Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe
and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the
magazine: ANC TODAY. The theory that is used in this study invokes the linguistic
elements that can be used by both the teachers and learners to critically analyse texts in
classrooms.
This genre-theoretic approach is employed as framework, for analysing the linguistic,
rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of
the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for
what purpose, why, when and how?'
The text construction analysis executed in the study enable the learners to acquire skills,
knowledge and values of outcomes-based language teaching. The information structuring
of text analysis and construction enables learners to write, read and use language
structure and conventions for learning and career pathways. The textlinguistic strategies
for analysing written texts in language teaching enables learners to analyse texts
successfully and gain an awareness of language use in texts. / AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan
deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit
die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente
wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te
ontleed.
Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die
linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die
etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan
wie, vir watter doel, wanneer, waarom, en hoe.
Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om
vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die
informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in
hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe
tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn
te ontwikkel van taalgebruik in tekste.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50251 |
| Date | 03 1900 |
| Creators | Pole, Tlou Gilbert |
| 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 | 175 p. |
| Rights | Stellenbosch University |
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