The study is also dedicated to the University of Zululand IsiZulu Namagugu Department and the Arts and Language Education Department of the Faculty of Education. This study explores the application of a genre-based approach to the teaching of writing and speaking skills in the overall phase of language learning, as a reflection of the language teaching competence of the student teachers studying at the Faculty of Education at the University of Zululand.
LITERATURE REVIEW ON WRITING AND SPEAKING SKILLS 7
Basic and practical competences in speaking and writing Principles to be considered before a.
GENRE–BASED APPROACH TO LANGUAGE TEACHING 134
TEACHING ISIZULU NATIVE SPEAKER / ISIZULU PRIMARY
5.2.1.2.2 Curriculum Statement Assessment Guidelines for Prepared Speech, Creative and Functional Writing on Home and First.
RESEARCH RESULTS, RESEARCH RESULTS ANALYSIS, MAJOR FINDINGS, RECOMMENDATIONS AND CONCLUSION 461
INTRODUCTION OF THE TOPIC
Introduction
Purpose of the Study
Transfer the literacy skills (language, visual, cultural, computer, information, media, numeracy and critical skills) acquired in their home language to the first additional language; and. Use their home language and first additional effectively and confidently for a variety of purposes, including learning.
Delimitation of the Study
All the knowledge, skills and values acquired from language learning at home are transferable to additional language learning through the guidance and support of the educator called scaffolding (students are enabled to do things with support that they could not do otherwise. To explore the genre-based approach to teaching communicative writing skills at the older stage of learning, first language educators of isiZulu and English will be helped to understand the concept as recommended in the Curriculum Statement National Language of Education and General Training policy document (2003:26).
Statement of Research Problem
Written and spoken texts and genres serve as the reflection of isiZulu Home Language and English First Additional Language competence. It is therefore assumed that genre-based approach to language learning and teaching will expose the Senior Phase language learners to the more academic ways of using isiZulu as their Home Language and English as their First Additional Language.
Organisation of Study
LITERATURE REVIEW ON WRITING AND SPEAKING SKILLS
Introduction
Writing and Speaking as Productive / Expressive Communication / Language Skills
Languages National Curriculum Statement for Speaking and Writing in Grade 9
- The Languages Learning Outcomes
- Speaking and Writing and Related Assessment Standards
The student will be able to communicate confidently and effectively in spoken language in a wide range of situations. The student will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
Speaking and Writing Curriculum
Assessment in Languages
This does not mean that a student must be assessed in two languages at the same time. The forms/types of assessment strategies chosen must provide students with a range of opportunities to demonstrate the attainment of knowledge, skills, values and attitudes.
- The Principles that should be Considered before a Communicator Formulates a Spoken or Written Message
- Content for Developing Speaking Competences
Formal style is appropriate for the audience with whom the speaker/writer has a formal relationship. Answering these questions as Cleary points out will ensure that the speaker/writer tailors his/her message to meet the needs of the audience.
Source of the Message: The Speaker
According to Verderber, (1997:7), public speaking, like writing a letter/email/text to a parent or saying "I love you" to a special someone, is an audience-centered communication event. Public speaking is characterized by one person, a speaker, who prepares a speech with the intention of achieving a specific goal and delivers that speech to an audience of one or more people who are free to accept or reject the speaker's goals.
The Message: A Speech
This type of meaning refers to the meaning that a sentence (meaningful group of words conveying a single thought) can have on its own. This type of understanding is called contextual understanding. connotative meaning, which is also known as figurative meaning. vii) Pragmatic meaning.
The Channel
In this way Tribble asserts that, from a language-use perspective, not only do we have expectations about the relationships that words have within sentences, and which sentences have in sequences, and which sentences have in sequences, but we also have knowledge of how information is organized in the real world that helps us solve problems.
The Receiver: The Audience
Context
The socio-psychological context includes the relationship between the speaker and the audience, and the audience's attitude towards and knowledge of the speaker's subject matter. The cultural context refers to the beliefs, lifestyles, values and ways of behavior that the speaker and the audience bring together and that are related to the topic and purpose of the speech.
Feedback
DISTINGUISH BETWEEN: Point out or explain the difference(s) between two or more ideas, objects, concepts, or theories. CONTRAST: Point out or explain the difference or differences between two or more ideas, objects, concepts, or theories. COMPARE: Point out or explain the differences between two or more ideas, objects, concepts, or theories.
COMPARE AND CONTRAST: Emphasize and explain the similarities and differences between two or more ideas, objects, concepts, or theories.
Noise
EVALUATE: Judge the importance, value, or effectiveness of something; examine the argument for and against something and come to a conclusion. EVALUATE: Judges the importance, value or effectiveness of something; consider the arguments for and against something and come to a conclusion. Example: Critically evaluate the role of language education in its current form in peri-urban schools today.
Extraneous sounds are images, sounds, and other stimuli that distract people from their intended meaning.
Effects
Responsible listeners recognize that such tactics do not add to the speaker's argument and abuse the privileged status the speaker enjoys. Develop an introduction that both grabs attention and leads to the body of the speech; If the parts of the speech flow logically from one text to another, then the audience should be able to follow the speech.
For him, a speech delivered extemporaneously is research, exposition and practice until the ideas of the speech are firmly in mind.
Select topic/subject and purpose The topic should be
By keeping the main points of the sequence, the speaker will be able to lengthen or shorten the story by including or deleting details of the experience.
