Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5193
Title: Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students
Authors: Steenkamp, Andre 
Visser, M 
Keywords: curriculum design;grading;isiXhosa;cognitive complexity;Skehan framework;Robinson framework;student teachers;education
Issue Date: 2011
Publisher: University of Stellenbosch
Source: Steenkamp, A. & Visser, M. 2011. Using cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education students. Per Linguam, 27(1):11-27
Abstract: This article investigates the use of cognitive complexity analysis to inform the grading and sequencing of tasks for the purposes of curriculum design of a specific purposes isiXhosa course for student teachers. Two frameworks of cognitive complexity, that of Skehan and Robinson, are discussed, after which two communication tasks are analysed in terms of Robinson's framework.
URI: http://hdl.handle.net/11189/5193
ISSN: 0259-2312
2224-0012
Appears in Collections:Edu - Journal Articles (DHET subsidised)

Files in This Item:
File Description SizeFormat 
Steenkamp_A_Visser_M_Using cognitive complexity analysis for the grading and sequencing of isiXhosa_pdfMain article99.09 kBAdobe PDFView/Open
Show full item record

Page view(s)

19
Last Week
0
Last month
0
checked on Feb 9, 2021

Download(s)

11
checked on Feb 9, 2021

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons