Uhlalutyo lwezincoko ezixoxayo zesiXhosa kumabanga aphezulu esikolo

Matshoba, Linda Cecil (2017-03)

Thesis (MA)--Stellenbosch University, 2017.

Thesis

ENGLISH ABSTRACT: In a period of history when unprecedented attention is given to the importance of literacy, there is a surprising lack of research into the nature of writing development. Myhill (2005), expresses concern at the ’dearth of systemic exploration of the linguistic characteristics of children’s’ writing, particularly in the secondary phase’. The scholarly interest of the thesis has been triggered by such concerns and findings and has put the writer of the thesis in a position to explore challenges regarding findings especially in Xhosa language speakers in South African schools that use Xhosa as a mother tongue. Applebee (2002), after reviewing research on various models of writing states that writing development is only imprecisely known, with a lack of agreement on what is meant by improvement or appropriate developmental expectations. The thesis aims to examine writing challenges in argumentative essays in isiXhosa and provide alternatives to writing challenges experienced by learners in secondary school. This will be done by making use of Systemic Functional language writing theories which include Feez and Joyce (1998) Grabe and Kaplan (1996), Christie and Derewianka (2008) and the Curriculum and Assessment Projects (caps). It is beleived that the use of the above research findings will assist IsiXhosa language learners to participate fully in the socio-political and career demands and holistic development of learners. The method used in the study made use of isiXhosa essays written by grade 11 learners in two phases. In the first phase, learners were not taught writing skills and in the second phase they have been taught requirements of writing argumentative essays.

AFRIKAANSE OPSOMMING: In ‘n tydvak van die geskiedenis waar onge-ewenaarde aandag gegee word aan die belangrikheid van geletterdheidsontwikkeling, is daar ‘n verrassende skaarsheid aan navorsing van skryfontwikkeling. Myhill (2005) gee uitdrukking aan die kommer oor die skaarsheid van die sistematiese ondersoek van die eienskappe van kinders se skryfwerk, veral in die sekondêre fase. Die navorsingsbelangstelling van hierdie tesis het ontstaan vanuit hierdie bekommernisse en bevindings en het die skrywer van die tesis in ‘n posisie geplaas om die uitdagings te ondersoek rakende hierdie bevindinge, veral in Suid-Afrikaanse skole waar isiXhosa as ‘n huis(eerste)taal voorkom. Applebee (2002) maak die stelling, na oorweging van verskillende modelle van skryfontwikkeling, dat skryfontwikkeling slegs nie-presies bekend is, en ‘n tekort aan saamstemming toon oor wat presies bedoel word met verbetering of geskikte ontwikkelingsverwagtinge. Hierdie tesis stel ten doel om skryfuitdagings in argumentatiewe essays in isiXhosa te ondersoek en alternatiewe voor te stel vir die skryfuitdagings ervaar deur leerders in sekondêre skool. Dit sal gedoen word deur gebruik te maak van die Sistemiese Funksionele lingüistiek skryfteorieë, wat insluit Feez en Joyce (1998), Christie en Derewianka (2008), Grabe en Kaplan (1996), naas die Kurrikulum en Assesserings Beleidsverklaring. Dit word gestel dat die gebruik van die navorsingsbevindings van die tesis, die isiXhosa leerders in staat sal stel om ten volle deel te neem aan die beroeps- en sosio-politieke eise van hulle land en ‘n holistiese ontwikkling van leerders sal meebring. Die metode wat ingespan is in die studie betrek die argumentatiewe essays geskryf deur leerders in twee fases. In die eerste fase is leerders nie eers onderrig in genre-gebaseerde skryfvaardighede nie, terwyl in die tweede fase hulle eers onderrig is in die vereistes van argumentatiewe essays in isiXhosa.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/101017
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