Analyse the audience
Do the age groups differ in the goals, interests and day-to-day concerns that may be related to the subject and goal. Men and women differ in the values they consider important that are related to the subject and goal. Does the subject or target attack the religious beliefs of a portion of the audience?
Do the religious beliefs of the public differ significantly from the official teachings of their religion?
Research the topic
If a speaker wants the audience to listen to his/her speech, he/she must relate his/her information to their needs, wants, or goals. As a result, she/he will be more effective in changing their attitude or in motivating them to do so. Only then does he/she connect this evidence and argument to his/her initially opposing thesis.
The speaker will therefore be more effective if she/he can get the audience to actively participate in the process.
Foot-in-the-Door Technique
Door-in-the-Face Technique
- Content for Developing Writing Competence
The speaker is advised to use gestures only if he feels comfortable with them and if they are part of his everyday body language. Writers state that mannerisms that reveal the speaker's uncertainty communicate to the audience that the speaker is scared. A speaker should have a profile (description) of his audience before preparing his speech.
Stewart et al suggest that the speaker should divide his/her speech into three parts: introduction, body and conclusion.
Theory of the World
With content knowledge, Tribble refers to the knowledge of the concepts involved in the subject area, Grabe and Kaplan call this a specification of register. This class is composed of knowledge about events, knowledge about personal experiences and knowledge about how things and people interact. It consists of knowledge of processes, knowledge of routines and knowledge of conventions that can be identified in the world.
Therefore, according to Grabe and Kaplan, the writer to write effectively must have these three categories of world knowledge.
The Theory of Genre
The written assignment itself, in order to be attractive to its readers, should consist of the above knowledge set. And the researcher himself, when studying a written task, should consider the sets of background knowledge the writer might have had before he/she took "a tour of the writing process" (Neeld, 1990:1). Thus, the description and classification of genre by Grabe and Kaplan reflects that any written text should have a structure consistent with the type of genre being written.
Therefore, the writer must have sufficient knowledge of the formal properties and conventions of the writing task in which he or she is engaged.
The Theory of Register
The extent to which the author and the reader share background knowledge is a fourth parameter. A final parameter is the extent to which the reader and the writer share specific topical knowledge. Grabe and Kaplan maintain that the above principles are all implied in the writer's purpose and the ability of the reader to discern the purpose of the writing.
By the concept of why, Grabe and Kaplan refer to the writer's underlying goals or motives.
Elements of Text Structure
- Linguistic Structure
Sentential Level
Textual Level
- Non-Linguistic Structure
At the textual level of the written text, the way the words are chosen, combined and organized, forms the linguistic structure of the text.
Non-Linguistic Factors
- Paragraphs as Linguistic Structure of Written Essays
- Differences between Writing and Speaking
- Conclusion
- GENRE–BASED APPROACH TO LANGUAGE TEACHING
- Introduction
- Genre in the Classroom
- A Sytematic Functional Approach to Teaching Genre
- A Contextual Framework for Teaching Literacy across the Curriculum
- Some Key Written Genres across the Curriculum
- Genre Pedagogy
It is important for the writer to look at the order and structure of the topic sentences in his or her essay. Therefore, when drafting and revising, the writer should find out whether the function paragraphs of the essay fulfill the functions mentioned above. The events and/or ideas must be clearly described; the involvement of the characters and the writer should be mentioned.
The feelings and the personal reflection of the characters and the author must be made known to the readers. In addition, the writer must use words that are able to create pictures and images in the minds of the readers. Purpose: give information about the purpose of the activity (can be in the title or in the opening paragraphs);.
Preparation for independent construction of a text in a particular genre
Individual writing in the genre (Drafting)
Construction with teacher and peer conferencing about individual efforts
Creative exploitation of the genre and its possibilities
Once they are able to complete the task independently, they can take the temporary scaffolding away. By asking questions that help students think through the problem step by step, for example, Okay, so we're going to write a summary of what we need to do first. Modeling For example, if students have to do a pair work exercise, bring two students to the front of the class to model how to do it with the teacher's help and commentary.
For example, if students are to read about amphibians, the teacher can ask them to discuss what an amphibian is and to brainstorm and draw a mind map of everything they already know about amphibians.
EFAL - First Additional Language) Learning Outcome 4: Writing
- STEP 1 - ANALYSE A TEXT
- STEP 2 - TEACHER AND LEARNERS CO-PLAN A TEXT OF THE SAME TYPE
- STEP 3
- STEP 4
- STEP 5
- STEP 6
- STEP 7
- STEP 8 - DEVELOPMENT OF ASSESSMENT CRITERIA
- STEP 9 - LEARNERS DRAFT, REVISE AND EDIT THEIR TEXTS The learner may write their texts using the frame for discussion genre to
- STEP 10 - ASSESSMENT
- STEP 10 - REMOVAL OF SCAFFOLDING
- Conclusion
- TEACHING ISIZULU NATIVE SPEAKER / ISIZULU PRIMARY LANGUAGE USER AN ADDITIONAL LANGUAGE
- Introduction
- South African Government and the Department of Education‟s Language in Education Policy
An additional first language (FAL) is a first language that is learned in addition to the home language. English-First Additional Language and English-Second Additional Language recommends the additional approach to multilingualism. The first additional language assumes that students do not necessarily have any knowledge of the language when they arrive at school.
Teachers should ensure that students understand the literal meaning of texts – the information in the text, such as when, where and how it happened, who did it and why.
