isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

ekufundiseni ukufunda emabangeni omathathu esifundo (ngaphambi, maphakathi
nendawo, nangemva kokuphela kwesifundo).
2.5.1 AMASU ASETSHENZISWA NGAPHAMBI KOKUFUNDWA KOMBHALO (PRE-
READING STRATEGIES)
Amasu asetshenziswa ngaphambi kokuba umbhalo uqale ukufundwa alekelela umfundi
ukuba athole izithombe ngokuzokwenzeka embhalweni, kuthi nalokho obekunganika
ingane inkinga, kuxazululeke ingakangeni embhalweni ezowufunda, bese kuba lula
ukuwulandela. Lokhu kwenza ukuba ingane ibuyise embhalweni lokho ekwaziyo,
ezodinga ukuba ikuqhathanise nolwazi ezoluthola embhalweni (AD-Heisat et al, 2009, p.
312). Uthisha ubamba iqhaza elibalulekile kunoma yisiphi isigaba sesifundo lapho
kufundwa khona umbhalo, elekelela ingane ukuba ikhumbule okuthile ekwaziyo
okuzodingeka lapho isifunda umbhalo (p. 312).
2.5.1.1 UKUBIKEZELA (PREDICTION)
Lokhu kusho ukuthi ingane iqagele noma ibikezele ukuthi kuzokwenzekani embhalweni,
kodwa futhi lokhu kungasebenza nalapho ukufunda kuqhubeka, kungagcini nje
ngaphambi kokuba kuqale ukufundwa umbhalo. UJoubert nabanye (2008, p. 116) lapho
bechaza lokhu bakuchaza kanje:
if a learner can predict what will happen next from what he has
read, it implies that he can deduce meaning. This strategy can be
applied only if the reader understands what he has read and
understands how one incident can lead to the next…
Ngakho-ke kubalulekile ukuthi izingane zinikezwe ithuba lokuzifundela, zizitholele zona
ngokwazo umlayezo osendabeni, zingatshelwa nguthisha ngokuzokwenzeka embhalweni.
Lokhu kusiza ekwenzeni abafundi babe nelukuluku lokuwufunda lowo mbhalo.
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