A comparison of the actual punctuation competency of a grade 4 Sepedi L1 class at a primary school in Midrand, Gauteng, to caps requirements.
Selokela, Moshidi Stephina
Selokela, Moshidi Stephina
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Abstract
Punctuation has existed for long in the past years and evolved over the years as an instrument of writing.This study investigates the extent to which Grade 4 Sepedi LI language learners have mastered punctuation as prescribed by the Curriculum and Assessment Policy Statement (CAPS) (DBE, 2011a). The literature was reviewed by the researcher who looked at both postive and negative outcomes of the research done. .The field study required learners to recount a well-known African tale in writing and then to analyse their continuous writing to determine the frequency and accuracy with which they used the relevant punctuation marks (capital letters, full stops, commas, question marks and inverted commas). In addition, semi-structured interviews were conducted with Grade 4 Sepedi home language teachers to determine whether their perceptions were in line with the findings from the learners’ writing. The teachers also added depth to the study with their perceptions of the obstacles that the learners faced in mastering punctuation and by making suggestions strategies for addresssing these problems. The study employed both qualitative and quantitative approaches. The findings were that the learners were battling with the usage of punctuation marks: They failed to apply the rules and conventions of punctuation marks. On the basis of these findings, it is recommended that ANA should test literacy in line with the objectives of CAPS regarding punctuation across the curriculum and not only in the language class. Accordingly, the importance of reading is emphasised in this study.
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Submitted in partial fulfilment of requirements for the Degree Magister Technologiae: Language practice in the Department of Applied Languages.
Date
2016-01-01
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Tshwane University of Technology
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Keywords
Punctuation Competency, Sepedi Home Language (L1), CAPS Requirements, Performance Gap, Language Assessment