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Inhlololwazi noma indlela yengxoxo ingasuselwa kokushiwo ngabacwaningwayo lapho ephendula umbuzo umcwaningi ambuze wona ovulekile futhi angaqala noma kuphi ukuwuphendula. Lapho ocwaningwayo ezama ukuqhubeka nokuchaza ngendlela aqonda ngayo isimo esithile, umcwaningi kumele amvumele achaze ngendlela athanda ngayo. Kodwa lapho incazelo yocwaningwayo ingacacile kahle, umcwaningi kumele amcele ukuba acacise noma aqhubeke nokuchaza (Barnard et al, 1999). Ngamanye amazwi lolu hlobo lwenhlololwazi ludinga uhlobo lwemibuzo evulelekile (open–ended questions) ukuze umhlanganyeli wocwaningo angazitholi esephendula ngempendulo eyigama elilodwa, bese engabe esakwazi ukusho ezinye izinto ebezingaba lusizo kumcwaningi. Lokhu kufakazelwa nanguDe Vos nabanye (2002), ababeka ukuthi enhlololwazini esakuhleleka, umcwaningi uyakwazi ukulandelisa ngeminye imibuzo ezwa ethinteka ngayo noma elangazelela ukuzwa kabanzi ngayo, evela ngenkathi bexoxisana nomhlanganyeli wocwaningo ukuze athole isithombe esiphelele ngafuna ukukwazi. Ngale ndlela lokhu kwenzeka ngempumelelo njengoba nganginemibuzo engangiyilungisile eyishumi nesikhombisa evulekile, okwakudinga ukuthi abacwaningwayo bayiphendule ngokukhululeka, kungabi yimpendulo eyigama elilodwa kumbe baphoqeke ukuba bakhethe phakathi kwezimpendulo ezimbili. Ngamanye amazwi impendulo ayeyinikeza umhlanganyeli wocwaningo wayekhululekile ukuyiphendula noma ngandlelani afisa ngayo, kungekho okumphazamisayo ekuphenduleni. Inkulumo mpendulwano engaba nayo nabacwaningwayo yayinokunikezelana okwephusile. Lokhu kusho ukuthi mina nalowo nalowo ocwaningwayo sasikhuluma ngokukhululeka siphendulana, kungekhona ukuthi omunye uyakhuluma omunye ulalele kuphela. Ngangiphinde ngingenelele ngokubuza imibuzo yokulandelisa lapho ocwaningwayo kwakudingeka acacise kabanzi ngayekusho. Kwakungekho ukuxwayana, kwakuhlekwa lapho kufanele kuhlekwe khona. Kubalulekile kumcwaningi ukuba angalokothi aphawule noma enze isahlulelo ngezimpendulo azizwa ziyizo kumbe zingashayi khona. Kunalokho, umcwaningi angakwenza ukuba amane azame ukukhombisa ilukuluku noma ugqozi lokuzwa kabanzi 99
ngalokhu ocwaningwayo akushilo, azame ukumenza akushoyo kucace (Sjostrom & Dahlgren, 2002). Lokhu kwenzeka ngempumelelo njengoba umcwaningi wayazi ukuthi yiziphi izinto ezingase zenze umhlanganyeli wocwaningo angakhululeki adikibale ekunikezeni ulwazi. Ngaphandle kwalokhu, umcwaningi wayeqonda kahle ukuthi akumele afunze umhlanganyeli wocwaningo amazwi, kodwa ayekusho umhlanganyeli wocwaningo wayekusho ngoba kusuka emqondweni wakhe. Kodwa lapho umcwaningi ayebona khona ukuthi umhlanganyeli wocwaningo wayehambela kude nempendulo, wayezama ukumenza aphendule umbuzo ngendlela ezonikeza ulwazi oludingekayo. Ngamanye amazwi, lolu hlobo lwenhlololwazi lugxila kocwaningwayo, lufune ukuveza akholelwa kukho, akuthandayo nangakuthandi, akuthatha njengeqiniso, akwenzayo, imizwa kanye nokwake kwamehlela noma avama ukukwenza mayelana naleso simo esicwaningwayo (Barnard et al, 1999; Bernard, 1999; Ornek, 2008, Locke et al, 2007). Ngale ndlela, umcwaningi waqikelela uhlobo lwemibuzo ayezoyibuza ukuthi yayizwakala kahle yini futhi kulula ukuyiqonda, ukuze akwazi ukuthola ulwazi ngendlela egculisayo. Lokhu kwalekelelwa nayisivivinyo socwaningo esaveza ukuthi imibuzo umcwaningi lwangempela. ayeyilungisile yayizozwakala kanjani kubahlanganyeli bocwaningo 3.3.2 UKUBUKA OTHISHA BEFUNDISA (OBSERVATION OF LESSONS) Ukubuka okwenziwa ngabacwaningwayo (observations) ngenye yezindlela ezihlelekile zokuthola ulwazi locwaningo. Umcwaningi uye abheke indlela abacwaningwayo abenza ngayo izinto, abuke ukwenzeka kwezinto, ngaphandle kokuba aze abuze umbuzo noma axoxe nabacwaningwayo mayelana nabakwenzayo (Nieuwenhuis, 2008, p. 83-84). Njengendlela yokuqoqa ulwazi ocwaningweni lobunjalo botho (qualitative research), ukubuka okwenziwa ngabahlanganyeli bocwaningo kunikeza umcwaningi ulwazi nokuqonda okujulile mayelana nalokho okucwaningwayo; njengoba umcwaningi usuke ekubuka kwenzeka (Nieuwenhuis, 2008, p. 84). Ukubukela okwenziwa ngabacwaningwayo kusivumela ukuba sikwazi ukubona, ukulalela, kanye nokuqonda isimo njengalokhu abacwaningwayo besiqonda (84). Kulolu cwaningo, ngazibonela 100
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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
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2.1 ISINGENISO Esahlukweni esedlule
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Njengoba sengike ngachaza, ucwaning
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kokubuka othisha ngenkathi befundis
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) nokufunda okubhaliwe ngesiNgisi u
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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
Page 91 and 92: kuphela, kodwa nomuntu omdala uyafu
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
Page 119 and 120: umcwaningi aqonde kahle ukuthi othi
Page 121 and 122: kahle konke abakushoyo. UFilstead (
Page 123 and 124: akusiwona amagama angempela ngenxa
Page 125 and 126: lungathathwa njengeziqalo zocwaning
Page 127: ongumhlanganyeli wocwaningo bavumel
Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
Page 133 and 134: kuyindawo esengake ngahlala kuyo. N
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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
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Page 153 and 154: ukuze kucace indawo ami kuyo ezinca
Page 155 and 156: ukuze kuthi lapho esekhulile, kuthi
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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Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167 and 168: ibeka ukuthi ulwazi lwemisindo lush
Page 169 and 170: I- Teachers Handbook for Teaching R
Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
Page 173 and 174: ngokuqondisisa kuncike olwazini umf
Page 175 and 176: Kanjalo ne-The Reading Comprehensio
Page 177 and 178: 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
Page 357 and 358:
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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