Improving reading comprehension for English first additional language learners: a free voluntary reading approach
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Date
2019-11
Authors
Mokoena, Mosebetsi Samuel
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract
𝑬𝒏𝒈𝒍𝒊𝒔𝒉
This study aims to demonstrate how free voluntary reading (FVR) approach can be used to improve reading comprehension for English first additional language (EFAL) learners. It adopted a qualitative Participatory Action Learning and Action Research (PALAR) and Social Constructivist Theory (SCT) as methodological and conceptual frameworks, respectively. In this regard, free attitude interviews, oral reflections and focus group discussions (workshops) were used to generate data from the ten participants in this study. The analysis and interpretation of this data was done at interpretive, descriptive and explanatory levels in accordance with Fairclough’s Critical Discourse Analysis (CDA). For this study to achieve its main aim, the following objectives were central. One, to establish the need for the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. Two, to identify the components and aspects necessary for free voluntary reading approach to improve reading comprehension for EFAL learners. Three, to determine the conditions suitable for the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. Four, to identify the possible threats to the use of the Free Voluntary Reading approach to improve reading comprehension for EFAL learners. This empirical data confirmed the existence of challenges in the teaching and learning of reading comprehension for EFAL learners. They included the following: persistent poor reading comprehension, continuous dependency on traditional pedagogic practices, a weak reading culture, and the use of English language. To circumvent the above-mentioned challenges, the study proposed the free voluntary reading approach and demonstrated how it could be used in this regard. For effective use, the approach must focus on both the macro level (outside the classroom) and micro level (inside the classroom). At the macro level, the focus is on needs identification process, context analysis, creation of vision and a road-map to overcome the challenges. At the micro level, emphasis is on context evaluation, co-lesson preparation, teacher-scaffolding, and peer scaffolding. The study found that mutual identification of the challenges that EFAL learners face pertaining to reading comprehension, creation of vision and setting out the road map to address the challenges, creation of a print-rich environment, instant access to reading materials, and co-lesson preparation are important in demonstrating how free voluntary reading approach can be used to improve reading comprehension for EFAL learners.
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𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Hierdie studie het ten doel om te demonstreer hoe die Gratis, Vrywillige Leesbenadering (GVL) gebruik kan word om die leesbegrip van Engels Eerste Addisionele Taal (EEAT) leerders te verbeter. Dit het 'n kwalitatiewe Deelnemende Aksie Leer en Aksie Navorsing (DALAN) en Sosiaal Konstruktivistiese Teorie (SKT) as onderskeidelik metodologiese en konseptuele raamwerke aangeneem. In hierdie verband is gratis houdingsonderhoude, mondelinge refleksies en fokusgroepbesprekings (werksessies) gebruik om data van die tien deelnemers aan hierdie