isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

More documents

Recommendations

Info

Kuyiqiniso ukuthi le misindo kanye namagama izingane azihlangani nakho emphakathini kundiza emoyeni, kodwa kuyingxenye yolimi olukhulunywayo, olufundwayo, olubhalwayo kanye nolulalelwayo. Umfundi uhlangana nakho ezindabeni ezixoxwayo, emibhalweni enhlobonhlobo, njalonjalo. Akukho lapho umfundi ake ahlangane khona nohlamvu emphakathini olungu ‘ng’ luzihambela lodwa, lungasebenzi embhalweni othile onomqondo. Le ndlela yokufundisa ukufunda okubhaliwe yenza umfundi angaboni ukuthi lokhu okufundwayo kuhlangana kanjani nempilo, kanti kungamenza akukhohlwe masinya nalokho obekufundiswa. Njengoba bese ngike ngachaza ukuthi izingane zifunda ulimi ngezikubona kwenzeka emphakathini, okwenzeka ekhaya, noma yini okuzizungezile, kuneqhaza okulibambile ekuthuthukeni kwengane ukufunda okubhaliwe (Vygotsky, 1978; Au, 1997). Ngenxa yokuthi othisha abanalo ulwazi olwanele ngokuthi izingane lapho zifunda umbhalo, kumele zifundiswe ukufunda ngendlela yokuthi zikwazi ukuwuqonda, bazitshela ukuthi izingane zisencane ngakho zingeke zafundiswa ukufunda okubhaliwe ngokukuqondisisa. Ngamanye amazwi lokhu kwenza ukuba bagxile emisindweni nasemagameni. Kanti njengoba ngichazile esahlukweni sesine ukuthi nakuba imisindo / izimelamsindo zibalulekile, kodwa lokhu akusho ukuthi sekufanele kube yizo ezisemqoka kunakho konke. Ngichazile esahlukweni sesine ukuthi i-NRP (2000) iyakugcizelela ukuthi nakuba ukufundisa izimelamsindo kubalulekile, kodwa lokhu kufanele kube yisendlalelo sokufundisa ukufunda okubhaliwe. Ibeka ukuthi kungumqondo omuhle ukuthi uthisha athathe isikhathi esingangemizuzu eyishumi nsukuzonke ukwenza lokhu lapho efundisa ukufunda okubhaliwe (NRP, 2000; Pressley & Hilden, 2006). Ngaleyo ndlela lokhu akusho ukuthi uthisha usengathatha isikhathi sonke sokufundisa ukufunda okubhaliwe efundisa ulwazi lwezimelamsindo. Ngamanye amazwi abakwenzayo othisha kuyaphambana nokushiwo yilaba bacwaningi. Kanti futhi ucwaningo luveza ukuthi ukufunda okubhaliwe ngokukuqonda akuzenzakaleli nje, noma ngabe abantwana bangafundiswa ulwazimagama, ulwazi lokuhlonza amagama, kanye nokuthuthukiswa kolimi olukhulunywayo, kodwa kudinga ukuba kufundiswe (Duke, Pressley & Hilden, 2004). 283
Njengoba ngike ngachaza esahlukweni sesine, uDuffy (2009, p. 198) ugcizelela ukuthi ulwazi lwezimelamsindo, lokhu othisha abathi yimisindo, kumele lufundwe njengesendlalelo sokuz<strong>of</strong>undwa (pre-reading activity) futhi kuvame ukufundiswa izingane ezisacathulayo ekufundeni okubhaliwe. Lokhu kusho khona ukuthi njengoba othisha begxila ekufundiseni ulwazi imisindo kuze kuphele iviki, okuyinto eyenzeka masonto onke, kusho ukuthi basuke besesigabeni sesendlalelo sokuz<strong>of</strong>undwa lonke lelo viki. Ngaleyo ndlela abafundisi izingane benenhloso yokufunda okubhaliwe, okungukuba izingane zifunde okubhaliwe ngokukuqonda, kakhulukazi esikoleni iMbalenhle ebangeni lesibili nelesithathu, naseGolide ebangeni lesibili. Nakuba nakhona ebangeni lesithathu esikoleni iGolide uthisha uNtombifuthi engagxili kakhulu emisindweni, kodwa, yize esebenzisa imibhalo eyizindaba ukuba izingane zifunde, okukhulu kuye kusuke kuwukuba