Thesis (MA)--Stellenbosch University, 2005. / No abstract available.

Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007. / I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2006. / When teaching Afrikaans Second Language the educator experiences certain problems. Some of these problems are commonly experienced by all Afrikaans educators. However, when teaching the subject at a LSEN school, a number of other problems occur which stand in direct relation to the disability(ies) of the learner. Formerly LSEN schools used to specialise in a specific disability but now all these schools have to accommodate most disablities, not only because of numbers but also because of the new inclusion policy. At a LSEN school where the same syllabus as all the other mainstream schools is followed, the demands made on both the learner, as well as the educator, are severe because of added problems. The learner’s problems are mostly related to his disability and the educator has to find ways and means to overcome the problem of accommodating and teaching learners with different needs and different disabilities in one class.

Thesis (MA (Afrikaans Language))--University of Stellenbosch, 1990. / 199 leaves single sided printed, preliminary pages and numbered pages 1-187. Includes bibliography. Digitized using a Bizhub 250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT: An evaluation of semantic information in a dictionary must take into account all aspects of meaning of lexical items. Therefore the different homonyms and polysemous senses of lexical items and the underlying semantic relations between lexical items are accounted for. A description should be given of the lexical items which form the macrostructure of HAT. These lexical items include sublexical, multilexical and free lexical items. The treatment of multilexical items in HAT is not satisfactory at present and suggestions are made for the improvement of the situation. Possible solutions for distinguishing between homonymy and polysemy are given. Suggestions to determine the possible polysemous senses of a lexical item are also made. The ordering of polysemous senses and different homonyms are discussed. It is essential to make use of a synchronic criterion to distinguish between homonymy and polysemy. The HAT's treatment of semantic relations between lexical items is not always very succesfull. The semantic relation which receives the most substantial treatment is that of semantic inclusion between lexical items. The HAT's treatment of synonyms is not without problems. More attention should be given to semantic linking and semantic opposition between lexical items. An evaluation of the system of cross-references in HAT is given, with special reference to the function of cross-references. Sometimes indistinct typographical conventions are used and they confuse the user of the dictionary. The indistinct use of typographical conventions has a detrimental influence on the transfer of information. The cross-reference system of HAT can be improved by an informative explanation in the general introduction, focusing on ways and means to use it more specifically, unambiguously and consistently. A distinction is made between various types of definitions used to define lemmas. Well known lexicographic definitions such as definitions per genus et differentia, synonymdefinitions, example definitions, circular definitions and descriptive definitions are discussed. The usage definition and two definitions which explicate a semantic plus value, the contrast and diminutive definitions, are identified. Attention is also given to the role of the general introduction in a standard synchronic dictionary. Suggestions are made to improve the general introduction of HAT. / AFRIKAANSE OPSOMMING: Wanneer semantiese inligting in 'n woordeboek ondersoek word, word alle aspekte van leksikale items se betekenis in ag geneem. Dit sluit homonimiese vorme en polisemiese onderskeidinge van leksikale items in, asook die semantiese betrekkinge wat leksikale items onderling met mekaar aangaan. Die leksikale items wat die makrostruktuur van die HAT vorm, word beskryf. Dit sluit subleksikale, multileksikale en vrye leksikale items in. Verskillende tipes multileksikale en subleksikale items word onderskei. Tans word multileksikale items in HAT nie na wense hanteer nie en voorstelle word aan die hand gedoen hoe die stelsel verbeter kan word. Moontlike oplossings vir die onderskeidingsprobleem tussen homonimie en polisemie, asook maniere waarop 'n leksikale item se polisemiese onderskeidinge vasgestel kan word, word verskaf. Aandag word ook aan die ordening van polisemiese onderskeidinge en homonimiese vorme gegee. Dit is belangrik dat 'n sinchroniese maatstaf gebruik word om tussen homonimie en polisemie te onderskei. Semantiese betrekkinge tussen leksikale items word met 'n wisselende mate van sukses deur HAT hanteer. Semantiese insluiting tussen leksikale items word die meeste beskryf. Daar bestaan egter probleme by die hantering van sinonimie tussen leksikale items. Semantiese aansluiting tussen leksikale items word min deur die woordeboek aangedui. Semantiese opposisie tussen leksikale items kan ook meer deur die HAT aangedui word. Die kruisverwysingstelsel van die HAT word ondersoek. Funksies van kruisverwysings word beskryf. Kruisverwysings word wel deur die HAT redaksie gebruik, maar hulle kan nog meer gebruik word. Soms word onduidelike tipografiese konvensies gebruik en dit het swak inligtingsoordrag tot gevolg. Die kruisverwysingstelsel van die HAT kan verbeter word deur dit in die toeligtende aantekeninge te verduidelik, spesifiek en ondubbelsinnig toe te pas en deur dit konsekwent te gebruik. Verskillende tipes definisies waarmee leksikale items gedefinieer word, word onderskei. Bekende leksikografiese definisies soos genus-differentia-definisies, sinoniemdefinisies, voorbeelddefinisies, sirkeldefinisies en deskriptiewe definisies word bespreek. Die gebruiksdefinisie en twee definsies wat semantiese pluswaardes ekspliseer, naamlik die teenstellingsdefinisie en die verkleiningsdefinisie,word geidentifiseer. Die rol van toeligtende aantekeninge in 'n handwoordeboek word bespreek. Daar word gewys op die swak toeligtende aantekeninge van die HAT. Voorstelle word gedoen oor hoe die hantering van semantiese inligting in die toeligtende aantekeninge verduidelik moet.

