Spelling suggestions: "subject:"zulu language -- study anda teaching"" "subject:"zulu language -- study ando teaching""
1 |
Traditional and modern speech styles : their implications for the future development of the Zulu languageNyembe, Nokufuna Maria 28 September 2015 (has links)
M.A. / This is a study based on language variation in Zulu, in the Northern Kwa Zulu-Natal region/ It is important however, to note that speech styles do occur in other Black communities. The main purpose of this study is to show that every person has his/her own way of speaking. Speakers are responsible for innovations. Therefore, successful innovations lead to change in the language system ...
|
2 |
The teaching of Zulu as a first language with special reference to the spoken language, the written language and grammar in KwaZulu Junior Secondary SchoolsSidaki, Gugulethu Millicent Patricia January 1987 (has links)
Submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Subject Didactics in the Faculty of Education at the University of Zululand, 1987. / The purpose of this dissertation is to look into the teaching of Zulu as a first language at Junior Secondary school level with special reference to the spoken and written language and grammar. It appears as though the teaching of Zulu in Junior Secondary schools is not as effective as it should be, the examination results are not as good as could be expected.
This study opened with an orientation to the problem. Findings from literature, interviews and questionnaires were related to the theory discussed in chapter two on the teaching of a language.
The spoken language lays the foundation of all language teaching and learning, it increases the pupils' vocabulary, it helps children arrange their ideas logically, and makes children appreciate the beauty of speaking their own language.
The literature studied revealed that children are stimulated to explore and elaborate their own thoughts through writing. Writing enables the teacher to provide different learning styles and needs.
This research revealed that a number of teachers of Zulu are not adequately qualified to teach the subject. Teachers do not receive adequate in-service education on the subject and the syllabi are not prescriptive enough to give teachers the necessary guidance. These factors contribute, to some extent to the fact that the teaching of the subject is not receiving the attention it deserves.
From the analysis of data on the field study conducted in this research it was found that:
1. The classes are very big so a limited number of pupils are involved in class discussions and it becomes difficult to give a lot of written work. Very few children are afforded a chance to practise the language in class.
2. The highest academic qualification of the majority of teachers that teach Zulu is the matriculation examination, so it is unlikely that these teachers can teach the language efficiently and competently.
3. Children are made to write a few compositions, opportunities for 'free writing' are not many. Very little is done to help children talk on topics of immediate interest and
to communicate in as many situations as possible.
These findings led us to recommend that:
1. Teachers should, from time to time, resort to group
work so as to solve the problem of big classes. If
a class is divided into small groups and works as
such groups all the children should have the opportunity to practise the language.
2. The teachers' academic qualifications should be high. Teachers should have done at least two courses in Zulu to be able to teach effectively at Junior Secondary school level.
3. The pupils should be provided with the opportunity of developing a wide range of speech. Teachers must ensure that children are put into the position that they can express their emotions and observations in writing in an accurate and convincing manner.
|
3 |
The teaching of Zulu first language : methodology and approachesMndawe, Isaac Kholas 20 August 2012 (has links)
D.Litt. et Phil / The primary aim of this study is to: assess the relevance of the Zulu first language syllabus in respect of its meeting the needs of pupils; investigate and discuss language teaching approaches that may be appropriate to Zulu first language teaching; establish if various types of language syllabuses can be integrated for the enhancement of effective language teaching; integrate teaching approaches. Method of investigation The main method of investigation used was the literature review. In this research the focus is on the theoretical treatises, the present syllabus as well as Zulu textbooks and methodology books used for language teaching. Only materials relevant to the study were selected, categorised and discussed systematically in detail under the topics such as: the role of linguistics in language teaching; language teaching syllabuses; learning styles and theories on language learning and teaching; methods of language teaching in the classroom. The findings were compared with other investigations in the same field of study and were applied to Zulu first language teaching. Findings In this thesis it is recognised that the methodology and approaches in the teaching of Zulu first language is inadequate, since it focuses primarily on theoretical intricacies of the subject. Grammar teaching is not utilised maximally because teachers are to adhere to the theoretical aspects of the subject at the cost of the development of communicative competence. In the teaching of languages such as English, the value of the teaching of grammar has been questioned in the course of time, but not so with Zulu first language. The focus in the traditional Zulu first language syllabus is on grammar teaching, it however, lacks proper application. In the light of the above it is clear that the traditional way of teaching Zulu first language is inadequate. The thesis will hopefully guide Zulu mother tongue teachers into acquiring adequate language teaching skills and techniques. Recommendations It is recommended that language teaching should break away from the methodology that does not apply to real-life situations and that language learning should be made useful to learners by applying it to develop their life-skills. Teachers should explain theoretical principles by using authentic or quasi-authentic texts or speech as the point of departure. In other words the theoretical principles should not be merely illustrated by isolated decontextualised examples. Language teaching should reflect on all four language skills, namely, listening, speaking, reading and writing. An integrated approach to language teaching will enhance the standard of Zulu first language teaching. Therefore, language teaching should not be confined to only one syllabus type, but various syllabus types should be integrated depending on the language need to be addressed
|
4 |
Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë15 September 2015 (has links)
Ph.D. / According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers ...
|
5 |
Principles of task-based course design for a Zulu second language course on socialization for businesss peopleGokool, Roshni 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for
business people stemmed from the need that there is not enough course material
available for learners wanting to learn a second language. The preliminary component of
the thesis is based on the theoretical framework for language learning theory advanced by
Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the
properties of languages in an effort to determine the highly abstract principles of grammar.
