Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies
(1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading
as a process. Teaching reading to language learners has many problems. The critical thinking
relevant to reading and analysis of the text in teaching reading are examined. The study
explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles.
The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be
explored, in particular, the hierarchy of five levels of text, as advanced by Davies.
Reading is an integral part of the school curriculum, and to use reading texts depends on the
purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to
present new vocabulary and structures, or as a basis for language practice. This study examines
reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to
determine how the specified outcomes relate to the framework for the development of reading
skills. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos
voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in
Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid
word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir
leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die
studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa
BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales
en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir
die beskrywing en analise van tekste.
Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van
leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste
wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te
ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde
onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te
bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van
leesvaardighede.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51589 |
| Date | 12 1900 |
| Creators | Mbena, Siphokazi Grissel |
| Contributors | Visser, M., 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 | 154 p. : ill. |
| Rights | Stellenbosch University |
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