A genre analysis of texts in Xitsonga

[摘要] ENGLISH ABSTRACT:The recent introduction of the outcomes-based curriculum for the learning field language,literacy and communication has revealed a number of essential areas of research inAfrican languages that urgently need to be addressed if this curriculum for AfricanLanguages is to be successfully implemented with the necessary theoretical basis assupport. This dissertation addresses one such research issue, the genre-based approachto Xitsonga texts within the broad field of language and literacy.This study wil] first explore different models of writing approaches that relate to the analyticapproach to genre literacy, including the traditional progressivist approach, the Bereiterand Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued thatGrabe and Kaplan's model is suitable as a framework for teaching writing, because itincorporates the ethnography of writing which entails that a detailed analysis of textsshould address the following questions: who writes what to whom, for what purpose,why, when and how? The use of the ethnography of writing in the analysis of textsaccording to Grabe and Kaplan's model also explores factors such as the communicativepurpose, the culture and the community in which the text is produced. This is investigatedthrough the text-linguistic analysis of the nine Xitsonga written speeches where thespeech genre has an identifiable format including an introduction, middle and ending.This study also explores the relationship between the ethnography of writing, the Grabeand Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and9 and their related assessment standards. Attention is given to prescribed texts and thetaxonomy of academic writing skills, knowledge bases and processes, using some of thenine Xitsonga written speeches for illustrative purposes. This study explores questions ofhow Grabe and Kaplan's model can be effectively employed in the analysis of texts withinthe framework of Curriculum 2005 in the teaching of language.This study further focuses on the teaching of Xitsonga as a language subject within amultilingual education system. It is argued that in order to develop Xitsonga terminologyfor teaching content subjects, resources must be put in place, both materially andfinancially. It will be argued that Xitsonga should be taught as a language subject and. used as a medium of instruction in content subjects in conjunction with English across thecurriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skillsacquired in the teaching of writing of Xitsonga as a language subject in their learningacross the curriculum.

[发布机构] Stellenbosch University