studie te genereer. Die ontleding en interpretasie van hierdie data is op interpretatiewe, beskrywende en verklarende vlakke gedoen in ooreenstemming met Fairclough se Critical Discourse Analysis (CDA). Vir hierdie studie om sy hoofdoelwit te bereik, was die volgende doelwitte sentraal. Een, om die behoefte vas te stel vir die gebruik van die Gratis, Vrywillige Leesbenadering om leesbegrip vir EEAT-leerders te verbeter. Twee, om die komponente en aspekte wat nodig is vir die Gratis, Vrywillige Leesbenadering te identifiseer om leesbegrip vir EEAT-leerders te verbeter. Drie, om die voorwaardes te bepaal wat geskik is vir die gebruik van die Gratis, Vrywillige Leesbenadering om die leesbegrip van EEAT-leerders te verbeter. Vier, om die moontlike bedreigings vir die gebruik van die Gratis, Vrywillige Leesbenadering te identifiseer om die leesbegrip van EEAT-leerders te verbeter. Hierdie empiriese data het die bestaan van uitdagings in die onderrig en leer van leesbegrip vir EEAT-leerders bevestig. Hulle het die volgende ingesluit: aanhoudende swak leesbegrip, voortdurende afhanklikheid van tradisionele pedagogiese praktyke, 'n swak leeskultuur en die gebruik van Engelse taal. Om die bogenoemde uitdagings te omseil het die studie die Gratis, Vrywillige Leesbenadering voorgestel en gedemonstreer hoe dit in hierdie verband gebruik kan word. Vir effektiewe gebruik moet die benadering op beide die makrovlak (buite die klaskamer) en mikrovlak (binne die klaskamer) fokus. Op makrovlak is die fokus op die behoefte-identifiseringsproses, konteksanalise, die skep van visie en 'n padkaart om die uitdagings te oorkom. Op mikrovlak val die klem op konteksevaluering, mede-lesvoorbereiding, onderwyser-steierwerk en portuursteierwerk. Die studie het bevind dat wedersydse identifikasie van die uitdagings wat EEAT-leerders in die gesig staar met betrekking tot leesbegrip, die skep van ’n visie en die uiteensetting van die padkaart om die uitdagings aan te spreek, die skep van 'n drukryke omgewing, onmiddellike toegang tot leesmateriaal en klasvoorbereiding belangrik is om te demonstreer hoe die Gratis, Vrywillige Leesbenadering gebruik kan word om die leesbegrip van EEAT-leerders te verbeter. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Diphuputso tsena di reretswe ho bontsha kamoo mokgwa wa ho bala ka kutlwisiso ka boithaopo le ka bolokolohi (FVR) ho ka sebediswang ka teng ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba puo ya English ya Pele le Tlatsetso (EFAL). Di ananela tshebediso ya diphuputso ka ho hlalosa e le mekgwa ya diphuputso ya Participatory Action Learning le Action Research (PALAR) esita le Social Constructivist Theory (SCT) jwaloka moralo wa mokgwa le mohopolo ka ho latelana. Mabapi le tsena, dipuisano tsa maikutlo ka bolokolohi, ditlhaloso ka molomo le dipuisano tsa sehlopha se lekolwang (diwekeshopo) di sebedisitswe ho hlahisa dintlha tsa diphuputso ho tswa ho bankakarolo ba leshome diphuputsong tsena. Ho sekaseka le ho hlalosa dintlha tsena ho entswe maemong a ho fumana kutlwisiso, ho hlalosa le ho hlalosetsa ho ya ka kutlwisiso ya Fairclough ya Critical Discourse Analysis (CDA). E le hore diphuputso tsena di fihlelle sepheo se seholo sa tsona, merero e latelang ke ya bohlokwa haholo. Tabeng ya pele, ho theha tlhoko ya ho sebedisa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba EFAL. Tabeng ya bobedi, ho hlwaya dikarolo tse tshwanelehang bakeng sa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa