Using cognitive complexity analysis for the grading and sequencing of isixhosa tasks in the curriculum design of a communication course for education students

Steenkamp, A. ; Visser, M. (2011)

http://perlinguam.journals.ac.za

Article

This article investigates the use of cognitive complexity analysis to inform the grading and sequencing of tasks for the purposes of curriculum design of a specific purposes isiXhosa course for student teachers. Two frameworks of cognitive complexity, that of Skehan and Robinson, are discussed, after which two communication tasks are analysed in terms of Robinson’s framework.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/21742
This item appears in the following collections: