n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool

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dc.contributor.advisorSnyman, Henningen_ZA
dc.contributor.authorHammann, Hermanus Johannes Richarden_ZA
dc.date.accessioned2014-10-01T07:54:00Z
dc.date.available2014-10-01T07:54:00Z
dc.date.issued2001en_ZA
dc.descriptionBibliography: leaves 325-332.en_ZA
dc.description.abstractThe meaning, value and aim of this study lie in the awareness and identification of problem areas in examination of Afrikaans literature on high scholl level, usually pertaining to Grades 11 and 12 learners, taking Afrikaans as First Language (HG) subject. An exposition and analysis of the most recent literary theories have been researched in practice and a report has been compiled. The method used as that of a questionnaire, completed by teachers (subject heads) of 19 schools in the Western Cape. This questionnaire represents a 10% sample of schools falling under the Western Cape Education Department, who offer Afrikaans as a first language HG subject in Grades 11 an 12. These 19 schools are representative of 12 types, i.e. socio-historically privileged schools, socio-economically disadvantaged schools, rural schools, urban schools, big schools, small to medium schools, technical high schools, agricultural schools, special schools, private schools, schools previously categorised by House of Representatives and schools previously categorised by Cape Educational Department (CED).en_ZA
dc.identifier.apacitationHammann, H. J. R. (2001). <i>n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Afrikaans and Netherlandic Studies. Retrieved from http://hdl.handle.net/11427/7823en_ZA
dc.identifier.chicagocitationHammann, Hermanus Johannes Richard. <i>"n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Afrikaans and Netherlandic Studies, 2001. http://hdl.handle.net/11427/7823en_ZA
dc.identifier.citationHammann, H. 2001. n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hammann, Hermanus Johannes Richard AB - The meaning, value and aim of this study lie in the awareness and identification of problem areas in examination of Afrikaans literature on high scholl level, usually pertaining to Grades 11 and 12 learners, taking Afrikaans as First Language (HG) subject. An exposition and analysis of the most recent literary theories have been researched in practice and a report has been compiled. The method used as that of a questionnaire, completed by teachers (subject heads) of 19 schools in the Western Cape. This questionnaire represents a 10% sample of schools falling under the Western Cape Education Department, who offer Afrikaans as a first language HG subject in Grades 11 an 12. These 19 schools are representative of 12 types, i.e. socio-historically privileged schools, socio-economically disadvantaged schools, rural schools, urban schools, big schools, small to medium schools, technical high schools, agricultural schools, special schools, private schools, schools previously categorised by House of Representatives and schools previously categorised by Cape Educational Department (CED). DA - 2001 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2001 T1 - n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool TI - n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool UR - http://hdl.handle.net/11427/7823 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7823
dc.identifier.vancouvercitationHammann HJR. n Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskool. [Thesis]. University of Cape Town ,Faculty of Humanities ,Afrikaans and Netherlandic Studies, 2001 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7823en_ZA
dc.language.isoafren_ZA
dc.publisher.departmentAfrikaans and Netherlandic Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherAfrikaans and Netherlandic Studiesen_ZA
dc.titlen Kritiese ontleding van die jongste benaderings ten opsigte van die onderrig en evaluering van Afrikaanse letterkunde in die hoërskoolen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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