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Umyalezo olukuhlayo ekutshintsheni umzantsi AfrikaMkumatela, Nombulelo Queen 12 1900 (has links)
Text in Xhosa. / Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study concentrates on the critical evaluation of persuasive messages. In doing this,
four articles have been analysed according to two premises namely: the content premises
and the process premises.
The content premises concentrate solely on the theme of four articles which is the
persuasive message towards the transformation of South Africa.
In content premises emphasis is put on the cause to effect reasoning.
The process premises focus on the three different types of processes that is: the needs,
attitude and consistency.
In the needs emphasis is put on the need for emotional security and on the need for
reassurance of worth. In attitude emphasis is put on evaluative responses. In consistency
emphasis is put on the course of dissonance and consonance. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kritiese evaluering van oorredende boodskappe. In hierdie
navorsing is vier artikels ontleed volgens twee premisse, naamlik die inhoud premis en die
proses premis.
Die inhoud premis word ondersoek na aanleiding van die tema van vier artikels wat In
oorredende boodskap gerig op die transformasie van Suid-Afrika verteenwoordig. In die
inhoud premis word klem gelê op die oorsaak-na-effek redenering.
Die proses premis fokus op drie verskillende tipes prosesse, dit is behoeftes, houding en
konsekwentheid. In die behoeftes analise word klem gelê op die behoefte aan emosionele
sekuriteit en op die behoefte vir versekering van waarde. In die geval van houding, word
klem gelê op evaluatiewe response. In die geval van konsekwentheid word klem gelê op
die roete van dissonansie en konsonansie.
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Inqaku ngokuphucula uluntu elibhalwe ngesiXhosa ngokohlobo lwegenreTshefu, Naniswa Winnifred 03 1900 (has links)
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.
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Ukuvuyisana nabantu abadumileyo kumanqaku esiXhosa njengohlobo lokubhaliweyoNgcanga, Dorris Nosisa 04 1900 (has links)
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.
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