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Genre analysis and task-based course design for isiXhosa second language teaching in local government contexts

dc.contributor.authorVisser, Marianaen_ZA
dc.contributor.authorVenter, Edithen_ZA
dc.date.accessioned2013-01-23T14:08:50Z
dc.date.available2013-01-23T14:08:50Z
dc.date.issued2004
dc.identifier.citationVisser, M. & Venter, E. 2004. Genre analysis and task-based course design for isiXhosa second language teaching in local government contexts. Per Linguam, 20(1):36-56, doi.org/10.5785/20-1-79.
dc.identifier.issn2224-0012 (online)
dc.identifier.issn0259-2312 (print)
dc.identifier.otherdoi:10.5785/20-1-79
dc.identifier.urihttp://hdl.handle.net/10019.1/78190
dc.descriptionCITATION: Visser, M. & Venter, E. 2004. Genre analysis and task-based course design for isiXhosa second language teaching in local government contexts. Per Linguam, 20(1):36-56, doi.org/10.5785/20-1-79.
dc.descriptionThe original publication is available at http://perlinguam.journals.ac.za
dc.description.abstractThe successful implementation of a multilingual language policy in the public and private sectors in South Africa depends on vibrant research. This article explores the design and nature of the isiXhosa communication tasks for specific purposes second language teaching in local government context, within a framework of genre-based and task-based approaches to language teaching. These two approaches also form the theoretical basis of the analysis of the rhetorical move structure and the task types of selected communication tasks.
dc.description.urihttp://perlinguam.journals.ac.za/pub/article/view/79
dc.format.extent22 pages
dc.language.isoen
dc.publisherStellenbosch University
dc.subjectSecond language acquisition -- Study and teachingen_ZA
dc.subjectXhosa language -- Study and teaching
dc.titleGenre analysis and task-based course design for isiXhosa second language teaching in local government contextsen_ZA
dc.typeArticle
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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