A framework for teaching : reading in Xhosa at secondary school level

Piet, Fezeka Caroline (2000-12)

Thesis (MA)--University of Stellenbosch, 2000.

Thesis

ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.

AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/51570
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