'n Vergelykende studie tussen die taalwerk en die opstel in Afrikaans van 'n groep Afrikaanssprekende senior middelbare skoolleerlinge

Abstract

The purpose of this investigation is to determine a possible relationship between the degrees achievement in grammar and in composition of a group Afrikaans-speaking pupils the secondary school In the theoretical section of this investigation the current views on the teaching of grammar and of essay-writing are considered. The concern about the imperfect knowledge of the mother-tongue is evident in the discussions in professional journals, examination reports and in the prominence this deficiency is given subject conferences. Subsequently nature of grammar and essay-writing taught at secondary schools was investigated, with regard to: a. their place in language teaching; b. their aim; c. the method, or methods, employed to achieve this proposed aim, d. the cents, e. and the methods testing and evaluating. The empirical section of this investigation is limited to a group of 134 senior pupils of a secondary school. The grammar paper tested the immediate language ability of the respondents. All the various kinds of essays were amply represented the essay paper. After answers had been controlled, marks awarded and the errors listed according to an error-index, the data was tabulated. Subsequently the degrees of achievement both papers were critically compared. By means correlation and other statistical methods - it was possible to establish a relationship between the achievement in grarrll.'1ar and in composition. In the main it was found that: a. There is a positive relationship between the achievement in grammar and in composition. b. Originality and aptitude, which influence essay-writing, have little influence on achievement in grammar. c. As a pupil advances to higher classes, achievements improve and his errors are eliminated. d. Spelling and language errors are high frequency mistakes in both papers.