Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students

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dc.contributor.authorSteenkamp, Andreen_ZA
dc.contributor.authorVisser, Mariannaen_ZA
dc.date.accessioned2012-07-17T12:31:47Z
dc.date.available2012-07-17T12:31:47Z
dc.date.issued2011
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available at http://perlinguam.journals.ac.za
dc.description.abstractENGLISH 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.en_ZA
dc.description.urihttp://perlinguam.journals.ac.za/pub/article/view/95/203
dc.description.versionPublisher's versionen_ZA
dc.format.extent17 pagesen_ZA
dc.identifier.citationSteenkamp, 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.en_ZA
dc.identifier.issn2224-0012 (online)
dc.identifier.issn0259-2312 (print)
dc.identifier.otherdoi:10.5785/27-1-95
dc.identifier.urihttp://hdl.handle.net/10019.1/21742
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch Universityen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectSecond language learningen_ZA
dc.subjectCurriculum planningen_ZA
dc.subjectLanguage and languages -- Study and teachingen_ZA
dc.subjectXhosa language -- Study and teachingen_ZA
dc.titleUsing cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education studentsen_ZA
dc.typeArticleen_ZA
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