Ukuhlalutywa ngesiXhosa kwamabali esiXhosa angeenkokheli zoluntu, afumaneka kwimagazini iBona kusetyenziswa uhlobo oluyijenri

Kenene, Antoinette Nomvuselelo (2005-03)

Thesis (MA)--University of Stellenbosch, 2005.

This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach.

Thesis

ENGLISH ABSTRACT: This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. They all analyse genre of social community leaders using the theory of Grabe & Kaplan. (1996) All five articles re attached as appendices at the end of this assignment. The chapters 2 and 3 present an overview of different views expressed by different linguistics and researchers in relation to the genre theoretic approach and how these theories are applied in analyses. The views of Bhatia (1993) are also used in that he promotes the use of language in text when people communicate either in written or verbal format. Bhatia emphasizes the use of text linguistic properties and insights in the culture of participants to ensure that communication purpose is reached. Among other things, he invokes text structure, lexical choices, cohesion and coherence of text, content and theme are analyzed. This study investigates the social cognitive and linguistic choices and how they influence writing and reading. The purpose and meaning of the text is depicted as very important in the analysis of written text. (Bhatia; 1993) The first part of chapter 4 deals with the theory of Grabe & Kaplan (1996), which emphasizes the use of ethnography of writing. The ethnography of writing according to Grabe & Kaplan (1996) entails the answers to the following basic questions: Who is writing? To whom? For what purpose? Why? When? And how? The answers to these questions are to be formed in the analysis of the articles on Grabe & Kaplan's views on the relationship between ethnography of writing and lexicon of writing skills are also analyzed. The study also includes Halliday's (1984) views. Educating children in their home language environment makes them to learn better as they write in their own language and about the things they know. Lastly there is a short discussion about the relationship between the new genre approach and Outcomes-Based Education. (OBE) The similarities they share in connection with aims, goals and purposes as language teaching approached are touched upon.

AFRIKAANSE OPSOMMING: Hierdie studie hou verband met die genre analise van vyf tekste (artikels) in Xhosa uit die Bona tydskrif. Die analises handel oor die genre van sosiale gemeenskapsleiers binne die raamwerk van Grabe en Kaplan (1996). AI vyf die artikels is in In Appendix aangeheg aan die einde van hierdie werkstuk. Hoofstukke 2 en 3 bied In oorsig aan van verskillende sieninge van linguiste t.o.v. die genre-teoretiese benadering en die aanwending van die teoretiese uitgangspunte in analises van tekste. Die sieninge van Bhatia (1993) word ook ingespan m.b.t. die kommunikasie tussen mense. Bhatia wend tekslinguistiese eienskappe aan asook sosiale en kulturele insigte in die ondersoek van hoe kommunikatiewe doelstelling bereik word. Hy gebruik o.a. tekslinguistiese kenmerke, leksikale keuses, kohesie en koherensie, en tematiese realiserings in die teks. Die doelstelling van die teks is uiters belangrik volgens die betekenis wat Bhatia in die teks ondersoek. Die eerste gedeelte van hoofstuk 4 handel oor Grabe en Kaplan (1996) se model van tekskonstruksie en die etnografie van skryf. Die onderrig van leerders is beter as hulle in hulle huistaal skryf en leer. Die studie beskou die onderliggende uitgangspunte van Kurrikulum 2005 m.b.t. die genre benadering tot die onderrig van Xhosa

ISICATSHULWA Olu fundo luphanda ngohlalutyo ngohlobo Iwejenri kumabali esiXhosa afumaneka kwimagazini iBona kusetyenziswa ulwimi IwesiXhosa. La ngamabali amahlanu angeenkokheli zoluntu, nazakuhlalutywa ngokweembono zikaGrabe noKaplan (1996). Kuqalwe ngokushwankathela iinkcazo zohlobo Iwejenri, neembono zabaphononongi neengcali ezahlukeneyo malunga nolu hlobo lutsha lokuhlalutya. Kucaciswa imbono kaBhatia (1993) mlunga nokuphononongwa kwendlela yokusetyenziswa kolwimi xa kunxityelelwana, kwiitekisi ezithethwayo nezibhaliweyo. Oku kucaciswa ngokupheleleyo xa kuhlalutywa la mabali mahlanu angenkokheli zolunu. Phakathi kwezinto ezijongwayo xa kuhlalutywa nobhalo Iwamabali; lulwakhiwo Iweetekisi, ngumxholo, lukhetho Iwamagama, lunamathelwano nonxulumano. Kwakhona indlela umbhali ayiphuhlisa ngayo intsingiselo yetekisi yakhe ukuze injongo yakhe izaliseke. Indlela ezisetyenziswa ngayo iimpawu eziziparametha eziyimbono ka Grabe noKaplan (1996) xa kuhlalutywa la mabali angenkokheli zoluntu. Xa kuthethwa ngezi mpawu, kuxelwa ukuphendulwa kwemibuzo yobhalo ethi; ngubani umbhali? Ubhala ntoni? Ubhalela bani? Yintoni injongo yakhe? Kutheni ebhala nje? Ezi mpawu azaneli knceda umbhali ukuba abhale kakuhle koko zinceda nomfundi ukuba ahlalutye kakhuhle okubhaliweyo. Kwakhona imbono kaHaliday ethi xa kusetyenziswa ulwimi makusetyenziswe izinto nemizekelo engentlalo nenkcubeko yabantu. Lilonke yena ugxininisa ukufakwa kwenkcubeko kwimfundo yabantwana. Uyixhasa lembono yakhe ngokuthi abafundi baqonda lula xa befunda ngolwimi Iwabo nange nkcubeko yabo nangezinto ezibangqongileyo. Le mbono iyahambelana nokufundisa ngohlobo Iwejenri yona imkhululayo umntwana ukuba azifundele ngokwengqondo angadityaniswa nomnye. Kwakhona kolu fundo kuthelekiswe uhlobo Iwejenri nohlobo olusetyenziswayo kwizikolo zethu olujonge iziphumo uhlobo Iwe O. B. E. Kujongwa nendlela ezinxulumene ngayo, ngenxa yokufana kweenjongo zazo kwaneziphumo kubantwana abafundiswayo kusetyenziswa zona.

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