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Aanslag op leesbegrip â die effektiewe gebruik van die leeshalfuur.Cornelissen, R.C. January 2008 (has links)
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<p align="left">This thesis tries to answer the question of how the reading half hour could be used effectively to address literacy problems and thereby improving reading comprehension. In this thesis dominant issues surrounding the teaching of reading and the development of reading comprehension are put under the magnifying glass. A skills based approach, where the focus is on the development of mechanical skills, is contrasted with a comprehension approach in the study. The study was undertaken within a psycholinguistic approach where the primary aim is to make meaning of language and text. This framework also created the space within which literacy problems could be addressed.</p>
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Aanslag op leesbegrip â die effektiewe gebruik van die leeshalfuur.Cornelissen, R.C. January 2008 (has links)
<p><font face="TimesNewRomanPSMT">
<p align="left">This thesis tries to answer the question of how the reading half hour could be used effectively to address literacy problems and thereby improving reading comprehension. In this thesis dominant issues surrounding the teaching of reading and the development of reading comprehension are put under the magnifying glass. A skills based approach, where the focus is on the development of mechanical skills, is contrasted with a comprehension approach in the study. The study was undertaken within a psycholinguistic approach where the primary aim is to make meaning of language and text. This framework also created the space within which literacy problems could be addressed.</p>
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Aanslag op leesbegrip – die effektiewe gebruik van die leeshalfuurCornelissen, R.C. January 2008 (has links)
Magister Educationis - MEd / This thesis tries to answer the question of how the reading half hour could be used effectively to address literacy problems and thereby improving reading comprehension. In this thesis dominant issues surrounding the teaching of reading and the development of reading comprehension are put under the magnifying glass. A skills based approach, where the focus is on the development of mechanical skills, is contrasted with a comprehension approach in the study. The study was undertaken within a psycholinguistic approach where the primary aim is to make meaning of language and text. This framework also created the space within which literacy problems could be addressed
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Die uitbeelding van kreatiwiteit in die werk van J. M. CoetzeeNaude, Stephanus Jacobus 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2012. / AFRIKAANSE OPSOMMING: J. M. Coetzee se werke ondersoek dikwels op intense en ongewone wyse wat kreatiwiteit
is en hoe dit werk, wat die bronne en oorspronge daarvan is, en verwonder sig aan die
onvoorspelbaarheid van die voorwaardes en katalisators vir, en die aard en uitkomste
van, die kreatiewe proses. Hierdie essay ondersoek eerstens die teoretisering van
literêre kreatiwiteit deur veral Derek Attridge, wat hy hoofsaaklik baseer op Coetzee se
werk. Tweedens word die komplekse uitbeeldings – of performance – van kreatiwiteit en
die kreatiewe proses in Coetzee se oeuvre, spesifiek aan die hand van The Master of
Petersburg en die post-Disgrace werke, ontleed. Daar word gefokus op skeppende
karakters en alter ego’s, veral skrywers, wat toenemend hul verskyning in Coetzee se
prosa maak. Kwessies van skrywerlike mag, die etiek van skryf, die konflik tussen
werklikheidsvlakke binne fiksie asook tussen werklikheid en fiksie, soos dit uitspeel in die
hibriede en eksperimentele laat werke, kom aan bod. Die essay maak dikwels van
stipleestegnieke gebruik in die lees van die betrokke werke. Ander strategieë word egter
ook ingespan, veral by die lees van die laat werke. Die siening van kreatiewe impuls wat
aldus blyk, is ‘n radikale een. Kreatiwiteit is blind vir moraliteit en dalk selfs etiek. Dit
word onder andere gelykgestel aan die epileptiese val. Dit gaan oor die oopstelling vir –
en die eksklusiewe verantwoordelikheid teenoor – die onverwagse, die
Beckettiaanse/Derridiaanse proses van ‘n produktiewe/onproduktiewe gewag. Dit word
vergestalt deur ‘n gebeurtenis wat beslag vind in die onverminderbare eiesoortigheid van
die literêre werk. / ENGLISH ABSTRACT: J. M. Coetzee’s work often investigates in an intense and unusual manner the nature of
creativity and how it works, what the sources and origins of creativity are, and marvels
at the unpredictability of the preconditions and catalysts for, and the nature and
outcomes of, the creative process. This essay investigates, in the first place, the
theorisation of literary creativity by especially Derek Attridge, which he mainly bases on
Coetzee’s work. In the second instance, the complex portrayals – or performances – of
creativity and the creative process in Coetzee’s oeuvre are analysed, particularly with
reference to The Master of Petersburg and the post-Disgrace works. The focus is on
creative characters, particularly authors, who are increasingly making an appearance in
Coetzee’s prose. Questions of authorial power, the ethics of writing, the conflict of reality
levels within fiction as well as between reality and fiction, as it plays out in the hybird
and experimental late works, are presented. The essay often uses close reading in the
reading of the mentioned works. Other strategies are also used, particularly in the
reading of the late works. The view of the creative impulse thus crystallising, is a radical
one. Creativity is blind to morality, and perhaps also ethics. It is equated, inter alia, to
the epileptic fit. It is about the opening up – and the exclusive responsibility – to the
unexpected, to the Beckettian/Derridian process of a productive/unproductive waiting. It
is represented by a happening which precipitates in the irreducible singularity of the
literary work.
