Geskrewetaalmoeilikhede met Afrikaans (eerste taal) by hoerskoolleerlinge : fouteanalise en remedierende strategiee

Date
1990
Journal Title
Journal ISSN
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Stellenbosch : Stellenbosch University
Abstract
ENGLISH ABSTRACT: The main aims of this study were to present an overview of the causes of problems involving written language (Afrikaans), to determine the categories of errors made by high school pupils, and to suggest remedial procedures to eliminate these problems. The literature study done on normal written language reveals basic similarities as well as differences between writing and talking and between writing and reading. These processes usually interact with each other and involve both cognitive skills and lower cognitive skills. The overview of the ontogenetic development of written language confirms the complexity of the writing process. It also indicates that until recently the teaching of writing, especially in America and Great Britain, restricted the natural ontogenetic development of writing. During the last decade, however, the process approach has been implemented in many schools in America – with good results. The process approach integrates all aspects of teaching writing, including the handling of errors, subsumed under three phases: the pre-writing phase, the writing phase and the post-writing phase. The consideration of difficulties involving written language reveals that high school pupils with learning difficulties usually experience writing difficulties as well. Pupils with learning difficulties and pupils with writing difficulties show strong similarities: they have problems with their self concept, motivation, socialisation, and language control. The quality of their written work is poor and full of mechanical errors such as spelling mistakes and punctuation errors. The causes of learning difficulties and writing difficulties are very similar. Typical causes are neuropsychological dysfunctions, cognitive dysfunctions and language problems arising from these two, or because of limited language development. Evaluating writing difficulties is a problem because there are few suitable standardised tests for English, and no tests for Afrikaans. Therefore teachers and researchers have to use informal tests which in most cases they have to draw up themselves. The experimental study involved 62 high school pupils. In 1981 all of them were included in a remedial programme in Afrikaans (first language). The control group also consisted of 62 pupils. Each member in the experimental group was paired off with a member in the control group. Each pupil completed a questionnaire and one standardised grammar test. They also wrote a story using a photograph as a stimulus. The results of the statistical analysis accord with the findings in the relevant literature. The pupils make the same kinds of mistakes, except in cases where Afrikaans grammar differs from English, i.e. certain spellings, word order and “Anglisisms”. The suggested remedial procedures include affective strategies such as invitational education and the creating of a positive climate. The emphasis is on the process approach to writing. It forms the basis for the learning of cognitive skills and the implementation of different learning styles and learning methods. The study concludes with research findings, with particular attention to the limited provision for pupils with writing difficulties in Afrikaans medium schools. A main proposal is that more should be done for these pupils. This would merit further research.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om vas te stel watter soorte foute hoërskoolleerlinge in hul skryfwerk maak en dan op grond daarvan remediërende strategieë uit te werk. Die studie bestaan uit 'n literatuuroorsig en 'n eksperimentele ondersoek. Die literatuuroorsig handel eerstens oor die normale geskrewe taal. Die basiese ooreenkomste en verskille tussen skryf en praat asook tussen skryf en lees wat wat meewerk aan die wedersydse beinvloeding van die prosesse word aangetoon. Die skryfproses word aan die hand van verskeie kognitiewe modelle beskryf as 'n ingewikkelde kognitiewe proses. 'n Vergelyking van die ontogenetiese ontwikkeling van geskrewe taal en skryfonderrig dui daarop dat die onderrig van skryf, veral in Amerika, tot ongeveer een dekade gelede spontane skryftaalontwikkeling onderdruk het. Die huidige prosesbenadering tot skryfonderrig wat sedertdien in Amerika geinplementeer is, blyk 'n groot sukses te wees. Hiervolgens word skryfonderrig nie as 'n reeks losstaande aktiwiteite aangebied nie, maar as een proses met verskillende fases, nl. die preskryffase, die skryffase en die postskryffase. Tweedens handel die literatuuroorsig oor geskrewetaalmoeilikhede. Hoërskoolleerlinge met geskrewetaallmoeilikhede openbaar dieselfde gedragtendense as ander adolessente met leergestremdhede. Verder is die kwaliteit van hul skryfwerk swak, met baie meganiese foute, veral spelfoute en leestekenfoute. Die oorsake van geskrewetaalmoeilikhede is in die breë dieselfde as die van leergestremdhede. Kenmerkend is allerlei soorte neuropsigologiese disfunksies, kognitiewe disfunksies en taalprobleme. Die evaluering van geskrewetaalmoeilikhede is problematies aangesien die beskikbare gestandaardiseerde meetinstrumente vir Engels ontoereikend is en vir Afrikaans glad nie bestaan nie. Onderwysers en navorsers is gevolglik aangewese op informele meetinstrumente wat hulle dikwels self moet opstel. Vir die eksperimentele ondersoek is 'n eksperimentele grope van 62 hoërskoolleerlinge gebruik. Hierdie leerlinge het almal in 1981 remediëring vir Afrikaans (Eerste Taal) ontvang. 'n Kontrolegroep van 62 hoërskoolleerlinge, wat elkeen met 'n leerling in die eksperimentele groep afgepaar is, is ook gebruik. Die navorsingsgroep het 'n vraelys ingevul, 'n gestandaardiseerde taaltoets voltooi en die Suid-Afrikaanse Skryftaaltoets afgelê. Die resultate van die statistiese verwerkings stem in 'n groot mate ooreen met die literatuur. Die aantal foute wat die eksperimentele groep maak, is beduidend meer as die van die leerlinge in die kontrolegroep. Die foute is hoofsaaklik meganiese foute en verskil slegs van die wat in die literatuur genoem word in geval van eg Afrikaanse voorbeelde, bv. probleme met sekere spelreëls, woordordeprobleme en Anglisismes. Die remediërende strategieë wat voorgestel word, sluit affektiewe strategieë soos uitnodigende onderwys en klimaatskepping in, maar die klem val hoofsaaklik op die prosesbenadering tot skryf. Hierby ingesluit is aspekte soos die aanleer van kognitiewe vaardighede en die benutting van verskillende leerstyle. Die studie word afgesluit met navorsingsbevindings. 'n Belangrike bevinding is die gebrekkige voorsiening wat vir hierdie leerlirge in die Afrikaanse skole gemaak word. 'n Hoofaanbeveling is dan ook dat daar in 'n groter mate gepoog behoort te word om iets vir hierdie leerlinge te doen.
Description
Proefskrif (Ph. D.) -- Universiteit van Stellenbosch, 1990.
Keywords
Afrikaans language -- Remedial teaching, Afrikaans language -- Writing, Afrikaans language -- Study and teaching (Secondary), Dissertations -- Education
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