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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) |
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|---|---|---|---|---|
| Steenkamp_A_Visser_M_Using cognitive complexity analysis for the grading and sequencing of isiXhosa_pdf | Main article | 99.09 kB | Adobe PDF | View/Open |
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