Bolemogi jwa diponagalo tsa ditumisapuo mo tokafatsong ya dipuiso tsa Setswana

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University of the Witwatersrand, Johannesburg
This study aimed at addressing the impact of prosodic features in reading because of its contribution to meaning in language - Setswana. The study is responding to the literacy report by Progress in International Reading Literacy Study (PIRLS) of 2016 which reported that more than 80% of grade 4 learners who were tested in an African language could not read for meaning. Reading in African languages appears to be problematic in the Intermediate Phase specially to comprehend the meaning intend. The main aim of the study was to investigate the impact of prosodic features in comprehending Setswana readings. The research study noted the lack of prosodic feature awareness in enhancing and supporting learner’s literacy and culture of reading, because of its valuable significance when dealing with reading fluency with regards to speech sounds, tonology and syllable. This research was based on the semiotic theoretical framework, as it is concerned with how signs are used for interpretation. The focus of the study is on the Intermediate Phase of eight schools where Setswana is taught as a Home and/or as a First Additional Language. The mixed method approaches (qualitative and quantitative methods) were used to collect and analysed data. Random sampling was used to select participants. Descriptive method was used to analysed both methods. The study is of the idea that new ways of stressing prosodic markings (such as tones, accent, stress, and rhythm) must be accorded special attention in the education system in South Africa in such a manner that learners are able to extract meaning and comprehend what they read. The study found that there is a lot of confusion when words are not marked, as learners cannot know which meaning is intended. As mentioned, the problem in reading Setswana books is not in reading, but in comprehending. The study of prosodic features came as a best study that plays an important role in extracting the meaning from words, reading fluency and enhancing reading culture. Comprehending is a very important elements in the four skills that are focused on in the teaching of reading, and it has only been listed as sub-skill, not as a main skill that needed to be acquired throughout because no skill will be successfully achieved without the skill of comprehending.
Cognitive Skills, Prosodic Features, Semiotic Theoretical framework, CAPS, Intermediate Phase