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2.3.7 UKUFUNDA OKUBHALIWE NGOKWE-SOCIOCOGNITIVE THEORY Ngokwe-socio-cognitive theory kaGee (2004), ukufunda okubhaliwe kuyinto eyenzeka lapho kwakhiwa khona umqondo okuyiwona osenza sikwazi ukwakha isithombe ngamehlo engqondo, esinamagama amasha, izidalwa (creatures) kanye nabalingiswa (Ruddell & Unrau, 2004, p.1462). UGee (2004) uphawula ngokuthi “reading is a sociocognitive phenomenon”. Ngamanye amazwi ukufunda kuhlanganisa imisebenzi yokuphathelene nengqondo (cognition), ulimi, okwenzeka emphakathini, umphakathi, kanye nenqubo yasemphakathini (p. 116). UBloom (1993) uchaza ukufunda okubhaliwe njenge-sociocognitive process, okusho ukuthi ukufunda umbhalo kuhlanganisa kokubili; okwenziwa emphakathini kanye nokuphathelene nokusebenza kwengqondo (social and cognitive processes). Nakuba kunjalo, kodwa lokhu akusho ukuthi ama-social and cognitive factors awanamthelela kokwenzeka lapho umuntu efunda umbhalo, kodwa ukuthi ukufunda qobo lwakho kuyinto eyenzeka ngokuhlangana kokucatshangwayo (cognitive processes), kanye nezinto ezenzeka emphakathini (Bloom, p. 104). Ngamanye amazwi, leli gama alisho nje kuphela ukuhlangana kwezinto ezehlukene; okuyi -social nama-cognitive processes, kodwa lisho imbumba yokwenzeka kanyekanye ngokuhlangana, okusukela kokwenzeka emphakathini nokuphathelene nengqondo (cognitive). URuddell beno-Unrau (2004) bathi ukufunda okubhaliwe kusho indawo lapho kwenzeka khona ukwakhiwa komqondo wokubhaliwe, okuyindawo ehlanganisa umfundi wombhalo, umbhalo kanye nekilasi lapho kwenzeka khona ukufunda, kanye nothisha. (p. 1464). Ngamanye amazwi laba bacwaningi, umbhalo kanye nekilasi bakuthatha njengento eyodwa, bese kuthi ezinye izingxenye zokufunda okubhaliwe kube nguthisha kanye nalowo ofundayo. Umfundi wombhalo unokubili okubalulekile. Okokuqala, yizimo eziphathelene nemizwa (affective conditions), okuhlanganisa izinto eziningi ezifana nogqozi nothando lokufunda kuze kufike kulokho akwaziyo okwenzeka emphakathini noma endaweni aphila kuyo, okuhlanganisa ama-sociocultural values nezinkolelo anazo mayelana nokufunda umbhalo nokufunda kwakhe esikoleni. Okwesibili izinto eziphathelene nengqondo, zihlanganisa ulwazi umfundi avele enalo 65
ngolimi, amakhono okuhlaziya amagama, amasu okufunda okubhaliwe, kanye nokuqonda ngekilasi kanye nokwenzeka kulo (Ruddell and Unrau, 2004, p. 1464). Ukwazi komfundi ukwakha, alandelele bese enikeza incazelo (to construct, monitor, and represent meaning) kuchaza ukusetshenziswa kolwazi kanye nendlela olulawulwa ngayo. Lapho sekwakhiwa umqondo wombhalo ofundwayo, kusuke kuhamba phambili injongo namasu asetshenziswayo ngenkathi esebenzisa ulwazi olugciniwe ngakwaziyo nakholelwa kukho lowo ofundayo (p. 1464). Akholelwa kukho lowo ofundayo nakwaziyo yikhona okusiza ekuqinisekeni, ekuphikiseni kumbe ekuchitheni izinqumo azithathayo mayelana nencazelo entsha (Ruddell & Unrau, 2004, p. 1464). Izinkolelo uthisha avele enazo (prior beliefs) mayelana nokufunda okubhaliwe kanye nolwazi analo ngokufunda okubhaliwe kunomthelela kwakwenzayo nakucabangayo, ngoba kusuke kusukela ezehlakalweni ake ahlangabezana nazo noma ake azibone. Ngamanye amazwi, ulwazi lukathisha nendlela alawula ngayo ukufunda kuhlanganisa izinqumo azenzayo lapho efundisa okuveza injongo yakufundisayo ukuqhubeka kwesifundo, indlela enza ngayo lapho efundisa. Lokhu kuhlanganisa ngisho ikilasi okufundelwa kulo, indlela ahlalisa ngayo abafundi, indlela ahlela ngayo umsebenzi, kanye namasu awasebenzisayo (Ruddell & Unrau p. 1466). Ngesikhathi ukufunda okubhaliwe kuqala, isithombe esithile siyakheka emqondweni kathisha, acabange ngazokufundisa, okuzokwenziwa abafundi, amasu okufundisa azowasebenzisa, izindlela zokuphatha ikilasi, kanye nokwakhiwa komqondo okuzokwenzeka. Ulwazi uthisha analo nezinto akholelwa kuzo kunikeza imininingwane ehlanganisa indlela azoyisebenzisa ukufaka ugqozi kubafundi kanye nendlela azofundisa ngayo. Umbhalo ofundwayo kanye nekilasi okufundwa kulo, okuyingxenye yesithathu, kuneqhaza elikhulu okulibambayo ekufundeni kwengane. Lokhu kungenxa yokuthi nakho kunendawo yakho ebalulekile okuyithathayo, lapho ingane ifunda khona ukwakha umqondo ngekufunda embhalweni. Ngesikhathi kwenzeka lokhu, umfundi wombhalo usuke engeyedwa ekilasini; usuke enothisha kanye nabanye abafundi. Kukuwo-ke 66
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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
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: uvele ukhona embhalweni (does not r
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
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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
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feminists, yama-constructivists, ya
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ewufundayo, indawo lapho esuke ifun
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ulwazi olusha nolwazi abavele benal
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ndawo lapho lukhulunywa khona kanti
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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ngoba konke lokhu kuzomsiza ekuthen
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ibeka ukuthi ulwazi lwemisindo lush
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I- Teachers Handbook for Teaching R
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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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