mokgwa wa ho bala ka kutlwisiso wa barutwana ba EFAL. Tabeng ya boraro, ho theha maemo a tshwanelehang a ho sebedisa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa ho bala ka kutlwisiso ha barutwana ba EFAL. Tabeng ya bone, ho hlwaya mathata a ka bang teng tshebedisong ya katamelo ya Ho bala ka Boithaopo le ka bolokolohi ha barutwana ba EFAL. Dintlha tsena tsa diphuputso di nnetefaditse ho ba teng ha diphephetso ha ho rutwa le ho ithuta ho bala ka kutlwisiso barutwaneng ba EFAL. Di kenyeleditse tse latelang: ho bala ka kutlwisiso ho fokolang, ho tswela pele ka ho itshetleha ka mekgwa ya kgale ya ho ruta, tlwaelo e fokolang ya ho bala, le tshebediso ya puo ya English. Bakeng sa ho qoba diphephetso tsena tse boletsweng ka hodimo, diphuputso di kgothaletsa hore ho be le katamelo ya ho bala ka boithaopo le ka bolokolohi mme di bile di bontshitse kamoo di ka sebediswang ka teng maemong ana. E le ho sebediswa ka tsela e hlwahlwa, katamelo ena e lokela ho toboketsa maemo ka bobedi e leng boemo bo akaretsang (ka ntle ho phaposi ya borutelo) le boemo bo ikgethileng (ka hare ho phaposi ya borutelo). Boemong ba kakaretso, ho toboketswa tshebetso ya ho hlwaya ditlhoko, tshekatsheko ya boemo, ho theha ponelopele le ho rala tataiso bakeng sa ho rarolla le ho fedisa diphephetso tsena. Boemong bo ikgethang, ho lokela ho toboketswa tekolo ya maemo, tokiso ya lenanethuto, kaho ya titjhere le kaho ya bomphato. Diphuputso di fihleletse hore ho hlwaya diphephetso ka kutlwano ya kopanelo e le diphephetso tse tobileng barutwana ba EFAL mabapi le ho bala ka kutlwisiso, ho theha ponelopele le ho hlophisa tataiso bakeng sa ho rarolla diphephetso, ho theha tikoloho e loketseng dikgatiso, phumano e potlakileng ya thepa ya ho bala, le ho lokisa lenanethuto, ke tsa bohlokwa bakeng sa ho bontsha kamoo katamelo ya ho bala ka boithaopo le ka bolokolohi di ka sebediswang ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba EFAL. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Lolu cwaningo luhlose ukukhombisa ukuthi indlela yokufunda mahhala ngokuzithandela ingasetshenziswa kanjani ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi bolimi lwesiNgisi lokuqala olwengeziwe. Ucwaningo lwamukele i-Participatory Action Learning and Action Research (PALAR) kanye ne-Social Constructivist Theory (SCT) njengezinhlaka zendlela kanye nemibono, ngokulandelana. Mayelana nalokhu, kusetshenziswe izingxoxo zamahhala ezithinta isimo sengqondo, ukucabanga ngokuphumisela kanye nezingxoxo zamaqembu (ama-workshops) ukuze kukhiqizwe idatha kubahlanganyeli abayishumi kulolu cwaningo. Ukuhlaziywa nokuchazwa kwale datha kwenziwe emazingeni okuhumusha, achazayo ngokuhambisana ne-Fairclough’s Critical Discourse Analysis (CDA). Ukuze lolu cwaningo lufeze inhloso yalo enkulu, lezi zinhloso ezilandelayo beziwumgogodla. Okokuqala, ukuthola isidingo sokusebenzisa Indlela Yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesibili, ukuhlonza izingxenye nezici ezidingekayo endleleni yokufunda ngokuzithandela ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesithathu, ukunquma izimo ezifanele ukusetshenziswa kwendlela yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesine, ukuhlonza izinsongo ezingaba khona ekusetshenzisweni kwendlela yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Le datha enobufakazi iqinisekisa ukuba khona kwezinselele ekufundiseni nasekufundeni ukuqonda kokufunda kwabafundi be-EFAL. Bahlanganisa lokhu okulandelayo: