Masters Degrees (African Languages)

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Browsing Masters Degrees (African Languages) by Author "Dweba, Constance Xoliswa"

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    Uhlobo lwengcingane yohahlelo yenkcazelo yezentlalo kwimbalo zesixhosa
    (Stellenbosch : Stellenbosch University, 2002-12) Dweba, Constance Xoliswa; Visser, M. W.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.
    ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts in isiXhosa which are extracted from the Bona magazine. These five articles are genres which all just deal with social commentary issues. This study will first explore the broad genre-based theoretical approach to the investigation of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be utilized as framework for discourse properties of the Xhosa texts and a review will be given of the linguistic competence component of the more general theory of writing advanced by Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom for what purpose, why and how. In terms of the parameter "write" which is examined extensively in this study the aspects of text analysis examined include topic structuring, coherence, text cohesion, lexical choices as a reflection of communicative purpose as well as cognitive move structure or structural description which is discussed in Bhatia (1993). These text-linguistic properties of the genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text construction. Finally, this study will also explore the relationship between the ethnography of writing, learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts in language teaching in Curriculum 2005.