Resumen

STANDER, Alison Gretchen  y  VAN NIEKERK, Angelique. A framework for language acquisition within a low-tech environment. Tydskr. geesteswet. [online]. 2025, vol.65, n.2, pp.624-649. ISSN 2224-7912.  https://doi.org/10.17159/2224-7912/2025/v65n2a4.

Teaching foreign language acquisition in a low-tech online environment offers some challenges. The research undertaken in this study focused on developing a teaching model for foreign language acquisition. The suggested model as well as a qualitative and quantitative survey was used to evaluate a specific existing course for Afrikaans language acquisition by adults. The results of the literature study (to develop a model) and data gathering (the survey) provided valuable insights regarding the design and update of language acquisition courses in a similar teaching context (or mode) and a similar student profile. Following the literature review, a multi-phased mixed-methods research design was implemented to collect data from student respondents. The first phase of data collection took place before the students started with the Afrikaans foreign language courses Gesellig Afrikaans (GA) 1 and 2. During this phase, prospective students were asked to complete a needs analysis questionnaire. The second phase occurred after the students had completed the GA courses. In this phase, respondents were asked to complete an evaluation questionnaire and participate in individual interviews. The needs analyses revealed that future students wanted to learn Afrikaans in order to use the language in social settings and at work. The students also wanted to be able to understand and respond to spoken Afrikaans. The needs analysis identified the respondents' preferred types of activities and topics to be included in foreign language courses. The evaluation questionnaire determined the extent to which the GA courses met the needs of the students. More specifically, it evaluated the content used on the online platform to determine to what extent this met the expectations of the enrolled students. The interviews, (long after their individual and final course results were known) with respondents who had previously completed the course were used to cross-check responses gathered in the first needs analysis questionnaire before course enrolment. The literature study focused on the parameters of a language learning model, language teaching approaches and methods, theories on adult learning, and theories on language learning in an online (hybrid) teaching context. The literature study and the data gathered from respondents (needs analysis before course enrolment and evaluation questionnaire after completion of the (Gesellig Afrikaans) course) contributed to developing the suggested teaching model for language acquisition within a low-tech environment. The model has three main components: language acquisition (what?), the adult as student (who?), and the presentation mode (how?). Guidelines regarding what should be considered when developing a foreign language acquisition course for adults in a low-tech environment related to each aspect of the model are included in the results. Language acquisition focuses on the language skills that should be developed and the teaching approaches and methods best suited to reach the goal of language acquisition. The component adult as student gives guidelines on the aspects that should be considered when teaching adults (in contrast to school children and bona fide students). The presentation mode consists of five subcomponents: the design of learning material, assessments and feedback, course resources, course design, and the facilitator's role. This study contributes to the teaching of foreign languages (language acquisition) to students with a similar profile (adult learner) within a Southern African context and thus a similar "low-tech" environment (linked to challenges such as unstable internet connections, cost of data, etcetera).

Palabras clave : adult students; foreign language learning; foreign language acquisition; low-tech environment; online assessment; online learning and teaching; model for teaching language acquisition; Afrikaans; course design; Southern Africa; language skills.

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