Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language,
literacy and communication has revealed a number of essential areas of research in
African languages that urgently need to be addressed if this curriculum for African
Languages is to be successfully implemented with the necessary theoretical basis as
support. This dissertation addresses one such research issue, the genre-based approach
to Xitsonga texts within the broad field of language and literacy.
This study wil] first explore different models of writing approaches that relate to the analytic
approach to genre literacy, including the traditional progressivist approach, the Bereiter
and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that
Grabe and Kaplan's model is suitable as a framework for teaching writing, because it
incorporates the ethnography of writing which entails that a detailed analysis of texts
should address the following questions: who writes what to whom, for what purpose,
why, when and how? The use of the ethnography of writing in the analysis of texts
according to Grabe and Kaplan's model also explores factors such as the communicative
purpose, the culture and the community in which the text is produced. This is investigated
through the text-linguistic analysis of the nine Xitsonga written speeches where the
speech genre has an identifiable format including an introduction, middle and ending.
This study also explores the relationship between the ethnography of writing, the Grabe
and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and
9 and their related assessment standards. Attention is given to prescribed texts and the
taxonomy of academic writing skills, knowledge bases and processes, using some of the
nine Xitsonga written speeches for illustrative purposes. This study explores questions of
how Grabe and Kaplan's model can be effectively employed in the analysis of texts within
the framework of Curriculum 2005 in the teaching of language.
This study further focuses on the teaching of Xitsonga as a language subject within a
multilingual education system. It is argued that in order to develop Xitsonga terminology
for teaching content subjects, resources must be put in place, both materially and
financially. It will be argued that Xitsonga should be taught as a language subject and
. used as a medium of instruction in content subjects in conjunction with English across the
curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills
acquired in the teaching of writing of Xitsonga as a language subject in their learning
across the curriculum. / AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale,
geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die
Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum
suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie
navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van
Xitsonga tekste binne die bree veld van taal en geletterdheid.
Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat
verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die
tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en
Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se
benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van
skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae
moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die
gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en
Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en
die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die
analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n
identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot.
Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en
Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle
verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die
taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die
nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan
se model effektief ingespan kan word in die analise van tekste binne die raamwerk van
kurrikulum 2005 in die onderrig van taal.
Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige
opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te
ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor
voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van
inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees
om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n
taalvak in hulle leer oar die kurrikulum.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/49715 |
| Date | 12 1900 |
| Creators | Mdumela, Tsakani Amos |
| Contributors | Visser, M. W., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 422 p. |
| Rights | Stellenbosch University |
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