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Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-NatalDe Jager, Maria Louisa Elizabeth 03 September 2012 (has links)
Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012. / Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS).
Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers.
Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed.
Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.
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The influence of peer mentoring on critical care nursing students' learning outcomesBeepat, Somavathy Yvonne 06 1900 (has links)
Dissertation submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2015. / Introduction
Critical care nursing is one of the most stressful specialities in the nursing
profession that involves caring for patients who are suffering with life
threatening illness or injuries. The highly technological environment where
critical care nursing is rendered is associated with a great amount of stress,
frustration and burnout. The critical care nursing student needs to be
prepared, mentored and supported for the role transition from student to
professional nurse. Nursing education and training cannot succeed without
proper theory and practice integration. Therefore, the critical care nursing
environment should be supportive of the improvement of teaching and
learning. Peer mentoring is one important strategy to help foster an
environment that is supportive of the critical care nursing student, allowing
them to grow and succeed as experts within the speciality of critical care
nursing.
Aim of the study
The aim of the study was to explore the influence of peer mentoring on critical
care nursing students’ learning outcomes in critical care units in KwaZulu-
Natal.
Methodology
A qualitative exploratory research design was used to conduct the study. Ten
nurses were recruited from the critical care units in five private and two public
hospitals. Descriptions of their experiences were gained through individual
face-to-face interviews. The broad question to the participants was: “What
influence does peer mentoring have on the critical nurses’ learning outcomes
in the critical care unit?”
iii
Results
The findings of the study revealed that peer mentoring is a vital strategy in
helping the critical care nursing students to attain their learning outcomes so
that they will be proficient in the critical care unit. Peer mentoring was
however, not consistent in all hospitals and the critical care nursing students
were not given the necessary support and supervision. There were no
structured support systems in place to ensure that peer mentoring was
formalized and that all required nursing personnel took on the responsibility to
teach and facilitate learning for critical care nursing students.
Recommendations
Recommendations were made with regards to policy development, service
provision, nursing education and research. These include that a formalized
mentorship programme should be incorporated into the core competencies of
all qualified critical care nurses, and to be reflected in their performance
appraisal in order to motivate the registered nurses to fulfil their independent
function as teachers. Each unit mentor should familiarize him/herself with the
prescribed learning objectives of the critical care nursing student in order to be
able to delegate appropriately so that learning outcomes are achieved by the
mentee. There should be an allocation of supernumerary time for the critical
care nursing student and their mentor to allow time for formal mentoring
responsibilities to take place away from the clinical area, to facilitate
assessment and feedback, and enhance consolidation. Ongoing evidencebased
practice research should be conducted on this topic, to provide more
information on how peer mentoring effects the mentee, nursing education and
retention of skilled staff.
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A phenomenological study of non-Muslim nurses' experiences of caring for Muslim patients in Saudi ArabiaAlosaimi, Dalyal January 2013 (has links)
This study addressed three research objectives related to non-Muslim nurses’ experiences providing health care to Muslim patients in Saudi Arabian hospitals. These objectives included: first, understanding what it is like to care for Muslim patients considering both religion and culture; secondly, exploring what it is like being cared for by non-Muslim nurses. In order to address these objectives, the study has employed a qualitative approach, represented in hermeneutic phenomenology. The target groups in this study were Muslim patients and non-Muslim nurses who were interviewed using interviews and focus group discussions. The study found that religious, cultural and linguistic factors have a negative effect on non-Muslim nurses’ experience of care in Saudi Arabia, which included a personal impact, and a practical impact resulting from working practices. However, the results indicated that nurses had some problems with family members who interfered in decisions related to patients, and that they also encountered disrespect from patients’ relatives and friends. The study results indicated that non-Muslim nurses, to some extent, have an understanding of the different aspects and practices of Islam, such as praying, fasting and spirituality. The study results also revealed a significant relationship between spirituality (Islamic faith) and the provision of health care. Nurses believe that religious and spiritual practices have an effect on care. However, they failed to understand the importance of religion and spirituality to Muslims in general and patients in particular. The lack of training and orientation concerning specific issues of religion and culture negatively affected not only the communication between nurses and patients, but also the provision of health care. It was envisaged that this study would have a positive impact on the delivery of nursing training and education, because it highlights the need to tailor this to specific contexts. The study distinguishes itself from other studies conducted in the same field by investigating non-Muslim nurses’ and Muslim patients’ confusion between religion and culture. The study stressed an overlap between religion and culture in Saudi society, which consequently affected nurses’ provision of health care. It was essential in this study to investigate the differences between religion and culture, to see of non-Muslim nurses would understand religion and culture are not the same; while in some cases they complement one another, in other cases they contradict. Furthermore, the study addressed the issue of professionalism when caring for Muslim patients’ and non-Muslim nurses’ point of view. Although nurses claimed to provide healthcare in professional way, they were not fully aware of Saudi local culture or the impact of religion on patient’s daily life It can be concluded, in general, that non-Muslim nurses are facing challenges to providing healthcare to Saudi Muslim patients, due to a lack of understanding of the importance of cultural values and religious practices, and the lack of training and alignment on such issues.
