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lobunjalo botho (qualitative research) luvumela umcwaningi ukuba akhethe isigaba esisodwa noma indikimba eyodwa, ayicwaninge ajule, akhe izindikimba ngakutholile olwazini oluqoqiwe ocwaningweni (Terreblanche et al, 2006, p. 47). Ngale kwalokhu, ucwaningo lobunjalo botho kusemqoka ukuthi kwaziwe ukuthi lungenza lokhu okulandelayo: lungachaza (describe), luhumushe (interpret), luqinisekise (verify), futhi luhlole (evaluate) (Peshkin, 1993). UYin (1987, p. 82) uchaza kanje lapho echaza ucwaningo lobunjalo botho: Qualitative methods are particularly well suited for examining instances of self regulated learning as events because they involve a rich, holistic descriptions, and do not make assumptions, intra-individual stability, and are oriented to revealing complexity. Njengoba bese ngike ngachaza phambilini, ulwazi oludingwa yilolu cwaningo lwaqoqwa kubahlanganyeli bocwaningo (okungothisha basezikoleni ezimbili zaseMlazi), akukho kuqagela okwenzeka noma okwacatshangelwa njengoba kwenziwa izingxoxo nabo kwaphinde babukelwa ngesikhathi befundisa ukufunda okubhaliwe emakilasini. USherman benoWebb (1988) bayavumelana ngokuthi indlela yocwaningo lobunjalo botho iyona evuma kahle ocwaningweni olufuze lolu. Bathi: A direct concern with experience as it is “lived” or “felt” or “undergone”. Qualitative research involves the use of qualitative data, such as interviews, questionnaires, documents, texts, and participant observation data, to understand and explain social phenomena. Examples of qualitative methods include action research, case study research and ethnography. (p. 84) Njengabanye abacwaningi, u-Eastwood (1988), yena uthi okuyilona phawu olumqoka locwaningo lobunjalo botho ukuthi lugxile kakhulu ekuqondeni izehlakalo noma izimo ezenzeka ngempela. Kusemqoka ukuphawula ukuthi ucwaningo lobunjalo botho luyindlela yocwaningo lapho umcwaningi engabeki migomo ngocwaningo kodwa okusemqoka kuyilokho okuluvo lwabahlanganyeli bocwaningo. Ngakho-ke imiphumela yocwaningo lobunjalo botho iqondana ngqo nendawo noma nesehlakalo leso socwaningo, ayikwazi ukwenatshiselwa kuzo zonke izindawo noma kwezinye izimo ezingaphathelene naleso esisuke sicwaningiwe. Ngale ndlela ukwazi ulimi lwalabo abacwaningwayo kusemqoka ocwaningweni lobunjalo botho, ukuze umcwaningi aqonde 91
kahle konke abakushoyo. UFilstead (1979, p.37) uyakugcizelela lokhu nxa ebeka ukuthi amazwi alowo onikeza ulwazi ngocwaningo enjengoba enjalo, yiwona asemqoka futhi anikeza umqondo ngemiphumela yocwaningo. Ngamanye amazwi noma yini eshiwoyo ngesikhathi kwenziwa inhlololwazi (izingxoxo) ibalulekile ngenxa yokuthi inikeza umcwaningi ithuba lokuba athole lokho afuna ukwazi ngakho. Lokho umcwaningi akutholile ngocwaningo kuye kube sekuhlaziywa ukuze kutholakale imiphumela yocwaningo. UDenzin benoLincoln (1994, p.2) bachaza ucwaningo lobunjalo botho (qualitative research) njengendlela exube izindlela ezahlukene. Baphinde bathi: “It is a situated activity that locates the observer in the world”. Ngokwalaba bacwaningi ucwaningo lobunjalo botho lukhonela ukuba luhunyushwe, nokuyiyona nto eyenza okwenzeka emhlabeni kubonakale. Kanjalo noBryman (1988, p. 9) uyavumelana nalaba bacwaningi lapho ethi indlela abahlanganyeli bocwaningo abaqonda noma abahumusha ngayo izinto abazenzayo, yiyona ehambisana kahle nocwaningo lobunjalo botho. Ucwaningo olwenziwa uNkambule (2008), luveza ukuthi ocwaningweni oseluke lwenziwa emanyuvesi aseNingizimu Afrika ezingeni leqhuzu lokuqala (undergraduate level) nasezingeni lwabenza iziqu eziphezulu (postgraduate level), amaphesenti angama- 69 ocwaningo oselwenziwe lwalusebenzisa izindlela zocwaningo lobunjalo botho, kanti amaphesenti angama-20 ayesebenzisa izindlela ezixubile (mixed methods). Njengoba sengixoxile ngenhla ngocwaningo lobunjalo botho, kulolu cwaningo le ndlela yakhethwa ngoba yayivumelana nezinjongo nezimpawu zalolu hlobo locwaningo. Kulolu cwaningo umcwaningi wayefuna ukuhlola ukuthi ukufundisa ukufunda okubhaliwe kwenzeka kanjani emabangeni aphansi kubafundi besiZulu ulimi lwasekhaya. Ukuze kutholakale ulwazi, njengoba sengike ngachaza, ulwazi olwatholakalayo mayelana nokwenzeka emakilasini lapho othisha befundisa, kwakungelona ulwazi umcwaningi aluthola ezincwadini ezitholakala emitatsheni yolwazi, kodwa wahamba waya khona ngqo kothisha ezikoleni wayoxoxisana nabo, wabuye wababuka nalapho befundisa ukufunda umbhalo. Umcwaningi wayemlandela uthisha ngamunye isonto lonke, kusukela iviki liqala kuze kube nguLwesihlanu iviki liphela. Isizathu salokhu kwakuwukuba abone 92
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AN EXPLORATION INTO THE PEDAGOGY OF
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DECLARATION I, ZINHLE PRIMROSE NKOS
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I dedicate this thesis to the follo
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ACKNOWLEDGEMENTS Numerous people ha
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AMAZWI OKUBONGA Ngifisa ukubonga ku
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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2.5.2.1 UKUZILUNGISA (SELF CORRECTI
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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lwasekhaya bayahlomula ngalezi zinh
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imiphumela yocwaningo lwangonyaka w
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Kodwa manje ukufunda ukufunda okubh
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1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
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angamaphesenti angama-21 (Zulu Lang
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phakathi neKwaZulu-Natal, esikhulun
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inhlolokhono isenziwa ngaso isiNgis
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yokuthi zase zinezingane okudinga z
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zonke izinsuku. Uma abafundi sebefu
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enza iphutha lo mfundi kwakuyinduku
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1.14 INHLOSO YOCWANINGO NALAPHO LUG
