This study has been undertaken to explore and investigate the genre-theoretic properties of social commentary texts in isiXhosa' -- P. ii. / Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study has been undertaken to explore and investigate the genre-theoretic properties
of social commentary texts in isiXhosa. Five social commentary texts are chosen from the
Bona magazine dealing with social problems, which the writers want the readers to focus
on. The genre-based approach to the isiXhosa texts is employed as framework to analyse
social commentary texts.
The genre based approach involves the view of being explicit about the way language
works to make meaning in social commentary texts. This means in this study that the
engagement of students and language educators is important. The genre based approach
represents a fundamentally new educational paradigm of language teaching in Curriculum
2005. The implications for teaching isiXhosa will be given consideration given that texts
belong to different genres. Some of these implications of Freedom and Medway (1992)
are discussed. The genre-theoretic approach is utilized in such a way to form a framework -__ for analysing discourse properties of the isiXhosa texts.
The theory of text construction of Grabe and Kaplan (1996) deals with textlinguistic
analysis and the ethnography of writing. The following questions are examined: who
writes, what, where, why, to whom, how and for what purpose? These parameters of
writing give an explicit framework for the analysis. Textlinguistic properties are explored
and the isiXhosa texts will be analysed according to these properties. The five learning
outcomes which include: listening, speaking, reading and viewing, writing and thinking and
reasoning together with their assessment standards are into considered when dealing with
Outcome Based language Education in relation to the genre approach to language
teaching. / AFRIKAANSE OPSOMMING: Die studie is onderneem om 'n ondersoek te doen na die genre-teoretiese eienskappe van
sosiale kommentaartekste in isiXhosa. Vyf sosiale kommentaartekste is gekies vanuit die
BONA tydskrif wat handeloor sosiale probleme waarop die skrywers die lesers se aandag
wil fokus. Die genre-gebaseerde benadering tot die isiXhosa tekste word gebruik as
raamwerk om die sosiale kommentaar tekste te ontleed.
Die genre-gebaseerde benadering behels die siening in hierdie studie dat daar eksplisiet
gewees moet word oor die wyse waarop taal werk om betekenis te skep in sosiale
kommentaar tekste. Die genre-gebaseerde benadering verteenwoordig 'n fundamenteelnuwe
paradigma vir taalonderrig in Curriculum 2005. Die implikasies vir die onderrig van
isiXhosa salondersoek word met inagneming dat tekste tot verskillende genres behoort.
Van hierdie implikasies, soos ondersoek deur Freedom en Medway (1992) word bespreek.
Die genre-teoretiese benadering word aangewend as 'n raamwerk vir die analise van die
diskoerseienskappe van isiXhosa tekste.
Die teorie van Grabe en Kaplan (1996) hou verband met tekslinguistiese analise en die
etnografie van skryf. Dit ondersoek die volgende vrae: Wie skryf wat vir wie, waar, hoe
en vir watter doel? Hierdie parameters van skryf gee 'n eksplisiete raamwerk vir die
analise van die Xhosa tekste. Tekslinguistiese eienskappe van isiXhoda word ondersoek
en die tekste word ontleed n.a.v. hierdie eienskappe. Die vyf leeruitkomste, luister, lees,
skryf, praat en denkvaardighede en argumentasie, saam met hulle assesseringsstandaarde,
van Kurrikulum 2005, word beskou in die lig van Uitkomsgebaseerde
taalonderrig en die verband daarvan tot die genre-gebaseerde benadering.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50539 |
| Date | 04 1900 |
| Creators | Ngcanga, Dorris Nosisa |
| 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 | Xhosa |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 223 p. : ill. |
| Rights | Stellenbosch University |
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