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Making Student Engagement Visible: Using Self-Determination Theory to Examine How Two Social Studies Teachers Support Students’ Needs for Autonomy, Competence, and RelatednessSchewe, Audrey 13 May 2016 (has links)
Student engagement in academic work is critical for learning and scholastic achievement. Fortunately, an abundance of empirical evidence and engagement theories recommend what educational contexts are most likely to engage students in learning. Yet the epidemic of adolescent disengagement in schools suggests there is a gap, even a chasm, between student engagement research and practice. This study addresses this critical void in the literature; to understand how education theory can inform practice to improve the quality of student engagement in learning.
I approached my research question, “How do secondary social studies teachers promote and sustain student engagement in academic work?” through the lens of self-determination theory (Deci & Ryan, 2002). Self-determination theory suggests that teachers’ support of students’ psychological needs for autonomy (e.g. by minimizing coercion, maximizing student voices and choices, providing meaningful rationales for learning), competence (e.g. by providing challenging work along with structures and feedback to promote self-efficacy), and relatedness (e.g. by developing warm and caring relationships in the classroom) facilitates and promotes student engagement. Using a multiple case study design, rich and varied data collection processes, and directed qualitative content analysis, I explored how social studies teachers may support (or thwart) their students’ needs for autonomy, competence and relatedness.
The students in this study confirmed their needs for autonomy, to engage in “real discussions” with their peers and make decisions about important problems. They shared that they engage in learning when activities are meaningful, real world and worth their effort. I found that social studies teachers support autonomy by developing students’ emotional, personal, social, conceptual and authentic connections to the content. In addition, I confirmed that warm and trusting classroom relationships, coupled with challenging, organized and structured learning experiences that promote student efficacy, support students’ needs for relatedness and competency in the classroom. Accordingly, engaging students in academic work necessitates that teachers meet all three of these basic needs. By exploring engagement through the experiences of teachers and students in real classroom settings, I provide social studies educators with a rich and user-friendly understanding of how student engagement can be developed and sustained.
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Guided composition : an integrated, outcomes-based music curriculum for grade 8Van Rensburg, Adriana Janse 03 1900 (has links)
Thesis (MMus) -- University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased
curriculum for music education in Grade 8 in South Africa by using guided
composition as a teaching method. Directives from the new national curriculum, i.e.
Curriculum 2005, the current Western Cape Education Department's syllabus for Music
and the British National Music Curriculum are considered and applied.
Composition is a medium that assists learners in exploring sound in an approach that
emphasizes discovery through processes of creative thinking when organizing sound.
Music as an art form cannot be mastered through discussion and performance alone.
This study focuses on how composition helps learners to explore and discover through
problem-solving activities when learning to think in sound and to manipulate the
language of music.
General perspectives on music education curricula are researched to determine an
acceptable theoretical proficiency level for Grade 8. The praxial music educational
approach of David Elliott is used as a philosophical foundation for developing the
composition program curriculum. Actively making music, developing musicianship
and developing creativity in music education form the backbone of this author's
approach and hence an accountable basis for a curriculum.
Fundamental issues in developing a curriculum are examined, the crux being how we
learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing
on integrated and holistic learning are proposed as a methodology for a music education
curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to
the four stages of curriculum development as proposed by David Elliott. Orientation,
preparation and planning, teaching and learning and evaluation and assessment are
addressed.
This composition program attempts to situate and activate musical learning by
proposing teaching and learning skills through which learners can activate and catalyze
their creativity. When learning and experiencing music in a situated, authentic and
practical way, as through composition, lifelong involvement, musical skills and
continued enjoyment and accountability for the subject can be stimulated and established. / AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n
geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid-
Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe
nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap
Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum
word ondersoek en toegepas.
Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse,
deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word.
Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en
voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te
eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle
leer om in klank te dink en die taal van musiek te manipuleer.
Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde
vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële
musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese
basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering.
die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in
musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n
besinde basis vir 'n kurrikulum.
Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek,
waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n
metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie.
'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases
volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie,
voorbereiding en beplanning, onderrig en leer en evaluasie en assessering.
Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word
beskryf.
Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen
leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en
kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en
ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede,
voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.
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A genre-theoretic analysis of sports texts in SepediMaruma, Mamalatswa Walburga 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and
Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes
linguistic elements which are applicable in language learning to equip learners with analytic
skills. These skills are indicated in the Curriculum 2005 for the learning area: languages.
These skills will enable learners to analyse the discourse structure of written texts
effectively.
Use is made of various textlinguistic strategies for analysing written genre texts on sports
matters. Including these strategies in language learning and teaching situation will help
learners to understand how language is used in text analysis. In order to demonstrate
how to analyse texts practically, these strategies are investigated through sports texts from
Bona Magazine.
This study demonstrates the importance of generic factors for a proper analysis of texts.
These factors include the community in which the text is produced, cultural factors and the
communicative purpose of a text. In exploring the generic features of texts, the definition
of the term text is investigated, including all its characteristics, textlinguistic construction
and levels of text analysis are also identified.
This study demonstrates the importance of including the parameters of the ethnography of
writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of
texts. The ethnography of writing entails that a thorough text analysis should address the
following question: AWho writes what to whom for what purpose, why, when and hews.
The study examines the importance of utilising text analysis in language learning and
teaching.
The study also demonstrates the relationship between the theoretical aspects examined
and the learning outcomes of Curriculum 2005. The study thus demonstrates how the
theoretical framework discusses is applicable in the analysis of Sepedi texts. / AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel
deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA
tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in
taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in
Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in
staat om die diskoers struktuur van geskrewe teks te analiseer.
Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van
geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal
leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die
praktiese toepassing van die analise van tekste te illustreer, word die betrokke
tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste.
Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste.
Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word,
kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van
die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek,
insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise.
Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf,
soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die
etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet
aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie
ondersoek die belang van die gebruik van teksanalise in leer en onderrig.
Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van
Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die
analise van Sepedi tekste. / SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e
tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi
go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba
thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a
tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme.
Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go
amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla
thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa.
Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe
ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona.
Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong
ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go
lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga
ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le
dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa
a laedltswe,
Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale
ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya
dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye
etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela
mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?'
Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go
ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla
tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke
ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e
hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.
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Ukufundisa nokufunda ulwimi ngendlela yejenraFinini, Nomondo Sinah Soslinah 03 1900 (has links)
Examines genre approach with reference to its use to teach Xhosa to learners. / Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study examines the genre approach with reference to its use to teach Xhosa to
learners. Genres or text types are produced by learners through writing texts. Different
genres are distinguished, such as social, cultural and also political texts.
This study firstly considers definitions of genre by different researchers. Swales (1990)
views genre as a set of communicative events whereas Medway (1994) views genre by its
common communicative purposes. Kaplan (1996) defines genre as discourse type that
has identifiable properties and purposes. Kalantzis (1996) argues that the genre-approach
to literacy represents fundamentally new educational approach.
The study reviews register, which results from the situation of the speaker and the writer
respect to three aspects, namely field, mode and tenor. Littlefair defines the notion of
systems of genre as the interrelated genres that interact with each other. These authors
consider rhetorical devices in genre, like explanation, narration, persuasion and exposition.
This study demonstrates that in constructing the Xhosa text, the level and status of the
reader is considered by the writer. The writer chooses different lexical items when
constructing the text for readers to understand. If the writer and the reader share the
same background knowledge reader it is easy for the reader to interpret the phrases used.
The study will demonstrate how the writer constructs the text in terms of the sentential and
textual structures.
The five community-related Bona articles are examined, illustrate the theoretical
assumptions. The ethnography of writing addresses the question who writes what to
whom for what purpose why and how.
Finally, this study explores the curriculum 2005 outcomes for learning language. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-benadering met betrekking tot die gebruik daarvan om
Xhosa aan leerders te onderrig. Genres of tekstipes word geproduseer deur die skryf van
tekste deur leerders. Verskillende genres kan onderskei word, bv. genres wat vir sosiale of
politieke doeleindes geskryf word.
Die studie beskou eerstens definisies van die term genre deur verskillende navorsers.
Swales (1990) beskou genre as 'n stel kommunikatiewe gebeurtenisse terwyl Medway
(1994) genre definieer in terme van die algemene kommunikatiewe doelstellings daarvan.
