Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5193
DC FieldValueLanguage
dc.contributor.authorSteenkamp, Andre-
dc.contributor.authorVisser, M-
dc.date.accessioned2016-09-26T09:14:16Z-
dc.date.available2016-09-26T09:14:16Z-
dc.date.issued2011-
dc.identifier.citationSteenkamp, 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):11-27en_US
dc.identifier.issn0259-2312-
dc.identifier.issn2224-0012-
dc.identifier.urihttp://hdl.handle.net/11189/5193-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherUniversity of Stellenboschen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectcurriculum designen_US
dc.subjectgradingen_US
dc.subjectisiXhosaen_US
dc.subjectcognitive complexityen_US
dc.subjectSkehan frameworken_US
dc.subjectRobinson frameworken_US
dc.subjectstudent teachersen_US
dc.subjecteducationen_US
dc.titleUsing cognitive complexity analysis for the grading and sequencing of isiXhosa tasks in the curriculum design of a communication course for education studentsen_US
dc.type.patentArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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