Compulsory ICE TASK 1 – Infographic: Krashen and Swain

The purpose of this task is to develop knowledge that will assist you in understanding two main theories in relation to additional language acquisition skills and its implementation in the language classroom.

Instructions
1. Consult additional sources on Krashen’s Comprehensible Input Hypothesis and Swain Output Hypothesis.
2. Summarise three main points of each Hypothesis.
3. Using any application of your choice, create an Infographic to clearly indicate the three key differences of each hypothesis.
4. Please include a reference list.
5. For assistance on how to create an infographic, try one of the following websites: You can make use of images as long as you reference them.
• https://venngage.com/templates/
• https://piktochart.com/
• http://vizualize.me
• https://www.easel.ly

Activity 1 — Language Acquisition Theories (Marks: 25)
Context: The language teacher selects and designs activities that will help additional language learners become proficient communicators. During this developmental process, language input and output fulfil very significant functions (Wessels, 2014). In this activity you will be required to write an essay on language acquisition that draws on two theorists, Krashen (1985; 1989) and Swain (1995).

Instructions:
• Write an academic essay of 600-800 words.
• Write a comprehensive paragraph on Krashen’s (1985; 1989) Comprehensible Input Theory by discussing five key features of the theory as it relates to language acquisition for FAL learners.
• Provide one example of how you would implement this theory in your language classroom.
• Write a comprehensive paragraph on Swain’s (1995) Comprehensible Output Theory by discussing five key features of the theory as it relates to language acquisition for FAL learners.
• Provide one example of how you would implement this theory in your language classroom.
• Write a brief paragraph explaining which one of the two theories you would implement first in your language classroom.
• You are required to use the prescribed textbook (Wessels:2014), along with two other credible academic sources to answer this activity. One additional source for Krashen’s theory and one additional source for Swain’s theory.
• Remember to in-text reference all sources and include the full reference in the reference list.
• Please take note that your response should not exceed 800 words. If your response exceeds 800 words, any work after this will not be marked.

Activity 2 — Activity Preparation (Marks: 50)
Activity 2.1

Context:
As Intermediate Phase teachers we need to continue to use different approaches to reading to develop accurate and fluent reading but also develop reading skills that allows learners to understand what they are reading. In this activity we will firstly look at utilising the bottom-up and top-down approach to reading. Readers must have knowledge of letters, words, and punctuation. When readers read, the message goes from the text to the brain to be decoded (bottom-up) (Wessels:2014). When decoding happens in the brain, schemata are activated in the brain which are used to understand the message (top-down) (Wessels:2014).

Instructions
• Consult Wessels (2014) and create one activity that uses a bottom-up approach to reading.
• Depending on the activity, include a marking guideline document or model/example learner answer.
• Additionally, create one activity that uses a top-down approach to reading.
• Depending on the activity, include a marking guideline document or model/example learner answer.
• Both activities must be created for Grade 4 learners, thus consult the Curriculum and Assessment Policy Statement (CAPS) to guide you on the reading skills that needs to be developed at Grade 4 level.
• Your two activities need to be in Afrikaans.
• You may use Afrikaans texts that is appropriate for Grade 4.
• Please ensure that your activities are clearly labelled as top-down and bottom-up activities.
• Any texts used must be suitably referenced, both in-text and in a reference list.

Activity 2.2

Context:
Additional language learners must learn to listen because they have to converse, learn and often work in the target language. They also must become accustomed to the sounds and rhythm of the language (Wessels:2014). For this activity you will need to demonstrate your ability to create listening activities that develop active listening skills in your learners

Instructions

  • Create a Pre-, During- and Post Listening Activity suitable for Grade 5 learners.
    Depending on the activity, include a marking guideline document or model/example learner answer.
  • You may use Afrikaans texts that is appropriate for Grade 5.
  • Consult the Curriculum and Assessment Policy Statement (CAPS) to guide you on the
    listening skills that needs to be developed at Grade 5 level.
  • Your activities need to be in Afrikaans.
  • Any texts used must be suitably referenced, both in-text and in a reference list.

Activity 3 — Language Learning through Literature (Marks: 25)
Language learning can be developed through pictures and literature, such as stories, poems, and songs. You are required to use any form of literature and create an activity that focuses on developing the Language Structures and Conventions skills, as set out by CAPS.

Instructions
• Select any Afrikaans literary text appropriate either for Grade 4 or 5.
• Create a 15-mark language worksheet based on the selected text.
• Questions formulated should not be focused on the context of the text but rather on developing language, thus be mindful of the questions that you ask.
• According to CAPS, questions should vary in cognitive levels and vary in the type of questions that are asked.
• Please include a marking guideline document.
• Your worksheet and marking guideline document must be in Afrikaans.
• Please also list three learning objectives for the created worksheet, in other words, upon completion of the activity, what knowledge and skills will be developed in learners?
• Any texts used must be suitably referenced, both in-text and in a reference list.

Answers to Above Activities

An analysis of Krashen’s comprehensible input hypothesis and Swain output hypothesis indicates that they are important theories of language acquisition. Stephen Krashen’s theory of second language acquisition is based on the premise that language acquisition requires meaningful interaction in the target language. This implies a natural communication process whereby the emphasis is on understanding the message in communication rather than the form in which it is communicated. The three important points of Krashen’s hypothesis are:
1) the acquisition learning hypothesis which implies that there are two independent systems of foreign language performance such as the acquired system and the learned system.
2) the monitor hypothesis indicates the relationship that exists between the acquisition and learning, and also indicates the influence of the latter on the former.

answer

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