Kaplan (1996) definieer genre as 'n diskoerstipe wat identifiseerbare eienskappe en
doelstellings het. Kalantzis (1996) argumenteer dat die genre benadering tot geletterdheid
'n fundamenteel-verskillende opvoedkundige benadering tot geletterdheid verteenwoordig.
Die studie verwys na die konsep van register, wat voortspruit uit die situasie van die
spreker en skrywer met betrekking tot drie aspekte, naamlik veld, tenor en modus. Littlefair
(1991) definieer die begrip van sisteme van genre as die verbandhoudende genres wat
met mekaar in interaksie is. Hierdie outeurs beskou retoriese meganismes in genre,
byvoorbeeld verduideliking, narratief, oorreding en eksposisie.
Hierdie studie demonstreer dat in die konstruksie van Xhosa tekste, die vlak en status van
die leser in ag geneem word deur die skrywer. Die skrywer kies bepaalde leksikale items
in die konstruksie van die teks wat lesers kan verstaan. Indien die skrywer en die leser
dieselfde agtergrondkennis deel, is dit makliker vir die leser om die teks te interpreteer. Die
studie salook demonstreer hoe die skrywer die teks saamstel in terme van tekstuele en
sinsstrukture.
Die vyf gemeenskaps-verwante BONA artikels wat in die studie ontleed word, illustreer die
teoretiese aannames van die genre-benadering. Die etnografie van skryf spreek die vraag
aan van: wie skryf wat aan wie, vir watter doel, hoekom en hoe.
Laastens ondersoek die studie die beginsels en riglyne van skryfvaardigheid soos
uiteengesit in Kurrikulum 2005. / ISICAPHULO: Esi sifundo sophando sijongana nendlela yejenra esetyenziswayo ukufundisa ulwimi
kubafundi. Ijenra iveliswa ngokuthetha okanye ukubhala. Injenra ezohlukeneyo ziya
setyenziswa ezinjengezentlalo, ezenkcubeko kwakunje nezopholitiko.
Esi sifundo sicingela inkcazo ngejenra yababhali abaninzi. uSwales 91990) ubona injera
njengeseti yezehlo zoqhagamshelwano xa vena u Medway (1994) ebona ijenra
ngeenjongo zoqhagamshelwano. Kaplan (1996) uthetha ngejenra njengohlobo Iwentetho
Iwezinto ezikhethekayo. Kalantzis (1996) uxoxa athi uhlobo Iwejenra kufundo lumele
uhlobo olusiseko Iwemfundo entsha.
uLittlefair (1991) chaza umnabo wolwimi njengento engekhoyo ezinokuthi iititshala ziyive
kuphondo lolwimi. Umnabo wolwimi uvela kwimeko yesithethi nonobhala enezinto
ezintathu ezi zezi ifilidi, imowudi ne thena. uLittlefair (1991) uchaza uluvo Iwesisistim
Iwejenra njengeejenra ezithungeleneyo nezithi zisebenzisane enye kwenye. Ababhali
bacinga ngezinto zobuciko ezinjengochazo, ukubalisa, ukucenga nokubhenca. uLittlefair
(1991) ujolisa kwiintlobo zejenra zeencwadi ezinjengezenkqubo, iincwadi zolwazi.
Xa umbumba isicatshulwa inqanaba nezinga lomlesi uyalicingela umbhali. Umbhali uthi
akhethe isigama esohlukileyo xa ebumba isicatshulwa sabalesi ukuze basiqonde. Ukuba
umbhali nomlesi bakwizinga elinye lovimba wolwazi kuiuia ukuba umlesi akwazi ukutolika
amabinzana amagama asetyenzisiweyo. Igrama Vivo enika intsingiselo kwisicatshulwa.
Umbhali ubumba isicatshulwa esekele kwisakhivo sesivakalisi nesakhiwo sesicatshulwa.
Imiba ezalaniswa noluntu iyaxoxwa, ixukushwa kusetyenziswa inqqikelelo yengcingane.
Ubhalo ngenkcazo yenzululwazi ngcentlanga liphendula umbuzo othi, ngubani obhala,
ntoni isiya kubani? Nganjongo zini, kutheni njani?
Ukuphetha esi sifundo sijongana neziphumo zokufunda kwikharityhulam 2005.
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A framework for teaching : reading in Xhosa at secondary school levelPiet, Fezeka Caroline 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed.
Learners are encouraged to see the importance of reading so that they can produce an
effective communication.
