Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students
Date
2011
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
ENGLISH ABSTRACT: This article investigates the use of cognitive complexity analysis to inform the grading and sequencing of tasks for the purposes of curriculum design of a specific purposes isiXhosa course for student teachers. Two frameworks of cognitive complexity, that of Skehan and Robinson, are discussed, after which two communication tasks are analysed in terms of Robinson’s framework.
Description
CITATION: Steenkamp, A. & Visser, M. 2011. Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students. Per Linguam, 27(1):11-27, doi:10.5785/27-1-95.
The original publication is available at http://perlinguam.journals.ac.za
The original publication is available at http://perlinguam.journals.ac.za
Keywords
Second language learning, Curriculum planning, Language and languages -- Study and teaching, Xhosa language -- Study and teaching
Citation
Steenkamp, A. & Visser, M. 2011. Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students. Per Linguam, 27(1):11-27, doi:10.5785/27-1-95.