switch often due to the fact that the communication in the school constantly moved between Afrikaans and English. The researcher set out to determine (1) in what way and how often the English code-switching used by these pupils affected the spoken meaning of their communication. She also wanted to know (2) which type of English code-switched words were used most frequently and (3) if these words occurred mostly on intra-sentential or extra-sentential level. Another aim of the study was to (4) establish what aspects of these pupils’ spoken Afrikaans were affected by English code switching and how many times they were affected. This case study used the mixed method research approach and the data collected from participants were analysed using qualitative discourse and conversation analysis, and quantitative content analysis. In order to collect naturalistic data, tape-recording, semi structured focus group interviewing, and observation paired with note-taking were used as research methods. The study sampled 30 participants of which 12 were males and 18 females, and the participants were of both sexes and almost identical religions and backgrounds. The findings indicated that the participants (1) had an Afrikaans teacher who motivated them to read Afrikaans books and who also inspired them to use only Afrikaans words when speaking Afrikaans, (2) they consciously endeavoured not to use English words in their Afrikaans communication as a result of the constant exposure to both English and Afrikaans in the school, and (3) when communicating with their English-speaking peers, the participants tried to use only English words when speaking English as well. The main iii finding was that the dual-medium nature of the Free State high school did not have a significant effect on the Afrikaans communication of the Grade 10 pupils. The researcher believes that the Grade 10 participants of this Free State high school have an interesting and healthy view on the languages Afrikaans and English, and she suggests they share their view with other pupils in their school.
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I hereby declare that this dissertation submitted for the degree of MTech. (Language Practice) at Tshwane University of Technology, Pretoria.
Date
2016-02-11
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Tshwane University of Technology
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Keywords
English L2, Afrikaans L1, Spoken Communication, Dual-Medium Education, Grade 10 Pupils