A range of approaches will be employed to describe and analyze what the author or writer
wants to deliver through his/her message. Various types of descriptions and analyses of
texts are explored in order to demonstrate the importance of reading. Important proposals
advanced by Davies (1995) in her framework of hierarchical levels of text analysis are
employed in showing that Xhosa reading can be analyzed in terms of this framework. This
study aims at demonstrating the success of adopting the Davies framework for the
learning and teaching of reading in Xhosa.
Different examples of articles are examined from the Xhosa Bona Magazines. Six articles
about Tourism promotion are demonstrated in an analysis using Davies' (1995)
hierarchical levels of describing and analyzing texts.
The seven specific outcomes for the language, literacy and communication learning
area as specified in the Outcomes-based education (OBE) curriculum are discussed in
relation to the teaching and learning of reading. The tourism promotion articles used in
demonstrating the learner - centered approach underlying outcomes-based teaching.
One of the aims of the Outcomes-based curriculum is to enhance learner participation in
learning language including reading. The teaching of this kind of reading skills necessitate
an understanding of how learners respond and understand texts when reading.
The analyses undertaken for the Xhosa texts are important, because they demonstrate the
foundation for successful teaching and learning of reading in Xhosa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste
in Xhosa ontleed kan word.
In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die
inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en
analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te
demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk
van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa
leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as
doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk
in die onderrig en leer van leesvaardigheid in Xhosa.
Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor
toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese
vlakke vir die beskrywing en analise van tekste.
Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea
soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met
betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die
uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot,
insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In
begrip van hoe leerders tekste verstaan wanneer hulle lees.
Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer
van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
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A framework for the analysis of Xhosa texts for teaching readingTyala, Abegail Nomapha 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study investigates the reading process as addressed by Davies and Wallace in
their research. The key concept of the models of the reading process as explored by
Davies with reference to different researchers are examined. These researchers
include Gough, whose model of the reading process represents a bottom-up view of
the reading process, Goodman's model which reflects a top-down view of the reading
process and Rumelhart's interactive model which is an alternative to bottom-up and
top-down models. Davies advances a schema-theory which is the development of
Rumelhart's interactive model. The study also considers the model of Rayner and
Pollatsek as proposed by Davies, namely, the bottom-up interactive model of the
reading process. This model intends to be bottom-up, without excluding the
interactive features. A further model explored by Davies is that of Mathewson,
which incorporates affective factors in reading. Hedge, according to Davies,
developed the models of reading into a taxonomy of modes, anchors and drivers.
Modes represent the reading behaviours, anchors express knowledge sources, and
drivers typify the reading purposes. The study also considers Wallace's approach to
the reading process, which represents reading as a psycholinguistic as well as a
sociolinguistic process.
In addition, this study conducts an investigation of a practical framework for
describing and analysing texts; ways of describing differences amongst texts as
proposed by Wallace and the integration of different descriptions of texts. Levels of
text analysis and the theoretical foundation of the analytic procedure are considered.
The last part of this discussion provides some perspectives on reaching reading in the
outcomes-based curriculum for language, literacy and communication (see Appendix
B).
In the next part of the study an analysis of the Xhosa Bona magazine articles is
offered which commences with the recapitulation of the framework for the analysis of
texts. This framework includes elements such as the discourse type and genre; textual units and their functions; rhetorical functions and rhetorical patterns; text
cohesion; text coherence and language choice as a reflection of the writer's
communicative purpose or goal. Each article is analysed according to the framework
assumed. The study invokes Davies' analytic framework for the analysis of the Bona
magazine articles. The last part of this research explores the significance between
Davies' model and the requirements of outcomes-based language teaching. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n praktiese raamwerk vir die beskrywing en analise van tekste,
maniere vir die beskrywing van verskille tussen tekste soos voorgestel deur Wallace,
en die integrasie van die verskillende beskrywings van tekste. Die vlakke van
teksanalise en die teoretiese basis van die analitiese prosedure word bespreek. Die
laaste deel van hierdie bespreking skenk aandag aan perspektiewe oor die onderrig
van leesvaardigheid in die Uitkoms-gebaseerde kurrikulum vir die leerveld tale,
geletterdheid en kommunikasie (sien Bylae B).
In die volgende deel van die studie word 'n analise gedoen van Xhosa BONA
tydskrifartikels, wat begin met 'n rekapitulasie van die raamwerk vir die analise van
tekste. Hierdie raamwerk sluit elemente in soos diskoerstipe en genre, retoriese
funksies en taalkeuse as 'n refleksie van die skrywer se kommunikatiewe
doelstellings. Elke artikel word ontleed volgens die analitiese raamwerk van Davies.