Thesis (PhD)-- Stellenbosch University, 2005. / ENGLISH ABSTRACT: A study of poetry by six contemporary women in the Afrikaans and Dutch-speaking worlds points toward a multi-focal approach. While texts by poets of a marked diversity are presented as aesthetic objects, the scope of my research has been determined by considerations of gender, language and culture. The central line of investigation concerns the interplay between the poem as an artefact and the changing socio-cultural contexts by which the respective poets have been informed. My dissertation was inspired by Pierre Bourdieu's argument in favour of a fusion between the close reading practices of the New Critics (and in this case, their Dutch counterparts, the Merlinists) and the contextual approach advocated by literature sociologists. Concomitantly the art philosophical standpoint of Marcia Eaton and the views on the écriture féminine or "women's style of writing" held by Helene Cixous are applied to poetry. By incorporating insights from adjacent disciplines and thereby decentering the relative autonomy of the poetic text, I hope to demonstrate how the study of literature could acquire new relevance, either by expanding its own parameters, or by enriching the field of cultural and gender studies. In conclusion I regard the poetry written by contemporary women as a polyphonic discourse voicing women's newly-found position as subjects and challenging notions such as a monolithic "female identity" and the marginalization of "women's poetry". From this perspective, the aesthetic value of the poetic genre is paralleled by its function as a source of knowledge and a cultural agency. / AFRIKAANSE OPSOMMING: 'n Ondersoek na die poësie van ses eietydse vroue in die Afrikaanse en Nederlandse taalgebiede veronderstel reeds 'n multifokale invalshoek. Nie alleen word tekste van uiteenlopende digters as estetiese objekte aan die orde gestel nie, maar staan oorwegings soos geslag, taal en kultuur sentraal by die afbakening van die ondersoeksterrein. Daarby vorm die wisselwerking tussen die gedig as artefak en die veranderende sosio-kulturele konteks die riglyn van die betoog. Pierre Bourdieu se aandrang op 'n fusie tussen die stipleesmetode van die New Critics (in Nederland nagevolg deur die Merlinisten) en die kontekstuele benadering van literatuur wat deur literatuursosioloë voorgestaan word, het as aanset tot hierdie studie gedien. Terselfdertyd word die kunsfilosofiese standpunte van Marcia Eaton en die siening van Héléne Cixous omtrent die écriture féminine ("vroulike skryfwyse") op die poësie betrek. Deur insigte uit naasliggende dissiplines te betrek en die outonomie van die poësieteks te relativeer, wil die ondersoek aantoon dat literatuurstudie 'n nuwe relevansie verkry wanneer die parameters van die vakgebied versit, of kultuur- en genderstudies daardeur verryk word. Uiteindelik beskou ek die digkuns van eietydse vroue as In polifoniese diskoers waarin vroue op uiteenlopende wyses stem gee aan hul nuutverworwe subjekposisie, en wat daarmee die nosie van In monolitiese "vroulike identiteit" en dié van "damespoësie" as afsonderlike en gemarginaliseerde kategorie dekonstrueer. Naas die estetiese waarde daarvan, verkry die poësie uit hierdie perspektief ook In nuts- of instrumentele waarde as 'n alternatiewe bron van kennis en In kultuurskeppende agens.