izingane zifunde ukuhlonipha izimpawu zokukhanyisa, ukuphimisa kahle amagama lapho zifunda, kodwa zingathuthuki ngokuzimela ekufundeni okubhaliwe. Ngikusho lokhu ngoba akaniki izingane ithuba lokuba zizitholele zona ngokwazo ukuthi indaba ikhuluma ngani, ziqagele noma zibikezele okuzokwenzeka endabeni, njalonjalo. Kodwa zithi ziqambe ziyifunda indaba, zisuke seziyazi yonke. Ngikusho lokhu ngoba usuke esezixoxele indaba yonke, futhi wazifundela yena kuqala ngaphambi kokuba ziyifunde. Ngaleyo ndlela uthisha wenzela izingane umsebenzi okufanele ukuba ngabe zizenzela zona. Lokhu kuphambene nombono wama-social constructivists, abeka ingane phambili, kube yiyona ebalulekile, nebambe iqhaza elibonakalayo ekufundeni kwayo. Ngamanye amazwi yingakho ukuthuthuka kwezingane ekufundeni okubhaliwe kuhamba kancane, kusukela emabangeni aphansi. Kuyacaca futhi ukuthi lapho othisha befundisa, abagcizeleli ukuba izingane zifunde umbhalo ngokuwuqondisisa kodwa bagcizelela ekutheni zikwazi ukubhala amagama nemisho. Lokhu akwehlukile kulokhu okushiwo ngabacwaningi ukuthi lapho umuntu efunda umbhalo kodwa ebe engaqondi lutho ngawo, kufana nokuthi lowo muntu ‘uzisholo nje amagama asembhalweni noma uyawaphimisa’ kunokuba kungathiwa 284
Page 1 and 2:
AN EXPLORATION INTO THE PEDAGOGY OF
Page 3 and 4:
DECLARATION I, ZINHLE PRIMROSE NKOS
Page 5 and 6:
I dedicate this thesis to the follo
Page 7 and 8:
ACKNOWLEDGEMENTS Numerous people ha
Page 9 and 10:
AMAZWI OKUBONGA Ngifisa ukubonga ku
Page 11 and 12:
ABSTRACT The problem of poor readin
Page 13 and 14:
ukuba zithuthuke ekufundeni okubhal
Page 15 and 16:
UHLU LWEZELEKO (LIST OF APPENDICES)
Page 17 and 18:
IZINCAZELO ZAMANYE AMAGAMA ABALULEK
Page 19 and 20:
16. Inhlololwazi (interviews) izing
Page 21 and 22:
ISAHLUKO 1 ISENDLALELO SOCWANINGO O
Page 23 and 24:
2.5.2.1 UKUZILUNGISA (SELF CORRECTI
Page 25 and 26:
ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 27 and 28:
ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
Page 29 and 30:
9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
Page 31 and 32:
Harly, 2006). USolwazi uSolomon Sib
Page 33 and 34:
Ngesikhathi kusungulwa i-Readathon
Page 35 and 36:
10 kuya phezulu. Ngikusho lokhu ngo
Page 37 and 38:
Uhulumeni waseNingizimu Afrika usus
Page 39 and 40:
laseNingizimu Afrika kuphela, kodwa
Page 41 and 42:
okufunda, ukubhala kanye nokubala a
Page 43 and 44:
Kokubili-ke isiZulu njengolimi lwas
Page 45 and 46:
lwasekhaya bayahlomula ngalezi zinh
Page 47 and 48:
imiphumela yocwaningo lwangonyaka w
Page 49 and 50:
Kodwa manje ukufunda ukufunda okubh
Page 51 and 52:
1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
Page 53 and 54:
angamaphesenti angama-21 (Zulu Lang
Page 55 and 56:
phakathi neKwaZulu-Natal, esikhulun
Page 57 and 58:
inhlolokhono isenziwa ngaso isiNgis
Page 59 and 60:
yokuthi zase zinezingane okudinga z
Page 61 and 62:
zonke izinsuku. Uma abafundi sebefu
Page 63 and 64:
enza iphutha lo mfundi kwakuyinduku
Page 65 and 66:
1.14 INHLOSO YOCWANINGO NALAPHO LUG
Page 67 and 68:
� 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
Page 75 and 76:
) nokufunda okubhaliwe ngesiNgisi u
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
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 and 128:
ongumhlanganyeli wocwaningo bavumel
Page 129 and 130:
ngalokhu ocwaningwayo akushilo, aza
Page 131 and 132:
lwasekhaya. Lokhu kwakuzosiza ekuth
Page 133 and 134:
kuyindawo esengake ngahlala kuyo. N
Page 135 and 136:
engingakaze ngizwe ngayo phambilini
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
Page 147 and 148:
ewufundayo, indawo lapho esuke ifun
Page 149 and 150:
ulwazi olusha nolwazi abavele benal
Page 151 and 152:
ndawo lapho lukhulunywa khona kanti
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
Page 163 and 164:
oqinisekisa ukuthi ukufunda okubhal
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
Page 179 and 180:
ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 181 and 182:
ngaphandle kukankamisa ‘i’. Unk
Page 183 and 184:
njengoba echaza ukuthi abanye abant
Page 185 and 186:
Kwaqapheleka ukuthi othisha abaning
Page 187 and 188:
ongakhulumi, ngoba basuke bengekho
Page 189 and 190:
Sekuzoxoxwa-ke ngaleli dada, nobeng
Page 191 and 192:
uNtombifuthi waphendula kanje ngenk
Page 193 and 194:
ungakhulumi ngemisho enemisindo aba
Page 195 and 196:
eseyifundile, uye abasize abalekele
Page 197 and 198:
Kanti uthisha uZandile ubeka kanje:
Page 199 and 200:
ingaveza isithombe sakwandabazabant
Page 201 and 202:
Lapho bebuzwa ukuthi ziyiphi ezinye
Page 203 and 204:
Njengoba ucwaningo oluningi luveza
Page 205 and 206:
Kwesinye isikhathi ngiye ngenze sam
Page 207 and 208:
efunda ngabodwana. Imvamisa bafunda
Page 209 and 210:
Baye baphendule imibuzo...mhlampe k
Page 211 and 212:
anolwazi oluthile ababelana ngalo a
Page 213 and 214:
5.2.6. UKWENZA IKILASI LIKUFANELE U
Page 215 and 216:
ayijwayele ukuba nenkinga esikoleni
Page 217 and 218:
ngokungangingizi kanye nokufunda ng
Page 219 and 220:
asebenzisa ziphi izindlela namasu,
Page 221 and 222:
okwenzeka kulezi zikole zombili, ko
Page 223 and 224:
Ngezansi yisibonelo semisindo eyayi
Page 225 and 226:
elehlukile, njengokuthi nje enze ok
Page 227 and 228:
L: Ngephini T: Yebo iphini L: Pheph
Page 229 and 230:
L: Liyaphephuka T: lenzenjani iphep
Page 231 and 232:
Fig. 4 Umsebenzi owawubhalwa ekilas
Page 233 and 234:
Emva kokufunda amagama ephindelelwa
Page 235 and 236:
Lokhu kwaveza umqondo wokungahleli
Page 237 and 238:
Lo mfundi owayenza lo msebenzi, kuy
Page 239 and 240:
lokhu, okuyinto okumele ngabe uyijw
Page 241 and 242:
Fig. 11 Umsebenzi womfundi 2 wesibi
Page 243 and 244:
Fig. 13 Umsebenzi womfundi 4 wesibi
Page 245 and 246:
ngokwakwenzeka esikoleni iGolide en
Page 247 and 248:
L: Uphethwe yikhanda T: Omunye futh
Page 249 and 250:
Reading Rockets, 2009; Zimmermann &
Page 251 and 252:
6.2.2.4 NGOLWESINE NgoLwesine uthis
Page 253 and 254:
Kule ndaba kuyakhombisa ukuthi uthi
Page 255 and 256:
ngamunye umusho akhombe ingane ukub
Page 257 and 258:
okubhaliwe kumfundi. Okwenzeka kule
Page 259 and 260:
umcwaningi wayefuna ukuqiniseka uku
Page 261 and 262: 7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
Page 263 and 264: Nakuba ebangeni lesithathu amagama
Page 265 and 266: Lapho sebeqedile ukufunda amagama u
Page 267 and 268: L: Ingwici. T: Konje uma uphethwe i
Page 269 and 270: Fig. 19 Imisho eyayigcwaliswa ngaba
Page 271 and 272: amabili ayewahlukanisile ekilasini.