Die laaste deel van die studie ondersoek die verband en betekenis van Davies se
leesmodel vir die onderrig van lees volgens die vereistes van die Uitkoms-gebaseerde
kurrikulum. / ISICATSHULWA:
Esi sifundo sijongene nophando ngendlela yokufunda njengoko indululwe
ngokaDavies noWallace kwiincwadi zabo. Le ngqikelelo yemifuziselo yofundo
njengoko iphononongwa ngulo kaDavies ngokubhekisele le ke kwizimvo zabacebi,
nayo iyahlolwa kwesi sifundo. Aba bacebi bale mifuziselo yale ngqikelelo yofundo
ngaba balandelayo; okaGough, omfuziselo wakhe wofundo ubonisa ukuba ufundo
luqala phantsi luye phezulu oko kukuthi, phantsi-phezulu, kanti yena uGoodman
uqikelela ufundo njengento eqala phezulu iye phantsi, oko kukuthi, phezulu-phantsi.
Kukho ke noluvo lokaRumelhart malunga nolu qikelelo-fundo. Vena uceba ufundo
okanye umfuziselo wofundo osebenzisanayo, futhi oluyenye indlela endaweni yezi
zimbini zit hi phantsi-phezulu okanye phezulu-phantsi. Ngaphaya koko, uDavies
uvelisa enye indlela ekwacetywa nguRumelhart, athi ukuyibiza yinkcazo-ngcingane
(theory) yeskima. Yona ikhulisa ikwaqhubela phambili le yomfuziselo
osebenzisanayo (interactive model). Isifundo esi sikwaluthathela ingqalelo uluvo
lukaRayner noPollatsek ngokuphakanyiswa nguDavies, olu ke lokuba bacebe
inkqubo yofundo oluqala phantsi luye phezulu luze luhlangane nolu lukaRumelhart
lokusebenzisana. Injongo yale nkqubo yofundo lwabo kukuba baqiniseke ngofundo
oluqala phantsi luye phezulu phofu bengakhange nakancinane balahle ezo mpawu
zolo fundo losebenziswano. Omnye umfuziselo wofundo owaziswa nguDavies
ngokaMathewson. Wona ke ubandakanya iimeko ezichukumisayo xeshikweni ubani
afundayo (affective factors). UDavies ukwasichazela nangoluvo lukaHedge othe
yena le mifuziselo (models) yokufunda wayihlela ngokwezintlu azibiza ngokuba
ziindlela zokuziphatha xa ufundayo (modes) okanye (reading behaviours), neeankile
(anchors) ezithetha indawo apho ubani afumana khona ulwazi (knowledge sources)
kunye nezo athi ngabaqhubi (drivers). Zona ke zibonisa iinjongo zokuba ubani
afunde oko asukuba ekufunda. OkaWallace ufundo olu ulubonisa ngeyakhe indlela
eyahlukileyo kwabanye aba. Ulubona njengenkqubo ehlanganisa inzululwazi
ngezengqondo edibaniselene nenzululwazi ngezolwimi, edibeneyo (unitary)
nekhethayo (and selective), kunye naleyo inenzululwazi ngoluntu neelwimi
(sociolinguistic). Ukongeza apho isifundo esi siphonononga indlela ephathekayo yokuchaza
nokucazulula okubhaliweyo (text analysis); iindlela ezahlukeneyo zokuchaza
umahluko phakathi kwezinto ezibhaliweyo. Oku ke kudibene nezimvo ezivela
kokaWallace. Ukuhlanganiswa kwezi ndlela zahlukeneyo zokuchaza okubhaliweyo;
imigangatho yokubhaliweyo (levels of text); eyiyeyona isetyenziswayo nefundwa
ngokubanzi jikelele; isiseko (basic) senkcazo eyingcingane senkqubo yocazululo
kwakunye ke nokuveliswa kweendlela ezimisiweyo ezahlukeneyo zolu calulo
lokubhaliweyo, zonke zikhankanyiwe kwesi sifundo. Indawo yokugqibela yolu
phando inika iinkcazelo ngamagama athile (terms) afumaneka kufundo ngeelwimi
olubhekiselele kwiziqhamo zokufundwayo (outcomes-based language study).
