A communicative competency evaluation of Setswana beginner language learning materials for everyday communication : a constructivist perspective

Abstract

This study investigates the possible facilitation of communicative competency and proficiency development in adult beginner learners of Setswana through the use of the following self-access materials: 20 Minute Setswana: Setswana Language Course (Abuti Syllabus, 2020) and Bemeester Tswana as derde taal ‘Master Setswana as a third language' (Solidariteit, 2020). The overarching aims are to (1) evaluate the efficacy of these two beginner Setswana self-access language learning materials, in order to (2) predict whether they would be able to facilitate the successful development of everyday communicative competence and proficiency in adult beginner Setswana second language learners. Following a document analysis procedure, with a specific focus on material evaluation, this study is of both a qualitative and quantitative nature. This resulted in a mixed method of data evaluation, whereby a new set of criteria was created to evaluate the chosen self-access materials. These criteria stem from the themes identified during the document analysis process and focus on second language development and learning facilitation; communicative competency in terms of grammatical, sociolinguistic, strategic, and discourse competence (authentic language use); proficiency (listening and speaking); cognitive, affective, social, and cultural factors; and motivation. This was done in order to address the following research question: Is it possible for a beginner Setswana language learner to develop communicative competency and proficiency for everyday communication (BICS) through the use of the chosen language learning material(s)? The results acquired from the evaluation of the two materials indicate that only the 20 Minute Setswana: Setswana Language Course (Abuti Syllabus, 2020) learning material can successfully facilitate the development of communicative competency and proficiency in Setswana. It can thus be concluded that while the facilitation of communicative competency and proficiency is possible by means of self-access materials, the materials should be tailored in a way that emphasises communication within varying social and cultural contexts. This can be accomplished by focussing on both form and function, as well as equipping learners with the necessary strategies to combat any external factors that may inhibit their language development.