Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study explores the defining characteristics of the genre-theory analytically for isiXhosa. The five chosen genre texts in isiXhosa, extracted from five Bona magazine, deal with social problems. Firstly the study investigates the theory of genre-based approach. The genre-based approach forms the framework for the analysis of the isiXhosa texts. The ethnography of writing posited in the theory of text construction of Grabe and Kaplan (1996) is explored. This theory is accepted as an underlying framework for teaching writing in isiXhosa in Curriculum 2005. The ethnography of writing entails addressing the following questions: who writes, what, to whom, for what purpose, why and how. Secondly, the write parameter, which is extensively examined, deals with the six learning outcomes such as listening, speaking, reading, writing, thinking and reasoning, language structure, in relation to the assessment standards, as a realisation of communicative purpose. The text-linguistic characteristics of the genre approach involving Grabe and Kaplan's model of writing are explored in the five isiXhosa magazine texts. / AFRIKAANSE OPSOMMING: Die studie ondersoek die onderskeidende kenmerke van die genre-teorie analities vir isiXhosa. Die vyf genre-tekste van die BONA tydskrif wat gekies word, handeloor sosiale probleme. Die studie ondersoek eerstens die teorie van die genre-gebaseerde benadering. Die genre-gebaseerde benadering vorm die raamwerk vir die analise van die isiXhosa tekste. Die etnografie van skryf soos gepostuleer in die teorie van tekskonstruksie van Grabe en Kaplan (1996) word ondersoek. Hierdie teorie word aanvaar as onderliggende raamwerk in die onderrig van skryfvaardighede in Kurrikulum 2005. Die etnografie van skryf, behels die ondersoek van die vrae: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Tweedens, die skryf parameter, wat uitgebreid ondersoek word met verwysing na die Xhosa tekste, hou ook verband met die leeruitkomste van luister, lees, praat, denkvaardighede en taalstruktuur, met betrekking tot die assesseringsstandaarde, as 'n realisering van kommunikatiewe doelstelling. Die tekslinguisitiese eienskappe word ondersoek soos gepostuleer deur Grabe en Kaplan t.o.v. die vyf Xhosa tydskrifartikels. / ISICATSHULWA Lo msebenzi uphonononga ukwakhiwa kwe thiyori yegenre ngokuhlalutyiweyo. Itekisi zegenre ezintlanu zijonga iingxaki zasekuhlaleni yaye zicatshulwe kumabali amahlanu encwadi ekuthiwa yiBona. Okokuqala lo msebenzi uphanda ithiyori ebanzi ngendlela ethi igenre ijongwe ngayo. Le yimvelaphi yohlobo Iwetekisi yolwimi IwesiXhosa. Indlela yokubhala amagama ivela kwithiyori ka Grabe no Kaplan (1996). Le thiyori yamkelekile njengesiseko sokufundisa ukubhala. Iquka indlela yokubhala enale mibuzo: ngubani obhalayo, ebhala ntoni, ebhalela bani, siyintoni isizathu, ngoba kutheni, ebhala njani. Imigaqo okanye imimiselo yokubhala iyavavanywa yaye iza kujongana neziphumo zokufunda ezithandathu ezizezi: ukumamela, ukuthetha, ukufunda nokubona, ukubhala, ukucinga nokuqiqa, ukwakhiwa kolwimi nokusetyenziswa, nendlela yokuhlola njengenjongo yokudlulisa umba lowo. Ezi mpawu zolwimi Iwetekisi yokusetyenziswa kwegenre zizakujongwa banzi kusetyenziswa Ie ndlela yokubhala ka Grabe no Kaplan. Iziphumo zemfundo eyile: ukufunda nokubona, ukubhala, ukucinga nokuqiqa ziza kunikwa uqwalaselo olulodwa. Okokugqibela abafundi bebanga lesixhenxe baza kuba nakho ukukubona ukuvisisana nokudibana kokubhala ukucinga ukuqiqa kunye nemiqathango yokuhlolwa.