Emveni koku ke ngoku kulandela ucazululo-ncakasana lwamanqaku omhleli
kalindixesha wesiXhosa ekuthiwa yiBona, cazululo 010 oluqala ngokuwenza
amavandlakanya ngendlela lo kaDavies aceba ngayo ucazululo lokubhaliweyo. Le
ndlela ke yile ilandelayo; idiskhosi nejenra; iziqwengana zentetho ebhaliweyo
(textual units) nemisebenzi yazo; imisebenzi yeentetho zobuciko (rhetorical
functions), neendlela zobuciko (rhetorical patterns); ukunxibelelana nokuyondelelana
kokubhaliweyo (text coherence and text cohesion); nokhetho magamallwimi
ngendlela yokubonisa iinjongo nomyalezo wombhali (language choices as a
reflection of the writer's communicative goal and purpose). Inqakwana (article)
ngalinye kula sesithethe ngawo ngentla apha, licazululwa ngokwale ndlela ixeliweyo
endululwe ngulo kaDavies. Ngaphandle koko isifundo esi sihlola unxibelelwano
phakathi kwendlela yocazululo lokubhaliweyo ecetywa nguDavies kunye nendlela
athe la manqaku eBona acazululwa ngayo.
Ekugqibeleni kwako konke uphando olu luthabatha ingqalelo kumcimbi
wonxibelelwano phakathi kwendlela le kaDavies yocazululo nocalulo
lokubhaliweyo kunye nofundiso lolwimi olujongene neziqhamo
zokufundwayo (outcomes-based language teaching).
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The consumer advice article in Xhosa as genre-textDlepu, Seziwe Everrette 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The study investigates text properties of the consumer-advice magazine article in Xhosa
within the framework of the genre-based approach to literacy and writing. The view of
writing as component of the communication competence component in Grabe and Kaplan's
(1996) theory of writing is assumed. It is argued that the analysis of (non-fictional) genres
is a core ability in terms of the specifications of Curriculum 2005 for outcomes-based
language teaching for writing skills. The term genre as it is used within genre theory refers
to a (non-fictional) text which has an identifiable social (or cultural) purpose, an
identifiable form (including beginning, middle and end) and specific constrains on the
possible deviations allowed in its form. This study will examine seven BONA magazine
articles to establish what identifiable generic properties can be attributed to these genretexts.
The cognitive move structure of these magazine articles on consumer advice will be
analysed to determine whether a typical move structure occurs for this genre.
The text-linguistic properties of the various magazine articles will be investigated invoking
Grabe and Kaplan's model of text-structure. In particular, properties like pronominal
reference conjunctive devices, which contribute to text coherence and cohesion will be
considered as well as lexical choices as a reflection of communicative purpose.
Finally, the study will briefly address the issue of the significance of the genre-text
knowledge underlying writing skills as the relevant kind of knowledge to be developed in
terms of the specifications of outcomes-based language teaching in Curriculum 2005. The
kind of analytic skills exemplified in the examination of the Xhosa magazine articles are
therefore necessitated for accomplishing the outcomes for writing. The nationale for
developing such analytic abilities with respect to writing skills is to empower learners to be
competent writers in their future career lives. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die teks-struktuur eienskappe van die verbruikers-advies
tydskrifartikel in Xhosa binne die raamwerk van die genre-gebaseerde benadering tot
geletterdheid en skryfvaardigheid. Die beskouing van skryfvaardigheid as 'n komponent
van die kommunikasievaardigheid komponent in Grabe en Kaplan (1996) se teorie van
skryfvaardigheid word aanvaar. Daar word geargumenteer dat die analise van nie-fiksie (of
nie-literêre) genres 'n kemvermoë is in terme van die spesifikasies van Kurrikulum 2005 vir
uitkoms-gebaseerde taalonderrig van skryfvaardigheid. Die terme genre, soos dit gebruik
word in genre-teorie verwys na 'n (nie-fiksie) teks met 'n identifiseerbare sosiale,
kommunikatiewe of kulturele doelstelling, 'n identifiseerbare vorm (insluitende 'n begin,
middel en einde) en spesifieke beperkings rakende die toelaatbare afwykings in vorm. Die
studie sal sewe BONA tydskrifartikels ondersoek om te bepaal watter identifiseerbare
eienskappe toegeskryf kan word aan hierdié genre-tekste. Die kognitiewe skuif-struktuur
van hierdie tydskrifartikels oor verbruikersadvies salontleed word om te bepaal watter
tipiese skuif-struktuur voorkom vir hierdie genre.
