Uhlalutyo lwezincoko ezixoxayo zesiXhosa kumabanga aphezulu esikolo

[摘要] ENGLISH ABSTRACT: In a period of history when unprecedented attention is given to the importance of literacy, there is a surprising lack of research into the nature of writing development. Myhill (2005), expresses concern at the 'dearth of systemic exploration of the linguistic characteristics of children's' writing, particularly in the secondary phase'. The scholarly interest of the thesis has been triggered by such concerns and findings and has put the writer of the thesis in a position to explore challenges regarding findings especially in Xhosa language speakers in South African schools that use Xhosa as a mother tongue. Applebee (2002), after reviewing research on various models of writing states that writing development is only imprecisely known, with a lack of agreement on what is meant by improvement or appropriate developmental expectations. The thesis aims to examine writing challenges in argumentative essays in isiXhosa and provide alternatives to writing challenges experienced by learners in secondary school. This will be done by making use of Systemic Functional language writing theories which include Feez and Joyce (1998) Grabe and Kaplan (1996), Christie and Derewianka (2008) and the Curriculum and Assessment Projects (caps). It is beleived that the use of the above research findings will assist IsiXhosa language learners to participate fully in the socio-political and career demands and holistic development of learners.The method used in the study made use of isiXhosa essays written by grade 11 learners in two phases. In the first phase, learners were not taught writing skills and in the second phase they have been taught requirements of writing argumentative essays.

[发布机构] Stellenbosch University