This study has been undertaken to explore and investigate the genre-theoretic properties of social commentary texts in isiXhosa' -- P. ii. / Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study has been undertaken to explore and investigate the genre-theoretic properties of social commentary texts in isiXhosa. Five social commentary texts are chosen from the Bona magazine dealing with social problems, which the writers want the readers to focus on. The genre-based approach to the isiXhosa texts is employed as framework to analyse social commentary texts. The genre based approach involves the view of being explicit about the way language works to make meaning in social commentary texts. This means in this study that the engagement of students and language educators is important. The genre based approach represents a fundamentally new educational paradigm of language teaching in Curriculum 2005. The implications for teaching isiXhosa will be given consideration given that texts belong to different genres. Some of these implications of Freedom and Medway (1992) are discussed. The genre-theoretic approach is utilized in such a way to form a framework -__ for analysing discourse properties of the isiXhosa texts. The theory of text construction of Grabe and Kaplan (1996) deals with textlinguistic analysis and the ethnography of writing. The following questions are examined: who writes, what, where, why, to whom, how and for what purpose? These parameters of writing give an explicit framework for the analysis. Textlinguistic properties are explored and the isiXhosa texts will be analysed according to these properties. The five learning outcomes which include: listening, speaking, reading and viewing, writing and thinking and reasoning together with their assessment standards are into considered when dealing with Outcome Based language Education in relation to the genre approach to language teaching. / AFRIKAANSE OPSOMMING: Die studie is onderneem om 'n ondersoek te doen na die genre-teoretiese eienskappe van sosiale kommentaartekste in isiXhosa. Vyf sosiale kommentaartekste is gekies vanuit die BONA tydskrif wat handeloor sosiale probleme waarop die skrywers die lesers se aandag wil fokus. Die genre-gebaseerde benadering tot die isiXhosa tekste word gebruik as raamwerk om die sosiale kommentaar tekste te ontleed. Die genre-gebaseerde benadering behels die siening in hierdie studie dat daar eksplisiet gewees moet word oor die wyse waarop taal werk om betekenis te skep in sosiale kommentaar tekste. Die genre-gebaseerde benadering verteenwoordig 'n fundamenteelnuwe paradigma vir taalonderrig in Curriculum 2005. Die implikasies vir die onderrig van isiXhosa salondersoek word met inagneming dat tekste tot verskillende genres behoort. Van hierdie implikasies, soos ondersoek deur Freedom en Medway (1992) word bespreek. Die genre-teoretiese benadering word aangewend as 'n raamwerk vir die analise van die diskoerseienskappe van isiXhosa tekste. Die teorie van Grabe en Kaplan (1996) hou verband met tekslinguistiese analise en die etnografie van skryf. Dit ondersoek die volgende vrae: Wie skryf wat vir wie, waar, hoe en vir watter doel? Hierdie parameters van skryf gee 'n eksplisiete raamwerk vir die analise van die Xhosa tekste. Tekslinguistiese eienskappe van isiXhoda word ondersoek en die tekste word ontleed n.a.v. hierdie eienskappe. Die vyf leeruitkomste, luister, lees, skryf, praat en denkvaardighede en argumentasie, saam met hulle assesseringsstandaarde, van Kurrikulum 2005, word beskou in die lig van Uitkomsgebaseerde taalonderrig en die verband daarvan tot die genre-gebaseerde benadering.

Thesis (MA)--University of Stellenbosch, 2005. / This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. / ENGLISH ABSTRACT: This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. They all analyse genre of social community leaders using the theory of Grabe & Kaplan. (1996) All five articles re attached as appendices at the end of this assignment. The chapters 2 and 3 present an overview of different views expressed by different linguistics and researchers in relation to the genre theoretic approach and how these theories are applied in analyses. The views of Bhatia (1993) are also used in that he promotes the use of language in text when people communicate either in written or verbal format. Bhatia emphasizes the use of text linguistic properties and insights in the culture of participants to ensure that communication purpose is reached. Among other things, he invokes text