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� Isahluko sesihlanu sethula umbi
Page 69 and 70: 2.1 ISINGENISO Esahlukweni esedlule
Page 71 and 72: Njengoba sengike ngachaza, ucwaning
Page 73 and 74: kokubuka othisha ngenkathi befundis
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Page 77 and 78: ngokuqondisisa (comprehension), uku
Page 79 and 80: Ngaphandle kolwazi abafundi abavele
Page 81 and 82: ngayo lapho befunda ulimi lwabo iba
Page 83 and 84: ULevine nabanye (2000) bathi: “Th
Page 85 and 86: uzoveza ulwazi olusha kulo mkhakha
Page 87 and 88: 2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
Page 89 and 90: ezincane. Isibonelo, izinhlamvu (le
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Page 93 and 94: uvele ukhona embhalweni (does not r
Page 95 and 96: ngolimi, amakhono okuhlaziya amagam
Page 97 and 98: usedlulile ebangeni lesithathu esik
Page 99 and 100: kodwa nasezincazelweni nasekwakhiwe
Page 101 and 102: Ububi bale ndlela yilobu obulandela
Page 103 and 104: 2.4.4 INDLELA EYINGXUBE (ECLECTIC A
Page 105 and 106: 2.4.6. I-WHOLE LANGUAGE APPROACH I-
Page 107 and 108: 2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
Page 109 and 110: ekufundiseni ukufunda emabangeni om
Page 111 and 112: 2.5.3 AMASU ASETSHENZISWA NGEMVA KO
Page 113 and 114: ucwaningo luveza ukuthi abakwenzayo
Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117 and 118: semfundo njengoba onke amanye amakh
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Page 129 and 130: ngalokhu ocwaningwayo akushilo, aza
Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
Page 143 and 144: 4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
Page 145 and 146: feminists, yama-constructivists, ya
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Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
Page 161 and 162: umphakathi nakho konke okuyizungezi
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ngaphandle kukankamisa ‘i’. Unk
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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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Kwesinye isikhathi ngiye ngenze sam
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efunda ngabodwana. Imvamisa bafunda
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Baye baphendule imibuzo...mhlampe k
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anolwazi oluthile ababelana ngalo a
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5.2.6. UKWENZA IKILASI LIKUFANELE U
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ayijwayele ukuba nenkinga esikoleni
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ngokungangingizi kanye nokufunda ng
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asebenzisa ziphi izindlela namasu,
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okwenzeka kulezi zikole zombili, ko
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Ngezansi yisibonelo semisindo eyayi
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elehlukile, njengokuthi nje enze ok
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L: Ngephini T: Yebo iphini L: Pheph
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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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Lokhu kwaveza umqondo wokungahleli
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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Reading Rockets, 2009; Zimmermann &
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6.2.2.4 NGOLWESINE NgoLwesine uthis
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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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Nakuba ebangeni lesithathu amagama
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Lapho sebeqedile ukufunda amagama u
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L: Ingwici. T: Konje uma uphethwe i
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Fig. 19 Imisho eyayigcwaliswa ngaba
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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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(Lehr et al, 2008; Duffy, 2009; Mak
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L: UMaza noZola. T: Konje sitheni n
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T: Funda. L6: Izindaba ku-TV zaziyi
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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IMITHOMBO ESETSHENZISIWE Abadzi, H.
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Barone, D. (2002). Literacy Teachin
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Bohannan, J.N. (1993). Theoretical
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Cohen, L., Manion, L. and Morrison,
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Dickinson, D.K. and Neuman, S.B. (2
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Fecteau, M.L. (1999). First and Sec
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Hamlyn, M. (07 January 2010). Motsh
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Kukan, L., and Beck, I.L. (1997). T
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Magubane, K. (2008). Major Plans to
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National Reading Panel. (2000). Tea
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Pardo, L.S. (2004). What Every Teac
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RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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5. Ngesikhathi sezingxoxo wawubeke
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Seating arrangement Does the seatin
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The study will benefit the school i
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• Findings will be disseminated t
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• The school will have an opportu
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Uma unemibuzo mayelana nalolu cwani
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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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