Die teks-linguistiese eienskappe van die verskillende tydskrifartikels salondersoek word
deur die model van Grabe en Kaplan te gebruik. In die besonder, eienskappe soos
voornaamwoordelike verwysing, voegwoord-meganismes wat bydra tot tekskoherensie en
kohesie salondersoek word, asook leksikale (woord) keuses as 'n refleksie van die skrywer
se kommunikatiewe doelstelling.
Laastens, sal die studie kortliks vraagstukke ondersoek rakende die belang van die genreteks
kennis wat onderliggend is aan skryfvaardigheid as die relevante soort kennis wat
ontwikkel moet word in terme van die spesifikasies van uitkoms-gebaseerde taalonderrig in
Kurrikulum 2005. Die soort analitiese vaardighede wat na vore kom in die ondersoek van
die Xhosa tydskrifartikels word genoodsaak ten einde die uitkomste vir skryfvaardigheid te
bereik. Die motivering vir die ontwikkeling van sodanige analitiese vermoëns ten opsigte
van skryfvaardigheid is om leerders te bemagtig om 'n goeie skryfvaardigheid te hê in hulle
toekomstige beroepe. / ISICATSHULWA ISIXHOSA: Esi sifundo sinika sikwabonisa ngokupheleleyo ukuba nabani na obhalayo rnakacacelwe
ukuba ubhalela isizwe, ngoko ke rnakabe neenjonge. Makaqiqe akucingisise oko
akukhethele ukutyebisela uluntu ngako.
Ibonisiwe imigaqo elandelwa ziingcali zaphesheya nezimvo zazo ngobhalo lwesicatshulwa
kwaneengxaki abathe bahlangana nazo. Esi sicatshulwa sigxininise kwirnigaqo ernayi
landelwe yikharikyularn equlunqwe yalungiselelwa izikolo. Kwikharikyulam kuboniswa
ukuba xa kufundiswa ukubhala urnfundi obhalayo, utitshala obhalayo, isikolo, izixhobo
zokufundisa kwaneendlela zokufundisa zibaluleke ngokufanayo nangokulinganayo.
Kaloku olu hlobo lwesilabhasi lujolise kwiziqhamo.
Indlela zokubhala zinikiwe kubekwa umnwe kwindlela apho urnbhali abhalela ukuxela into
ethile phofu ezarna ukuqweqwedisela iingqondo zabantu kurnba othile. Iintlobo
zokubhaliweyo nazo ziphononongiwe kwaze kwaqononondiswa kuleyo urnntu abhalela
ukugqithisa ulwazi ngento ethile. Okubalulekileyo kokokuba lowo ubhalayornakakhethe
okunorndla yaye kube serngangathweni.
Izicatshulwa ezichongiweyo apha kwesi sifundo zihlonyulwe kwirnagazini yesiXhosa
iBona. Zonke zichazwe gabalala phaya kwisahluko sesine, izizicatshulwa ezingeso
labathengi. Kweli liso labathengi kucetyiswa kufundiswa abathengi ngeendlela
zokuqoqosha ngernpurnelelo njengoko arnaxabiso enyuka umhla nezolo.
Incwadi ebhalwe nguGrabe noKaplan isibonisa indlela erna ilandelwe xa ufundisa
umntwana ukubhala. Bagxininise kwiiphararnitha: ngubani obhala ntoni, ebhalela bani,
enayiphi injongo, ngoba, nini, phi, njani. Ezi phararnitha zisetyenzisiwe ukuphengulula
nokuhlalutya ezi ziqwengana zikhethwe kwirnagazini iBona. Esi sifundo sigxininisa
kwicala losetyenziso - lwirni kulo rnzekelo. Esi sifundo siphinde saxoxa nzulu ngonxulumano olukhoyo phakathi kwezi ziqwengana
zichongwe kwiBona ezingeso labathengi kunye neziqhamo ezisixhenxe ezidweliswe
zacaciswa kuxwebhu lwe-OBE (Outcome-based Education) olulungiselelwe izikolo. Olu
xwebhu lwe-OBE luzama lusikhanyisela ukuba umntwana xa ebhala isicatshulwa
makazicwangcise ngokukuko izimvo zakhe. Ingaba uyakuqonda ekuva na oko kuqulathwe
koko akubhalileyo.
Umzekelo esiwunikwe ngokaBathia we 'moves' ezisixhenxe athi zinokuchongwa
kokubhaliwe yo, nawo usetyenzisiwe ukuxovula isicatshulwa ngasinye. Kolo xovulo
kufumaniseke ukuba zintandathu kuphela i'moves' ezichongeka nezifumaneka kwezi
zicatshulwa zeBona.
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