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Koers

versão On-line ISSN 0023-270X

Koers (Online) vol.73 no.3 Pretoria  2008

 

Die integrasie van humoristiese tekste by taalonderwys om studente se emosionele geletterdheid te ontwikkel: 'n gevallestudie1

 

The integration of humorous texts in language education to develop students' emotional literacy: A case study

 

 

E. Kruger; L. Rutgers

Departement Kurrikulumstudie, Universiteit van Stellenbosch, Stellenbosch. E-pos: ekruger@sun.ac.za lrutgers@sun.ac.za

 

 


OPSOMMING

Die aanwending van humoristiese tekste om emosionele geletterdheid by die onderrig van Afrikaans te integreer, kan bydra tot die ontwikkeling van taalonderwysstudente (as leerders) se estetiese sensitiwiteit in verskillende sosiale kontekste. Dit beteken dat studente deur middel van humoristiese tekste kan leer om begrip en waardering vir tale te toon, asook vir die kulturele erfenis wat daardeur oorgedra word. Verder bied dit aan die betrokke studente geleenthede om skeppend en verbeeldingryk met mondelinge, visuele en geskrewe tekste om te gaan. Die artikel illustreer hoe die integrasie van humoristiese tekste in die onderrig van Afrikaans nie alleen 'n teoretiese begronding in responsiewe onderwys het nie, maar in ooreenstemming is met die doelstellings van die Suid-Afrikaanse beleidsdokumente.
Aan die hand van 'n literatuuroorsig konsentreer die outeurs van hierdie artikel op die verband tussen humor en verskeie faktore wat leerders se affektiewe belewenis binne die konteks van die taalklaskamer beïnvloed. Daarword op navorsingsresultate gefokus wat toon dat die gebruik van humoristiese tekste studente (as leerders) se houding en motivering om kreatief en konstruktief aan taalaktiwiteite deel te neem, kan verhoog. Aandag word ook gegee aan die verband tussen verskillende persoonlikheidstipes (op kognitiewe styl gebaseer) en humor. Die bewese verband tussen humor en angs regverdig ook die aanwending van humoristiese tekste om taalangs te verminder. Uiteindelik word met navorsingsteun gemotiveer waarom humoristiese tekste suksesvol in die onderrig van Afrikaans gebruik kan word en enkele (praktiese) onderrigidees word uitgelig. Met hierdie artikel hoop die outeurs om by te dra tot waarde-ontwikkeling deur middel van 'n holistiese benadering tot taalonderrig.

Kernbegrippe: affektiewe onderwys; angs; emosionele geletterdheid; houding; humoristiese tekste; motivering; taalonderrig


ABSTRACT

The integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents.
By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour induces a more positive attitude, while also motivating students (as learners) to participate constructively in language activities. Attention is also paid to the relationship between different personality types (based on cognitive styte) and anxiety. Moreover, the established link between humour and anxiety justifies the inclusion of humorous texts to reduce language-related anxiety. Ultimately the research serves to support the authors' argument in favour of incorporating humorous material in the teaching of Afrikaans, while several (practical) teaching strategies are suggested. The authors hope to enhance the educational value by pursuing a holistic approach to language teaching.

Key concepts: affective education; anxiety; attitude; emotional literacy; humorous material; language teaching; motivation


 

 

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1 Die outeurs wil besondere dank betuig aan Sarie Berkhout vir hulp met die konseptualisering, Eloïse Loftie-Eaton vir die redigering en Zandra Bezuiden-hout vir die taalversorging van hierdie artikel.

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