Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and
Kaplan (1996) for the analysis of human rights magazine texts in isiXhosa. The theory
employed in this study includes linguistic elements, which can be included in teaching
methodology for developing the learners' analytic skills in analyzing the discourse
structure of written texts. These kinds of analytic skills are strongly reflected in
Curriculum 2005 for the learning area languages.
The thesis employs a range of textlinguistic strategies for analyzing written genre texts on
human and civil rights issues. It is argued that the incorporation of these strategies by
teachers in the process of language teaching in Curriculum 2005 will enable the learners
to analyse texts successfully and to gain an awareness about how language is used in
texts. For the purpose of analysis in this thesis, texts from the Bona magazine with
contents ranging on human and community or civil rights were collected. The thesis
demonstrates that text analysis involves to a large extent, an investigation of generic
factors such as the communicative purpose, the culture and the community in which the
text is produced.
Following the discussion of the generic features of texts, a broad definition of the term
text is explored, and the textlinguistic construction and certain levels of analysis are
identified. In addition to this, the study demonstrates that analysis of the linguistic
structure of texts needs to incorporate the discussion of the parameters of the
ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing
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 study explores the
implications and rationale for incorporating text analysis in language teaching and
learning. Lastly, the relationship between the theoretical underpinnings assumed in this
study, and the learning outcomes of Curriculum 2005 are explored.
This study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which
underlies in the construction of written texts, will not only introduce the language learner
to an inclusive language pedagogy, but can be employed for effective text analysis of
isiXhosagenre texts on human rights in popular magazineslike Bona. / AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van die teoretiese model van Grabe en Kaplan (1996) vir die
analise van menseregte tydskrifartikels in isiXhosa. Die teorie wat aangewend word in die
studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir
die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoersstrukture
van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in
Kurrikulum 2005 vir die leerarea van tale.
Die tesis wend 'n verskeidenheid tekslinguistiese strategieë aan vir die analise van
geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word
betoog in die studie dat die insluiting van hierdie strategieë deur onderwysers in die
proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekste suksesvol
te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes
van analise is hierdie tesis is tekste gebruik uit die BONA tydskrif met 'n inhoud oor
menseregte en gemeenskaps- en burgerlike regte. Die tesis demonstreer dat teksanalise
in 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe
doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word.
Na 'n bespreking van die generiese faktore van tekste word 'n breë definisie van die term
"teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word
geïdentifiseer. Hierbenewens demonstreer die studie dat die linguistiese analise van
tekste die bespreking moet insluit van die parameters van die etnografie van geskrewe
tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe
tekste behels dat die analise van tekste die volgende vrae ondersoek: Wie skryf wat vir
wie vir watter doel, waarom, wanneer en hoe? Die studie ondersoek die implikasies en
motivering vir die insluiting van teksanalise in taalonderrig. Laastens word die verhouding
tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste
van Kurrikulum 2005 ondersoek.
Die studie toon aan dat die teoretiese raamwerk van Grabe en Kaplan (1996), wat
onderliggend is aan die konstruksie van geskrewe tekste, kan aanvaar word om leerders in
te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teksanalise
van isiXhosa genre tekste gebaseer op die menseregte in populêre tydskrifte soos Bona.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52642 |
| Date | 04 1900 |
| Creators | Mavela, Xolani Shadrack |
| 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 | Unknown |
| Type | Thesis |
| Format | 210 p. |
| Rights | Stellenbosch University |
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