Submitted in partial fulfillment for the requirements of the Degree of Master of Arts in the Department of Afrikaans in the Faculty of Arts at the University of Zululand, South Africa, 1995. / The aim of the research was to identify the role of mother tongue
influence in the Afrikaans of Zulu speaking pupils. The research was conducted in the Mehlwesizwe and Hlabisa inspection circuits respectively.
The results showed that most deviations which could be ascribed
to mother tongue influence were syntactic. Followed by lexical
phonological and morphological deviations
that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils
being able to communicate in the language . Successful communication
would determine whether the language is correct or not.
The amount of exposure to Afrikaans as well as the residential
area of the respondent did not necessarily determine the
measure of proficiency in the language.
The results also showed that Afrikaans occupies third place after
the mother tongue and English in the research area. So is it
fair to teach pupils a second language higher grade syllabus in
Afrikaans ? Why not make provision for a second Language lower
grade or even a third language Afrikaans sylabus?
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/978 |
| Date | January 1995 |
| Creators | Wela, Vusumuzi Patrick |
| Contributors | Kotze, E |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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