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.