structure, lexical choices, cohesion and coherence of text, content and theme are analyzed. This study investigates the social cognitive and linguistic choices and how they influence writing and reading. The purpose and meaning of the text is depicted as very important in the analysis of written text. (Bhatia; 1993) The first part of chapter 4 deals with the theory of Grabe & Kaplan (1996), which emphasizes the use of ethnography of writing. The ethnography of writing according to Grabe & Kaplan (1996) entails the answers to the following basic questions: Who is writing? To whom? For what purpose? Why? When? And how? The answers to these questions are to be formed in the analysis of the articles on Grabe & Kaplan's views on the relationship between ethnography of writing and lexicon of writing skills are also analyzed. The study also includes Halliday's (1984) views. Educating children in their home language environment makes them to learn better as they write in their own language and about the things they know. Lastly there is a short discussion about the relationship between the new genre approach and Outcomes-Based Education. (OBE) The similarities they share in connection with aims, goals and purposes as language teaching approached are touched upon. / AFRIKAANSE OPSOMMING: Hierdie studie hou verband met die genre analise van vyf tekste (artikels) in Xhosa uit die Bona tydskrif. Die analises handel oor die genre van sosiale gemeenskapsleiers binne die raamwerk van Grabe en Kaplan (1996). AI vyf die artikels is in In Appendix aangeheg aan die einde van hierdie werkstuk. Hoofstukke 2 en 3 bied In oorsig aan van verskillende sieninge van linguiste t.o.v. die genre-teoretiese benadering en die aanwending van die teoretiese uitgangspunte in analises van tekste. Die sieninge van Bhatia (1993) word ook ingespan m.b.t. die kommunikasie tussen mense. Bhatia wend tekslinguistiese eienskappe aan asook sosiale en kulturele insigte in die ondersoek van hoe kommunikatiewe doelstelling bereik word. Hy gebruik o.a. tekslinguistiese kenmerke, leksikale keuses, kohesie en koherensie, en tematiese realiserings in die teks. Die doelstelling van die teks is uiters belangrik volgens die betekenis wat Bhatia in die teks ondersoek. Die eerste gedeelte van hoofstuk 4 handel oor Grabe en Kaplan (1996) se model van tekskonstruksie en die etnografie van skryf. Die onderrig van leerders is beter as hulle in hulle huistaal skryf en leer. Die studie beskou die onderliggende uitgangspunte van Kurrikulum 2005 m.b.t. die genre benadering tot die onderrig van Xhosa / ISICATSHULWA Olu fundo luphanda ngohlalutyo ngohlobo Iwejenri kumabali esiXhosa afumaneka kwimagazini iBona kusetyenziswa ulwimi IwesiXhosa. La ngamabali amahlanu angeenkokheli zoluntu, nazakuhlalutywa ngokweembono zikaGrabe noKaplan (1996). Kuqalwe ngokushwankathela iinkcazo zohlobo Iwejenri, neembono zabaphononongi neengcali ezahlukeneyo malunga nolu hlobo lutsha lokuhlalutya. Kucaciswa imbono kaBhatia (1993) mlunga nokuphononongwa kwendlela yokusetyenziswa kolwimi xa kunxityelelwana, kwiitekisi ezithethwayo nezibhaliweyo. Oku kucaciswa ngokupheleleyo xa kuhlalutywa la mabali mahlanu angenkokheli zolunu. Phakathi kwezinto ezijongwayo xa kuhlalutywa nobhalo Iwamabali; lulwakhiwo Iweetekisi, ngumxholo, lukhetho Iwamagama, lunamathelwano nonxulumano. Kwakhona indlela umbhali ayiphuhlisa ngayo intsingiselo yetekisi yakhe ukuze injongo yakhe izaliseke. Indlela ezisetyenziswa ngayo iimpawu eziziparametha eziyimbono ka Grabe noKaplan (1996) xa kuhlalutywa la mabali angenkokheli zoluntu. Xa kuthethwa ngezi mpawu, kuxelwa ukuphendulwa kwemibuzo yobhalo ethi; ngubani umbhali? Ubhala ntoni? Ubhalela bani? Yintoni injongo yakhe? Kutheni ebhala nje? Ezi mpawu azaneli knceda umbhali ukuba abhale kakuhle koko zinceda nomfundi ukuba ahlalutye kakhuhle okubhaliweyo. Kwakhona imbono kaHaliday ethi xa kusetyenziswa ulwimi makusetyenziswe izinto nemizekelo engentlalo nenkcubeko yabantu. Lilonke yena ugxininisa ukufakwa kwenkcubeko kwimfundo yabantwana. Uyixhasa lembono yakhe ngokuthi abafundi baqonda lula xa befunda ngolwimi Iwabo nange nkcubeko yabo nangezinto ezibangqongileyo. Le mbono iyahambelana nokufundisa ngohlobo Iwejenri yona imkhululayo umntwana ukuba azifundele ngokwengqondo angadityaniswa nomnye. Kwakhona kolu fundo kuthelekiswe uhlobo Iwejenri nohlobo olusetyenziswayo kwizikolo zethu olujonge iziphumo uhlobo Iwe O. B. E. Kujongwa nendlela ezinxulumene ngayo, ngenxa yokufana kweenjongo zazo kwaneziphumo kubantwana abafundiswayo kusetyenziswa zona.