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'n Onderrigraamwerk om werktoegangvaardighede by rekenaartoepassingstegnologie-leerders te verbeter / Elsie Elizabeth Sophia LubbeLubbe, Elsie Elizabeth Sophia January 2011 (has links)
Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade.
Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners.
The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework.
The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012
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'n Onderrigraamwerk om werktoegangvaardighede by rekenaartoepassingstegnologie-leerders te verbeter / Elsie Elizabeth Sophia LubbeLubbe, Elsie Elizabeth Sophia January 2011 (has links)
Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade.
Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners.
The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework.
The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012
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Storie en sprokie : 'n ondersoek na die sprokiesmotief in enkele populere Afrikaanse romansBrink, Malie Johanna 11 1900 (has links)
Text in Afrikaans / In die verhandeling word die vergestalting van die sprokiemotief
in die tekste, Griet skryf 'n sprokie deur Marita van der Vyver
(1992) en Weerkaatsings - 'n sprokie deur Eleanor Baker (1984)
nagegaan. Die doel is om vas te stel op watter wyse hierdie
"kindgerigte" genre op die literere vlak van die volwasse leser
omvorm word. Om hierdie doel te bereik word eerstens 'n
begripsverkenning van die sprokie as epiese genre gedoen. In die
verkenning van die genre val die soeklig nie net op die Westerse
sprokie nie, maar daar word ook gefokus op die inheemse SuidAfrikaanse
sprokie.
Tweedens word aan die hand van hierdie teoretiese raamwerk 'n
noukeurige analise gemaak van die vergestalting van die
sprokiemotief binne die twee primere tekste. Die sprokieselemente
in Griet skryf 'n sprokie en Weerkaatsings - 'n sprokie word
uitgelig en die hantering daarvan vergelykend ondersoek / In the dissertation the manifestation of the fairytale motif in
the texts, Griet skryf 'n sprokie by Marita van der Vyver (1992),
and Weerkaatsings 'n sprokie by Eleanor Baker (1984) is
investigated. The purpose is to ascertain the manner in which
this "child-centred" genre is transformed on the literary level
of the adult reader. To achieve this goal, a conceptualization
of the fairytale as an epic genre is firstly undertaken. In the
exploration of the genre, the search light does not only focus
on the Western but also on the indigenous South African
fairytale.
Secondly, by means of this theoretical framework, a detailed
analysis is made of the manifestation of the fairytale motif in
the two primary texts. The elements of the fairytale in Griet
skryf 'n sprokie and Weerkaatsings - 'n sprokie are highlighted
and the handling thereof comparatively investigated / Afrikaans & Theory of Literature / M.A. (Afrikaans)
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Storie en sprokie : 'n ondersoek na die sprokiesmotief in enkele populere Afrikaanse romansBrink, Malie Johanna 11 1900 (has links)
Text in Afrikaans / In die verhandeling word die vergestalting van die sprokiemotief
in die tekste, Griet skryf 'n sprokie deur Marita van der Vyver
(1992) en Weerkaatsings - 'n sprokie deur Eleanor Baker (1984)
nagegaan. Die doel is om vas te stel op watter wyse hierdie
"kindgerigte" genre op die literere vlak van die volwasse leser
omvorm word. Om hierdie doel te bereik word eerstens 'n
begripsverkenning van die sprokie as epiese genre gedoen. In die
verkenning van die genre val die soeklig nie net op die Westerse
sprokie nie, maar daar word ook gefokus op die inheemse SuidAfrikaanse
sprokie.
Tweedens word aan die hand van hierdie teoretiese raamwerk 'n
noukeurige analise gemaak van die vergestalting van die
sprokiemotief binne die twee primere tekste. Die sprokieselemente
in Griet skryf 'n sprokie en Weerkaatsings - 'n sprokie word
uitgelig en die hantering daarvan vergelykend ondersoek / In the dissertation the manifestation of the fairytale motif in
the texts, Griet skryf 'n sprokie by Marita van der Vyver (1992),
and Weerkaatsings 'n sprokie by Eleanor Baker (1984) is
investigated. The purpose is to ascertain the manner in which
this "child-centred" genre is transformed on the literary level
of the adult reader. To achieve this goal, a conceptualization
of the fairytale as an epic genre is firstly undertaken. In the
exploration of the genre, the search light does not only focus
on the Western but also on the indigenous South African
fairytale.
Secondly, by means of this theoretical framework, a detailed
analysis is made of the manifestation of the fairytale motif in
the two primary texts. The elements of the fairytale in Griet
skryf 'n sprokie and Weerkaatsings - 'n sprokie are highlighted
and the handling thereof comparatively investigated / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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