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dc.contributor.advisorMuller, F. R.
dc.contributor.authorVan Wyk, Arlys Leslie
dc.date.accessioned2019-06-14T13:16:51Z
dc.date.available2019-06-14T13:16:51Z
dc.date.issued1995-11
dc.identifier.urihttp://hdl.handle.net/11660/9814
dc.description.abstractEnglish: This study was motivated by discussions with Standard eight pupils who speak English as a second language. A survey revealed that pupils felt that they were seldom given an opportunity for making their own classroom contributions to literature. Pupils experienced that their responses were reduced to rote-learning of the teacher's response and reproducing this during examination. The survey demonstrated that pupils would rather be exposed to a variety of shorter texts than a laborious, lengthy discussion of one or two texts. An attempt was made, through a pupil-centred approach, to achieve meaningful literary engagement with second-language learners using shorter texts. Reception Theory formed the theoretical basis for this research and in particular, the theories of the Constance School of Jauss and Iser. The relevance of the horizon of expectations, repertoire of the text, and the text-reader communication process formed the basis for evaluation and analysis of pupil responses to four selected short stories. A thorough reader profile contributed to a better teacher prediction of and insight into pupil responses to the texts. This insight enabled systematic and informed teacher guidance of group work and classroom discussions. Analysis of responses pointed to a great degree of literary engagement in that pupils were increasingly able to identify theme in each story and demonstrated a clear understanding of the content of each story without any teacher intervention. Reader expectations were not always fulfilled, but through group discussion of selected pupil responses, the teacher was able to guide pupils to a better understanding but also of expectations. not only of the process of interpretation, the various components of the horizon of Pupils were encouraged to view reading as a process of communication with themselves as a vital link in that process.en_ZA
dc.description.abstractAfrikaans: Hierdie studie is gemotiveer deur klaskamergesprekke met standerd agt tweedetaalsprekers van Engels. Uit 'n steekproef het geblyk dat sodanige leerlinge selde of ooit 'n geleentheid gegun word om hul eie belewing van die teks weer te gee. Leerlinge ervaar hulle belewing van die voorgeskrewe teks, gereduseer tot onderwyser se interpretasie van en respons daarop. Hierdie teksinterpretasie word dikwels as die enigste korrekte weergawe tydens evaluering ervaar. Uit die steekproef blyk dat leerlinge veel eerder blootgestel wil word aan 'n verskeidenheid tekste as indiepte bespreking van een of twee voorgeskrewe werke. Hierdie studie poog om te bewys dat betekenisvolle literêre betrokkenheid bevorder kan word deur 'n leerlinggesentreerde- onderrigbenadering met die gebruik van 'n verskeidenheid korter tekste. Die Resepsieteorie word as begronding vir hierdie navorsing gebruik, in die besonder die teorieë van die Konstanz Schule van Jauss en Iser. Die relevansie van die verwagtingshorison, die repertoire van die teks en die leser-teks kommunikasieproses, vorm die basie vir evaluasie en analise van leerlingresponse op vier uitgesoekte kortverhale. 'n Deeglike leserprofiel het bygedra tot 'n besondere insig van en die leerlingresponse. Hierdie insig het sistematiese en ingeligte leiding t.o.v. groepwerk en klaskamerbesprekings moontlik gemaak. Analise van die leerlingresponse het geblyk dat 'n groot mate van literêre betrokkenheid wel bereik is. Leerlinge het duidelik getoon dat hulle toenemend die tema duideliker kon identifiseer en goeie begrip gehad het t.o.v. die inhoud van elke verhaal sonder onderwyser inmenging. Leserverwagtings was nie altyd vervul nie, maar doelgerigte bespreking van leerlingresponse het die leerlinge gelei om nie alleen die interpretasieproses te verstaan nie, maar om die komponente van hul verwagtingshorison te begryp. Leerlinge is aangemoedig om lees as 'n kommunikasieproses met hulself te beleef.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.A.) - University of the Free State, 1995en_ZA
dc.subjectEnglish literature -- Study and teaching (Secondary)en_ZA
dc.subjectShort stories, English -- History and criticismen_ZA
dc.titleThe short story as a vehicle of literary engagement for Standard eight Afrikaans-speaking pupils in the Orange Free Stateen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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