{"id":{"repo_id":"zulu","oai_identifier":"oai:uzspace.unizulu.ac.za:10530/978"},"canonical_url":"https://search.dev.ndltd.org/etd/zulu/oai:uzspace.unizulu.ac.za:10530/978","repository":{"repo_id":"zulu","name":"University of Zululand","base_url":"https://uzspace.unizulu.ac.za/server/oai/request"},"display":{"title":"Die rol van moedertaalversteuring in die Afrikaans van Zoeloesprekende leerlinge","abstract":"The aim of the research was to identify the role of mother tongue influence in the Afrikaans of Zulu speaking pupils. The research was conducted in the Mehlwesizwe and Hlabisa inspection circuits respectively. The results showed that most deviations which could be ascribed to mother tongue influence were syntactic. Followed by lexical phonological and morphological deviations that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils being able to communicate in the language . Successful communication would determine whether the language is correct or not. The amount of exposure to Afrikaans as well as the residential area of the respondent did not necessarily determine the measure of proficiency in the language. The results also showed that Afrikaans occupies third place after the mother tongue and English in the research area. So is it fair to teach pupils a second language higher grade syllabus in Afrikaans ? Why not make provision for a second Language lower grade or even a third language Afrikaans sylabus?","abstract_html":"The aim of the research was to identify the role of mother tongue influence in the Afrikaans of Zulu speaking pupils. The research was conducted in the Mehlwesizwe and Hlabisa inspection circuits respectively. The results showed that most deviations which could be ascribed to mother tongue influence were syntactic. Followed by lexical phonological and morphological deviations that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils being able to communicate in the language . Successful communication would determine whether the language is correct or not. The amount of exposure to Afrikaans as well as the residential area of the respondent did not necessarily determine the measure of proficiency in the language. The results also showed that Afrikaans occupies third place after the mother tongue and English in the research area. So is it fair to teach pupils a second language higher grade syllabus in Afrikaans ? Why not make provision for a second Language lower grade or even a third language Afrikaans sylabus?","abstract_has_math":false,"creators":["Wela, Vusumuzi Patrick"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Kotze, E"],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995","date_published":"1995","updated_at":"2026-07-24T06:16:47Z","subjects":["Mother tongue -- Zulu speaking learners","Afrikaans teaching"],"languages":[],"rights":[],"rights_urls":["https://devspace.unizulu.ac.za/bitstreams/b292ef12-e34e-4fa1-a908-ecc4e9ee813b/download"],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kotze, E"]},{"key":"dc:creator","label":"Author","values":["Wela, Vusumuzi Patrick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["1995"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["http://hdl.handle.net/10530/978"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mother tongue -- Zulu speaking learners","Afrikaans teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["https://devspace.unizulu.ac.za/bitstreams/b292ef12-e34e-4fa1-a908-ecc4e9ee813b/download"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://devspace.unizulu.ac.za/bitstreams/d9e34e4f-ad35-4642-8012-35cb2ec7be7f/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of the research was to identify the role of mother tongue influence in the Afrikaans of Zulu speaking pupils. 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Followed by lexical phonological and morphological deviations that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils being able to communicate in the language . Successful communication would determine whether the language is correct or not. The amount of exposure to Afrikaans as well as the residential area of the respondent did not necessarily determine the measure of proficiency in the language. The results also showed that Afrikaans occupies third place after the mother tongue and English in the research area. So is it fair to teach pupils a second language higher grade syllabus in Afrikaans ? 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