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The comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learners

dc.contributor.authorNel, Joanineen_ZA
dc.contributor.authorSouthwood, Frenetteen_ZA
dc.date.accessioned2017-10-27T08:10:21Z
dc.date.available2017-10-27T08:10:21Z
dc.date.issued2016
dc.identifier.citationNel, J. & Southwood, F. 2016. The comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learners. South African Journal of Communication Disorders, 63(2):1-10, doi:10.4102/sajcd.v63i2.138
dc.identifier.issn2225-4765 (online)
dc.identifier.issn0379-8046 (print)
dc.identifier.otherdoi:10.4102/sajcd.v63i2.138
dc.identifier.urihttp://hdl.handle.net/10019.1/102396
dc.descriptionCITATION: Nel, J. & Southwood, F. 2016. The comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learners. South African Journal of Communication Disorders, 63(2):1-10, doi:10.4102/sajcd.v63i2.138.
dc.descriptionThe original publication is available at http://www.sajcd.org.za
dc.description.abstractBackground: Quantifiers form part of the discourse-internal linguistic devices that children need to access and produce narratives and other classroom discourse. Little is known about the development - especially the prodiction - of quantifiers in child language, specifically in speakers of an African language. Objectives: The study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners perform at the beginning and at the end of Grade 1 on quantifier comprehension and production tasks. Method: Two low socioeconomic groups of L1 isiXhosa learners with either isiXhosa or English as language of learning and teaching (LOLT) were tested in February and November of their Grade 1 year with tasks targeting several quantifiers. Results: The isiXhosa LOLT group comprehended no/none, any and all fully either in February or then in November of Grade 1, and they produced all assessed quantifiers in February of Grade 1. For the English LOLT group, neither the comprehension nor the production of quantifiers was mastered by the end of Grade 1, although there was a significant increase in both their comprehension and production scores. Conclusion: The English LOLT group made significant progress in comprehension and production of quantifiers, but still performed worse than peers who had their L1 as LOLT. Generally, children with no or very little prior knowledge of the LOLT need either, (1) more deliberate exposure to quantifier-rich language or, (2) longer exposure to general classroom language before quantifiers can be expected to be mastered sufficiently to allow access to quantifier-related curriculum content.en_ZA
dc.description.urihttp://www.sajcd.org.za/index.php/sajcd/article/view/138
dc.format.extent10 pages
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishing
dc.subjectGrade 1 isiXhosa first language learnersen_ZA
dc.subjectGrammar, Comparative and general -- Quantifiers -- Handbooks, manuals, etc.en_ZA
dc.subjectLanguage and languages -- Study and teachingen_ZA
dc.subjectLanguage acquisitionen_ZA
dc.subjectLiteracy developmenten_ZA
dc.subjectLanguage awarenessen_ZA
dc.subjectChildren languageen_ZA
dc.titleThe comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learnersen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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