ukungaqondi kahle kokufunda okuqhubekayo, ukuncika okuqhubekayo emikhubeni yokufundisa yendabuko, isiko elibuthakathaka lokufunda, kanye nokusetshenziswa kolimi lwesiNgisi. Ukuze kugwenywe lezi zinselele ezibalulwe ngenhla, ucwaningo luphakamise indlela yokufunda ngokuzithandela futhi lwabonisa ukuthi ingasetshenziswa kanjani kulokhu. Ukuze isetshenziswe ngempumelelo, indlela yokwenza kufanele igxile kukho kokubili izinga eliphezulu (ngaphandle kwekilasi) kanye neleveli elincane (ngaphakathi kwekilasi). Ezingeni elikhulu, kugxilwa enqubweni yokuhlonza izidingo, ukuhlaziya umongo, ukwakhiwa kombono kanye nemephu yomgwaqo ukuze kunqotshwe izinselelo. Ezingeni elincanyana, kugcizelelwa ekuhlolweni kokuqukethwe, ukulungiselela izifundo ezihlanganyelwayo, isikafula sikathisha, kanye nokweseka kontanga. Ucwaningo luthole ukuthi ukuhlonza izinselelo abafundi besiNgisi ulimi lokwengeza ababhekana nazo eziphathelene nokufunda ngokuqondisisa, ukwakhiwa kombono kanye nokubeka ibalazwe lomgwaqo ukuze kubhekwane nezinselele, ukwakhiwa kwendawo enokuphrinta okucebile, ukufinyelela ngokushesha ezintweni zokufunda, kanye nokulungiselela isifundo kubalulekile ekuboniseni ukuthi indlela yokufunda yamahhala ingasetshenziswa kanjani ukuthuthukisa ukuqonda kokufunda kwabafundi be-EFAL. ___________________________________________________________________
𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Hierdie studie het ten doel om te demonstreer hoe die Gratis, Vrywillige Leesbenadering (GVL) gebruik kan word om die leesbegrip van Engels Eerste Addisionele Taal (EEAT) leerders te verbeter. Dit het 'n kwalitatiewe Deelnemende Aksie Leer en Aksie Navorsing (DALAN) en Sosiaal Konstruktivistiese Teorie (SKT) as onderskeidelik metodologiese en konseptuele raamwerke aangeneem. In hierdie verband is gratis houdingsonderhoude, mondelinge refleksies en fokusgroepbesprekings (werksessies) gebruik om data van die tien deelnemers aan hierdie studie te genereer. Die ontleding en interpretasie van hierdie data is op interpretatiewe, beskrywende en verklarende vlakke gedoen in ooreenstemming met Fairclough se Critical Discourse Analysis (CDA). Vir hierdie studie om sy hoofdoelwit te bereik, was die volgende doelwitte sentraal. Een, om die behoefte vas te stel vir die gebruik van die Gratis, Vrywillige Leesbenadering om leesbegrip vir EEAT-leerders te verbeter. Twee, om die komponente en aspekte wat nodig is vir die Gratis, Vrywillige Leesbenadering te identifiseer om leesbegrip vir EEAT-leerders te verbeter. Drie, om die voorwaardes te bepaal wat geskik is vir die gebruik van die Gratis, Vrywillige Leesbenadering om die leesbegrip van EEAT-leerders te verbeter. Vier, om die moontlike bedreigings vir die gebruik van die Gratis, Vrywillige Leesbenadering te identifiseer om die leesbegrip van EEAT-leerders te verbeter. Hierdie empiriese data het die bestaan van uitdagings in die onderrig en leer van leesbegrip vir EEAT-leerders bevestig. Hulle het die volgende ingesluit: aanhoudende swak leesbegrip, voortdurende afhanklikheid van tradisionele pedagogiese praktyke, 'n swak leeskultuur en die gebruik van Engelse taal. Om die bogenoemde uitdagings te omseil het die studie die Gratis, Vrywillige Leesbenadering voorgestel en gedemonstreer hoe dit in hierdie verband gebruik kan word. Vir effektiewe gebruik moet die benadering op beide die makrovlak (buite die klaskamer) en mikrovlak (binne die klaskamer) fokus. Op makrovlak is die fokus op die