Page 273 and 274: ebhodini, bese ethi abakhe imisho n
Page 275 and 276: ubudlelwano nokufundwa kombhalo, ng
Page 277 and 278: T: Ake siphinde siwafunde sonke fut
Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
Page 281 and 282: (Lehr et al, 2008; Duffy, 2009; Mak
Page 283 and 284: L: UMaza noZola. T: Konje sitheni n
Page 285 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287 and 288: ngezinye izindlela. Yingakho nje ng
Page 289 and 290: abazange baye emtatsheni wolwazi. I
Page 291 and 292: ndlela ye-look-and-say ingane ifund
Page 293 and 294: kufanele bafunde ngokuqonda umbhalo
Page 295 and 296: omunye onconyiwe nguthisha. Lokhu k
Page 297 and 298: ezinganakwa ngabazali, nakuba zazik
Page 299 and 300: T: Nizobhala isipelingi, kumele nit
Page 301 and 302: 7.3 IQOQA LESAHLUKO Kulesi sahluko
Page 303 and 304: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
Page 305 and 306: yokufundwayo njengokuthi zizakhele
Page 307 and 308: phambili ekwakhiweni kolwazi olusha
Page 309 and 310: okubhaliwe. Kanjalo no-Inglis naban
Page 311: for Learning; kanjalo ne-National R
Page 315 and 316: La mazwi akhombisa ukuthi kade yaba
Page 317 and 318: Nokho-ke lokhu akusho ukuthi ukufun
Page 319 and 320: Ngakho-ke ngenxa yokungabi naso isi
Page 321 and 322: 8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
Page 323 and 324: ukukhuluma afana namabizo athile, i
Page 325 and 326: sezingxoxo ezaba ngemumva kokubukel
Page 327 and 328: La mazwi angenhla angethusa ngoba a
Page 329 and 330: siyazifaka izinyanga zonyaka zesiZu
Page 331 and 332: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
Page 333 and 334: Nakuba ngokwabo beziveza izizathu z
Page 335 and 336: ngokuzokwenzeka embhalweni, ziseben
Page 337 and 338: oluzobheka izindlela zokufundisa ok
Page 339 and 340: yini ngenxa yezilimi zabo ezingeson
Page 341 and 342: IMITHOMBO ESETSHENZISIWE Abadzi, H.
Page 343 and 344: Barone, D. (2002). Literacy Teachin
Page 345 and 346: Bohannan, J.N. (1993). Theoretical
Page 347 and 348: Cohen, L., Manion, L. and Morrison,
Page 349 and 350: Dickinson, D.K. and Neuman, S.B. (2
Page 351 and 352: Fecteau, M.L. (1999). First and Sec
Page 353 and 354: Hamlyn, M. (07 January 2010). Motsh
Page 355 and 356: Kukan, L., and Beck, I.L. (1997). T
Page 357 and 358: Magubane, K. (2008). Major Plans to
Page 359 and 360: National Reading Panel. (2000). Tea
Page 361 and 362: Pardo, L.S. (2004). What Every Teac
Page 363 and 364:
RAND Reading Study Group. (2002). R
Page 365 and 366:
Segalwe, O. (2006). SA's R6bn Liter
Page 367 and 368:
Stahl, S.A. and Miller, P.D. (1989)
Page 369 and 370:
Thorndike, R.L. (1973). Reading Com
Page 371 and 372:
Wessels, M. and van den Berg, R. (1
Page 373 and 374:
ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
Page 375 and 376:
...................................
Page 377 and 378:
5. Ngesikhathi sezingxoxo wawubeke
Page 379 and 380:
Seating arrangement Does the seatin
Page 381 and 382:
The study will benefit the school i
Page 383 and 384:
• Findings will be disseminated t
Page 385 and 386:
• The school will have an opportu
Page 387 and 388:
Uma unemibuzo mayelana nalolu cwani
Page 389 and 390:
ISELEKO 9: UMSEBENZI KATHISHA UTHAN
Page 391 and 392:
ISELEKO 11: IKHADI LOKUBONGA LEZING
Page 393 and 394:
364
Page 395 and 396:
366
Page 397 and 398:
368
Page 399 and 400:
370
Page 401 and 402:
372
Page 403 and 404:
374
Page 405 and 406:
376
Page 407 and 408:
378
Page 409 and 410:
380
Page 411 and 412:
382
Page 413 and 414:
384
Page 415 and 416:
386
Page 417 and 418:
388
show all

isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?