The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners

Fongoqa, Nobatwa Virginia (2002-12)

Thesis (MA)--University of Stellenbosch, 2002.

Thesis

ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..

AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/53143
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