Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the
teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to
develop writing skills and to assist learners to see writing as a process involving various
stages such as thinking, researching, planning, writing and re-writing. Furthermore, this
study aims at demonstrating how to develop the learners to express themselves in a
formally ordered way, as required in a given context for a specific purpose and audience.
The study is strongly influenced by two approaches, one associated with the processes of
writing, and the other called the genre approach, but the study also draws on a number of
writing models. Examples of written essays by the learners of Xhosa in grade 12 are
presented and analysed. This study examines four essays, each for which properties
relating to the language competence component is analysed according to the questions
posed by Grabe and Kaplan (1996). Writing is one of the most important communicative
skills in life of the individual and it is an integral part of the school curriculum. This study
concludes with some recommendations, which might help to solve certain problems
relating to essay writing in the teaching of languages in Curriculum 2005 .. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die
onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van
skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die
leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke,
beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe
leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos
vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur
twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die
genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid.
Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word
ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die
taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan
(1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die
lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit
af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde
probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53143 |
| Date | 12 1900 |
| Creators | Fongoqa, Nobatwa Virginia |
| 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 | 119 p. |
| Rights | Stellenbosch University |
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