Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative
writing skills in senior phases of learning. The main aim is to investigate how these
approaches are adopted to instil competence in the communicative writing skills of grade
12learners ofisiZulu first language. Various approaches to writing skills are discussed
and explored in order to make suggestions to educators' effective ways of teaching and
learning communicative writing skills. Assessment criteria for written work are also
presented to guide educators on how the written work is assessed. In order to ensure that
the communicative writing skills are taught and learned effectively up to norms required
by the Department of Education; the approaches to teaching communicative writing
skills are discussed in relation to both the critical outcomes and the specific outcomes for
the learning field Languages, Literacy and Communication as specified in the
Curriculum 2005 (1997).
The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented
in relation to the specific outcomes that need to be achieved in the Languages, Literacy
and Communication learning field. The aim of presenting this writing curriculum is to
enable the educators to teach communicative writing skills effectively and to be able
to compete in the urban, technological, international world that requires competent
writers.
In order to investigate the needs and problems that appear to constitute obstacles in
teaching and learning communicative writing skills effectively, survey interviews were
conducted with the respective educators; and written reports were requested from the
educators who were participating in facilitating the process of writing the IsiZulu essays
of Grade 12 learners for analysis. In this study, these essays are analysed and assessed.
The findings based on this research are presented explicitly to identify the obstacles that
educators and learners experience during the writing practices. Recommendations are
made as regards positive and constructive changes in the teaching and learning of the
communication writing skills in the senior phases of learning in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van
kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die
studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee
tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe
skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings
tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende
wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig.
Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde
taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe
skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede
doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van
Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede
bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste
van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum
2005 (1997).
Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met
betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale,
Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie
skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede
doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die
huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis.
Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende
onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met
verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat
deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12
leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge
gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die
hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig.
Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die
onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid-
Afrika.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52001 |
| Date | 04 1900 |
| Creators | Makhanya, Winfred Nonhle Zabathembu |
| 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 |
| Rights | Stellenbosch University |
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