behoefte-identifiseringsproses, konteksanalise, die skep van visie en 'n padkaart om die uitdagings te oorkom. Op mikrovlak val die klem op konteksevaluering, mede-lesvoorbereiding, onderwyser-steierwerk en portuursteierwerk. Die studie het bevind dat wedersydse identifikasie van die uitdagings wat EEAT-leerders in die gesig staar met betrekking tot leesbegrip, die skep van ’n visie en die uiteensetting van die padkaart om die uitdagings aan te spreek, die skep van 'n drukryke omgewing, onmiddellike toegang tot leesmateriaal en klasvoorbereiding belangrik is om te demonstreer hoe die Gratis, Vrywillige Leesbenadering gebruik kan word om die leesbegrip van EEAT-leerders te verbeter. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Diphuputso tsena di reretswe ho bontsha kamoo mokgwa wa ho bala ka kutlwisiso ka boithaopo le ka bolokolohi (FVR) ho ka sebediswang ka teng ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba puo ya English ya Pele le Tlatsetso (EFAL). Di ananela tshebediso ya diphuputso ka ho hlalosa e le mekgwa ya diphuputso ya Participatory Action Learning le Action Research (PALAR) esita le Social Constructivist Theory (SCT) jwaloka moralo wa mokgwa le mohopolo ka ho latelana. Mabapi le tsena, dipuisano tsa maikutlo ka bolokolohi, ditlhaloso ka molomo le dipuisano tsa sehlopha se lekolwang (diwekeshopo) di sebedisitswe ho hlahisa dintlha tsa diphuputso ho tswa ho bankakarolo ba leshome diphuputsong tsena. Ho sekaseka le ho hlalosa dintlha tsena ho entswe maemong a ho fumana kutlwisiso, ho hlalosa le ho hlalosetsa ho ya ka kutlwisiso ya Fairclough ya Critical Discourse Analysis (CDA). E le hore diphuputso tsena di fihlelle sepheo se seholo sa tsona, merero e latelang ke ya bohlokwa haholo. Tabeng ya pele, ho theha tlhoko ya ho sebedisa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba EFAL. Tabeng ya bobedi, ho hlwaya dikarolo tse tshwanelehang bakeng sa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa mokgwa wa ho bala ka kutlwisiso wa barutwana ba EFAL. Tabeng ya boraro, ho theha maemo a tshwanelehang a ho sebedisa katamelo ya ho bala ka boithaopo le ka bolokolohi e le ho ntlafatsa ho bala ka kutlwisiso ha barutwana ba EFAL. Tabeng ya bone, ho hlwaya mathata a ka bang teng tshebedisong ya katamelo ya Ho bala ka Boithaopo le ka bolokolohi ha barutwana ba EFAL. Dintlha tsena tsa diphuputso di nnetefaditse ho ba teng ha diphephetso ha ho rutwa le ho ithuta ho bala ka kutlwisiso barutwaneng ba EFAL. Di kenyeleditse tse latelang: ho bala ka kutlwisiso ho fokolang, ho tswela pele ka ho itshetleha ka mekgwa ya kgale ya ho ruta, tlwaelo e fokolang ya ho bala, le tshebediso ya puo ya English. Bakeng sa ho qoba diphephetso tsena tse boletsweng ka hodimo, diphuputso di kgothaletsa hore ho be le katamelo ya ho bala ka boithaopo le ka bolokolohi mme di bile di bontshitse kamoo di ka sebediswang ka teng maemong ana. E le ho sebediswa ka tsela e hlwahlwa, katamelo ena e lokela ho toboketsa maemo ka bobedi e leng boemo bo akaretsang (ka ntle ho phaposi ya borutelo) le boemo bo ikgethileng (ka hare ho phaposi ya borutelo). Boemong ba kakaretso, ho toboketswa tshebetso ya ho hlwaya ditlhoko, tshekatsheko ya boemo, ho theha ponelopele le ho rala tataiso bakeng sa ho rarolla le ho fedisa diphephetso tsena. Boemong bo ikgethang, ho lokela ho toboketswa tekolo ya maemo, tokiso ya lenanethuto, kaho ya titjhere le kaho ya bomphato. Diphuputso di fihleletse hore ho hlwaya diphephetso ka kutlwano ya kopanelo e le diphephetso tse tobileng barutwana ba EFAL mabapi le ho bala ka kutlwisiso, ho theha ponelopele le ho hlophisa tataiso bakeng sa ho rarolla diphephetso, ho theha tikoloho e loketseng dikgatiso, phumano e potlakileng ya thepa ya ho bala, le ho lokisa lenanethuto, ke tsa bohlokwa bakeng sa ho bontsha kamoo katamelo ya ho bala ka boithaopo le ka bolokolohi di ka sebediswang ho ntlafatsa ho bala ka kutlwisiso bakeng sa barutwana ba EFAL. