isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

ottom-up theory ne top-down theory. Ngeminyaka ye-1980, lezi zinjulalwazi zathola
ukugxekwa ngabacwaningi ngenxa yokuthi zazingagxili kuma-lower level processes,
okwaholela ekuqanjweni kwe-interactive theory (Tindale, 2002, p. 1). I-interactive
theory ihlanganisa okuyiwona maphuzu amqoka e-bottom-up ne-top down model.
Ngenxa yalokhu, ama-interactivists abuka ukufunda ngokuqondisisa njenge-interactive
activity phakathi komfundi wombhalo kanye nombhalo ofundwayo (Stanovich, 2000;
Urquhart & Weir, 1998; Tindale, 2002).
Eminyakeni ephambidlana, kunezinye izinjulalwazi ezavelayo ocwaningweni lokufunda
umbhalo. Lezi zinjulalwazi zihlanganisa i-social constructivist theory, i-metacognitive
theory, kanye ne-psycholinguistic theory (Anderson, 2000; Bernhard, 2000, Bernhardt,
2003; Pearson, 2006; Gee, 2004; Rumelhart, 2004; Rosenblatt, 2004; Vygotsky, 1978).
Laba bacwaningi bagcizelela ukuthi ukufunda okubhaliwe kuyinto eyenzeka ngokuthi
umfundi wombhalo akhe umqondo ngalokho akufunda embhalweni (Bernard, 2000;
Bernhardt, 2003), esebenzisa ulwazi analo ngalokho akufundayo kanye nosikompilo.
Baningi-ke abacwaningi abangena ngaphansi kwale mikhakha yezinjulalwazi zokufunda
okubhaliwe.
Nakuba ziningi izinjulalwazi zokufunda okubhaliwe, kulolu cwaningo ngizosebenzisa
eyodwa kuphela, i-social constructivist theory kaVygotsky (1978). Ngizohalamuza ngale
njulalwazi i-social constructivist kulesi sahluko ngoba yona kuzochazwa ngayo kabanzi
esahlukweni sesine, njengoba izosetshenziswa njengensizakuhlaziya / njengenjulalwazi
kulolu cwaningo. Emva kwalokho ngizobe sengixoxa nangezinye izinjulalwazi
zokufunda okubhaliwe, ukuze kucace ukuthi ukufundisa okubhaliwe yinto esike yabukwa
ngosonjulalwazi abehlukene, bayichaza ngezindlela ezahlukene, ukuze kucace ukuthi
ukufunda okubhaliwe akukhona nje ukuthi yinto engathathwa kalula nelubala.
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