This study reviews the different definitions of second language learning and teaching
employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents
the different kinds of grammar explored in the analysis of a second language. Following
the discussion of principles of grammar, a broad definition of the term 'universal grammar'
(UG), is explored and how this UG model relates to views on teaching of Zulu, is identified.
The thesis demonstrates the relation between second language learning and language
teaching and the influence that UG has on language teaching. It will be argued that the
theory of Chomsky and the knowledge of second language acquisition is suitable as a
framework for language teaching because it incorporates the essence of second language
learning that may be useful to a second language educator.
Finally, this study will present the principles of task-based course design which will be
followed by a discussion of the types of syllabuses required for the construction of
communicative Zulu tasks.
It is hoped that the conclusions arising from this study will assist in the development of
research material and teaching aids for second language Zulu task-based courses, thus
providing the field of second language teaching with efficient and successful language
teachers and researchers. / AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu
taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste
onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die
aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir
taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is
ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte
beginsels van taal te bepaal.
Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig
soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith.
Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika
in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in
tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele
Grammatika benadering beskou vir die tweedetaalonderrig van Zulu.
Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed
wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG
teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n
raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat
bruikbaar kan wees vir die taalonderrigpraktisyn.
Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat
gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van
kommunikatiewe take in Zulu.
Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van
tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde
kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame
navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig. / IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo
ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala
yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili
eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni
olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi.
Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili
ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye
noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa
ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo
ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG
isetshenziswa kanjani esiZulwini.
Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili
nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi
inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo
senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili
okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili.
Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu
komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo
ukuhlanganisa imisebenzi yesiZulu yokuxhumana.
Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni
kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo
ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima
yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi
wabo.
|
6 |
The speech act of advice in educational contexts in isiZuluNgcobo, Lazarus 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through
which people aid each other with problems and stresses of daily life, including ways
in which support is communicated. When friends or family members attempt to help
one another with stress and problems, they frequently give advice.
Within the field of pragmatics, advice is a common but potentially face-threatening
response to a friend or a loved one who is upset about a problem. Consequently it is
useful to identify ways a speaker may show regard for face in this kind of episode.
Advice can threaten the hearer's autonomy by imposing the speaker's authority and
solutions on the hearer and it can also imply criticism of the hearer's emotional
reaction or handling of the problem.
In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in
various troubles talk episodes in isiZulu have been examined. It has been found that
some advice situations have more topics than others. The situation with more advice
topics is the one referred to as personal. This is because people are always very
keen to give more advice to people with personal problems than to people with other
problems. The situations with the least number of topics are abuse and teachers,
because they are very sensitive in nature. The study found that the sensitivity comes
from the fact that third parties are involved. People tend to be reluctant to give advice
which might lead to confrontation between the parties that are involved. In this
research, the parties that are involved are learners on the one side and the
parents/teachers on the other side. The other factor is that people do not want to see
a parent who is abusing his/her child going to jailor a teacher who does not like a
particular child losing his/her job because of the advice they gave to the learners. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur
mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses
waarop steun gekommunikeer word. Wanneer vriende en familielede poog om
mekaar te help met probleme, gee hulle dikwels advies.
Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende
('face-threatening') respons teenoor 'n vriend of geliefde wat 'n
probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker
ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se
outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die
hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op
hantering van die probleem.
In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat
gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu
ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander
het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede
hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met
persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die
minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe
onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n
derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat
mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die
betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere
faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis
gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk
verloor, weens die advies wat hulle aan die leerders gee nie.
|
7 |
A genre-based pedagogical approach to teaching writing with reference to isiZulu textsZondi, Wilson Thembinkosi 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by
various scholars and researchers, which illustrate linguistic elements that can be incorporated
into the teaching methodology of writing. Appropriately applied, these elements can develop
learners' analytical skills as advanced in Curriculum 2005 in the languages learning area.
A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions
of Ilanga newspaper has been performed. This analysis reveals that text construction reflects
generic factors such as the economic and social status of the community, its culture, which
influence the communicative purpose. An attempt is made to investigate in detail the
parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These
parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued
that once the learner has mastered the parameters for text construction and analysis, he/she
will be better equipped to achieve the learning outcomes specified for writing of Curriculum
2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë
van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit
kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie
doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders
se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van
Kurrikulum 2005.
