The Use of Dictionaries in the Light of Language Teaching Methods*

Refilwe M. Ramagoshi

Abstract


Abstract: This article takes a critical look at the role played by second language teaching methodsused in teaching African languages as first languages. The traditional method of teaching, usedbefore 1984, encouraged rote learning and teacher-centred lessons. This did not foster the use ofdictionaries and, if they were used, the lack of a dictionary culture made their use ineffective.Teachers should be well versed in the functional approach, introduced in 1984, to ensure a smoothtransition to Outcomes Based Eductation (OBE). Although its inception since 1994 offers a greaterscope for using dictionaries, teachers are still unsure about how the syllabi should be implemented.This, together with the lack of a dictionary culture, results in an inadequate and ineffective dictionaryuse. Some suggestions are made how this situation could be rectified.

Keywords: AFRICAN LANGUAGES, FIRST AND SECOND LANGUAGE TEACHING,TRADITIONAL EDUCATIONAL METHOD, ROTE LEARNING, FUNCTIONAL EDUCATIONALAPPROACH, OUTCOMES BASED EDUCATION, INTERPRETATION OF SYLLABI, AVAILABILITYOF DICTIONARIES, DICTIONARY USAGE, DICTIONARY CULTURE

Opsomming: Die gebruik van woordeboeke in die lig van taalonderrigmetodes.Hierdie artikel werp 'n kritiese blik op die rol wat tweedetaalonderrigmetodes speelby die onderrig van Afrikatale as eerste tale. Die tradisionele metode van onderrig wat voor 1984gebruik is, het meganiese leer en onderwysergesentreerde lesse aangemoedig. Dit het nie die gebruikvan woordeboeke bevorder nie, en, indien hulle gebruik is, het die gebrek aan 'n woordeboekkultuurhul gebruik oneffektief gemaak. Onderwysers moet goed onderleg wees in die funksionelebenadering wat in 1984 ingevoer is, om 'n vlot oorgang na Uitkomsgebaseerde Onderrig(UGO) te verseker. Alhoewel die instelling daarvan sedert 1994 'n groter geleentheid vir die gebruikvan woordeboeke gebied het, is onderwysers steeds onseker hoe uitvoering aan die sillabussegegee moet word. Dit, saam met 'n gebrek aan 'n woordeboekkultuur, het 'n ontoereikendeen oneffektiewe woordeboekgebruik tot gevolg. 'n Aantal voorstelle word gemaak hoe hierdiesituasie verbeter kan word.

Sleutelwoorde: AFRIKATALE, EERSTE- EN TWEEDETAALONDERRIG, TRADISIONELEONDERRIGMETODE, MEGANIESE LEER, FUNKSIONELE ONDERRIGBENADERING, UITKOMSGEBASEERDEONDERRIG, INTERPRETASIE VAN SILLABUSSE, BESKIKBAARHEIDVAN WOORDEBOEKE, WOORDEBOEKGEBRUIK, WOORDEBOEKKULTUUR


Keywords


AFRICAN LANGUAGES, FIRST AND SECOND LANGUAGE TEACHING, TRADITIONAL EDUCATIONAL METHOD, ROTE LEARNING, FUNCTIONAL EDUCATIONAL APPROACH, OUTCOMES BASED EDUCATION, INTERPRETATION OF SYLLABI, AVAILABILITY OF DICTIONARIES, DICTIONARY USAGE, DICTIONARY CULTURE

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DOI: https://doi.org/10.5788/14-0-692

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ISSN 2224-0039 (online); ISSN 1684-4904 (print)

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