The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town

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dc.contributor.advisorMotinyane-Masoko, Mantoaen_ZA
dc.contributor.advisorDowling, Tessaen_ZA
dc.contributor.authorNgwendu, Amandlaen_ZA
dc.date.accessioned2017-01-23T07:42:10Z
dc.date.available2017-01-23T07:42:10Z
dc.date.issued2016en_ZA
dc.description.abstractThis research topic came about during my honours research project. The honours project studied strategies that are used by second language learners in acquiring vocabulary. One of the strategies that were used was direct translation. Upon further research into the subject, it was we discovered that no work has been done on the use of translation as a teaching method in isiXhosa. This study attempts to bridge the information gap in the area of second language learning and teaching in African languages. The current study followed two classes at University of Cape Town where isiXhosa literature is taught as a second language. Given that the students do not speak any isiXhosa at entry level, they rely heavily on their first language for making sense of the second language. In the case of literature, where terminology is not carefully selected to accommodate second language learners, students rely heavily on translation. This study therefore investigates the role and process of translation as a teaching method. The lack of research in this area made it very difficult to follow a particular theoretical framework, therefore the study followed a mixture of qualitative and quantitative approaches. Students were given activities that would require translation in order for the task to be completed. This forms part of their normal learning process. These activities were analysed. The second part consisted of a questionnaire that surveyed the student's views regarding the use of translation. Findings based on the qualitative data analysis revealed heavy relianace on translation as a learning strategy. Students also indicated that prior knowledge of vocabulary as well as an understanding of morphology were both very beneficial.en_ZA
dc.identifier.apacitationNgwendu, A. (2016). <i>The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,African Languages and Literatures. Retrieved from http://hdl.handle.net/11427/22878en_ZA
dc.identifier.chicagocitationNgwendu, Amandla. <i>"The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town."</i> Thesis., University of Cape Town ,Faculty of Humanities ,African Languages and Literatures, 2016. http://hdl.handle.net/11427/22878en_ZA
dc.identifier.citationNgwendu, A. 2016. The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ngwendu, Amandla AB - This research topic came about during my honours research project. The honours project studied strategies that are used by second language learners in acquiring vocabulary. One of the strategies that were used was direct translation. Upon further research into the subject, it was we discovered that no work has been done on the use of translation as a teaching method in isiXhosa. This study attempts to bridge the information gap in the area of second language learning and teaching in African languages. The current study followed two classes at University of Cape Town where isiXhosa literature is taught as a second language. Given that the students do not speak any isiXhosa at entry level, they rely heavily on their first language for making sense of the second language. In the case of literature, where terminology is not carefully selected to accommodate second language learners, students rely heavily on translation. This study therefore investigates the role and process of translation as a teaching method. The lack of research in this area made it very difficult to follow a particular theoretical framework, therefore the study followed a mixture of qualitative and quantitative approaches. Students were given activities that would require translation in order for the task to be completed. This forms part of their normal learning process. These activities were analysed. The second part consisted of a questionnaire that surveyed the student's views regarding the use of translation. Findings based on the qualitative data analysis revealed heavy relianace on translation as a learning strategy. Students also indicated that prior knowledge of vocabulary as well as an understanding of morphology were both very beneficial. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town TI - The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town UR - http://hdl.handle.net/11427/22878 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22878
dc.identifier.vancouvercitationNgwendu A. The use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Town. [Thesis]. University of Cape Town ,Faculty of Humanities ,African Languages and Literatures, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22878en_ZA
dc.language.isoeng
dc.publisher.departmentAfrican Languages and Literaturesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherAfrican Languages and Literaturesen_ZA
dc.titleThe use of translation as a teaching method in second language teaching: a case study with second language learners of isiXhosa at the University of Cape Townen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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