'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende
uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon
dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en
sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling
beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die
etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu
tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel,
hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die
parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die
leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005. / OKUCASHUNIWE
Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo
bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa
emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori
mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo
njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005.
Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika
ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba
il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize,
siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo.
Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi :
Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani?
Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma
ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.
|
8 |
Students' motivation in and attitudes toward third language learning : a study of isiZulu at a University of Technology In Pretoria.Kabinde, Martha Lungi. January 2016 (has links)
M. Tech. Language Practice / The study examines students' motivation in and attitude towards third language learning among undergraduate University of Technology students of isiZulu as a third language. It investigates whether University of Technology students are instrumentally or integratively motivated to study isiZulu. The study also looks at the relationship between University of Technology students' motivation and their achievement in isiZulu. Furthermore, the study also investigates the role that language attitude, be it positive or negative, can play in L3 acquisition. Forty students, studying isiZulu as a third language at the University, participated in the study. These students had, as their language background, different L1s which included four African languages, English L2, which is the language of teaching and learning, and additionally, a language subject. For these students, the acquisition of an L3 was a course requirement, and isiZulu is one of the language options.
|
9 |
Gender disparities: comparing reading practices of grade 10 isiZulu readersMabaso, Bonisile Cynthia January 2017 (has links)
Master of Arts in Applied Language and Literacy Education, University of Witwatersrand, 2017 / Recent studies maintain that the concept of a gender gap in literacy remains a large concern, as the gap between boys’ and girls’ reading literacy is reflected in studies conducted globally in which females consistently outperformed males. Therefore, this study discusses how perceptions about gender and reading practice are fabricated from a societal point of view. It presents the social cognitive theory of gender disparities in reading practices of grade 10 isiZulu First Additional language readers. Additionally, my study discusses how the readers with different language background and proficiency in isiZulu operate and respond when reading texts that are influenced by their own reading preferences. As a result, it identifies a variety of influences to be considered in gendered reading practices such as; the readers, the type of text, the activity, the language context, and the social and the cognitive aspects of reading practices.
This qualitative research project investigated how six leaners of isiZulu First Additional grade 10 level, from various language backgrounds made meaning of informal texts over the course of four weeks. . Hence, I used a range of text types as a research tool in order to attend to this issue. To collect data, I therefore designed a series of questions through questionnaires, and observation schedule as means of authenticating the learners’ responses to institute the findings. Subsequently, by examining Barrett’s Taxonomy of reading comprehension, which focusses on cognitive and affective domains of reading, I conclude that reading is not only important for academic success, but also for negotiating our way through all aspects of life in an increasing bureaucratic society. Additionally, having background of reading literacy practices may grant chances of participation in the that society, as a result, those societal perceptions are likely to change if and when reading practices also grant chances to accommodate interests of the readers. Findings endorse that learners should be granted a chance of choosing texts that interest them so they can respond positively and accordingly, as, boys’ scores disagreed with previous research in a particular, comprehension component where they outscored the girls. / XL2018
|
10 |
The mismatch between language policy and language practice : status planning for isiZulu in a multilingual and multicultural society.Pillay, Rama. January 2007 (has links)
Although isiZulu has been accorded official status by the constitution of the country, the language continues to be marginalised in the private and public sectors. This illustrates that there is a considerable mismatch between the language policy on the one hand, and language practice on the other hand in these sectors. This is due largely to the problems associated with the practical implementation of the language policy. This study sets out to investigate the attitudes of Zulu and non-Zulu speakers at selected private and public sector institutions to gauge how these speakers feel about isiZulu and what can be done to promote the language in this region. Against this background, an empirical investigation comprising a questionnaire survey, which produced descriptive and inferential statistical data, was undertaken. Data were gathered by means of questionnaires from a random sample of Zulu and non-Zulu speakers from the eThekwini region. Semistructured interviews were conducted with Zulu and non-Zulu speakers at selected private and public sector institutions in this region. Data gathered from the semi-structured interviews were used to complement data from the questionnaires. The main findings indicate that among Zulu speakers, isiZulu has entrenched its position in the domestic domain because it is the main language of communication with family members, friends and neighbours. However, the language has not yet established itself in the commercial sector. The findings reveal that Zulu speakers are proud of isiZulu and they feel that the language has the potential to be used in all spheres of society. The majority of non-Zulu speakers on the other hand, consider isiZulu an important requirement for employment opportunities. They also feel that the isiZulu is going to play an important role in the future and it is imperative that people acquire the language so that they can communicate effectively with the majority in this region. Since the majority of Zulu speakers and non-Zulu speakers in this study display positive attitudes towards isiZulu it augurs well for the future development of the language. Based on the main findings, detailed recommendations are suggested to enhance the practical implementation of isiZulu in the eThekwini region and in other parts of KwaZulu-Natal. / Thesis (PhD.)-University of KwaZulu-Natal, 2007.
|
Page generated in 0.101 seconds