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Lolu cwaningo luhlose ukukhombisa ukuthi indlela yokufunda mahhala ngokuzithandela ingasetshenziswa kanjani ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi bolimi lwesiNgisi lokuqala olwengeziwe. Ucwaningo lwamukele i-Participatory Action Learning and Action Research (PALAR) kanye ne-Social Constructivist Theory (SCT) njengezinhlaka zendlela kanye nemibono, ngokulandelana. Mayelana nalokhu, kusetshenziswe izingxoxo zamahhala ezithinta isimo sengqondo, ukucabanga ngokuphumisela kanye nezingxoxo zamaqembu (ama-workshops) ukuze kukhiqizwe idatha kubahlanganyeli abayishumi kulolu cwaningo. Ukuhlaziywa nokuchazwa kwale datha kwenziwe emazingeni okuhumusha, achazayo ngokuhambisana ne-Fairclough’s Critical Discourse Analysis (CDA). Ukuze lolu cwaningo lufeze inhloso yalo enkulu, lezi zinhloso ezilandelayo beziwumgogodla. Okokuqala, ukuthola isidingo sokusebenzisa Indlela Yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesibili, ukuhlonza izingxenye nezici ezidingekayo endleleni yokufunda ngokuzithandela ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesithathu, ukunquma izimo ezifanele ukusetshenziswa kwendlela yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Okwesine, ukuhlonza izinsongo ezingaba khona ekusetshenzisweni kwendlela yokufunda Ngokuthanda Kwamahhala ukuze kuthuthukiswe ukuqonda kokufunda kwabafundi besiNgisi ulimi lokwengeza. Le datha enobufakazi iqinisekisa ukuba khona kwezinselele ekufundiseni nasekufundeni ukuqonda kokufunda kwabafundi be-EFAL. Bahlanganisa lokhu okulandelayo: ukungaqondi kahle kokufunda okuqhubekayo, ukuncika okuqhubekayo emikhubeni yokufundisa yendabuko, isiko elibuthakathaka lokufunda, kanye nokusetshenziswa kolimi lwesiNgisi. Ukuze kugwenywe lezi zinselele ezibalulwe ngenhla, ucwaningo luphakamise indlela yokufunda ngokuzithandela futhi lwabonisa ukuthi ingasetshenziswa kanjani kulokhu. Ukuze isetshenziswe ngempumelelo, indlela yokwenza kufanele igxile kukho kokubili izinga eliphezulu (ngaphandle kwekilasi) kanye neleveli elincane (ngaphakathi kwekilasi). Ezingeni elikhulu, kugxilwa enqubweni yokuhlonza izidingo, ukuhlaziya umongo, ukwakhiwa kombono kanye nemephu yomgwaqo ukuze kunqotshwe izinselelo. Ezingeni elincanyana, kugcizelelwa ekuhlolweni kokuqukethwe, ukulungiselela izifundo ezihlanganyelwayo, isikafula sikathisha, kanye nokweseka kontanga. Ucwaningo luthole ukuthi ukuhlonza izinselelo abafundi besiNgisi ulimi lokwengeza ababhekana nazo eziphathelene nokufunda ngokuqondisisa, ukwakhiwa kombono kanye nokubeka ibalazwe lomgwaqo ukuze kubhekwane nezinselele, ukwakhiwa kwendawo enokuphrinta okucebile, ukufinyelela ngokushesha ezintweni zokufunda, kanye nokulungiselela isifundo kubalulekile ekuboniseni ukuthi indlela yokufunda yamahhala ingasetshenziswa kanjani ukuthuthukisa ukuqonda kokufunda kwabafundi be-EFAL. ___________________________________________________________________
Description
Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2019
Keywords
Reading, Comprehension