Afrikaans, the world's youngest language, is not known to many outside South Africa. Mahala, a novel in that language by a major writer, has been translated as an example of South African literary resources yet to be made accessible to English readers. Chapter One (the Foreword) contains historical notes on the Afrikaans language and on Barnard's biography, including his publications and literary awards. Chapter Two is a complete translation (currently the only one) of Chris Barnard' s Mahala. Analysis of and comment on Mahala are reserved for Chapter Three (the Afterword), wherein the structure of the novel is discussed, selected characteristics of the book compared with those of recognized English writers, and commentary upon translation supplied. The Bibliography contains reviews of Mahala, backgrounds of South African literature, the history of Afrikaans, aspects of translation, and dictionaries.

It is a well-known fact that the speech of young people is in many respects different from the speech of older speakers. This also applies to Afrikaans as spoken by the younger generation. The difference in speech is recognized to such an extent that the media and literature aimed at teenagers make use of the same words and phrases. That creates the impression that these publications are making use of a specific variety of Afrikaans. In the present study the researcher has endeavoured to describe the specific nature of teenage language as spoken by Afrikaans teenagers in a bid to establish whether Tienerafrikaans could be considered a variety of Afrikaans. The dissertation first looks at the linguistic research on teenage language in countries like Germany,England and the Scandinavian countries as the existing sociolinguistic descriptions of the speech of teenagers in South Africa are inadequate while no study has yet been carried out on Afrikaans teenage speech. The characteristics of teenage language, such as the use of slang, the use of English words by non-English speakers and the use of pragmatic markers, as observed by researchers such as Androutsopoulos, Andersen and Stenström, served as a starting point for this study. Other characteristics of teenage speech that were emphasised, were the function of socialisation and that teenagers use speech to set them apart from adults and to indicate their membership of the peer group. In an attempt to describe the non-standard forms used in media and literature aimed at teenagers, an in-depth study was made of language forms that appear in Tienerafrikaans. The data for the study came from lists of words supplied by teenagers, questionnaires, letters to Jip, a teenage supplement to Beeld, and interviews with teenagers. The results indicated the following: • Tienerafrikaans is an informal register of Afrikaans making use of certain linguistic phenomena, like slang, code switching, borrowing and calque. • The wide range of non-Afrikaans lexical items that are used by Afrikaans teenagers are mostly derived from English. • Afrikaans teenagers are capable of creating new words and slang expressions in Afrikaans. The study also indicated that the claim by critics that authors made use of teenage language in books aimed at teenage readers, is justified. To a certain extent authors made use of the same lexical items and informal style that was identified from the data.The conclusion drawn is that the term Tienerafrikaans could be applied to the mixed language spoken by a significant number of Afrikaans teenagers and that Tienerafrikaans is a variety of Afrikaans. / Prof. A.E. Coetzee

Faculty of Humanities School of Education 0002687e kenbenneth@yahoo.com / This is a phenomenological study that studies a small group (5) of adult learners and two (2) teachers at E.W. Hobbs ABET center in Eldoradopark, and investigates how the colloquial Afrikaans spoken in Eldoradopark and the home environment influences the learners’ competency in the classroom where ‘standard’ Afrikaans is required. The study revealed that standard Afrikaans is a requirement across the curriculum at this center, but is only rigorously applied in the Afrikaans class. This proved to have an impact on learning as colloquial Afrikaans is accepted in all other classes except the Afrikaans class. The implications of this is that the curriculum should be reevaluated and adjusted to implement standard Afrikaans in all learning areas, or accept colloquial Afrikaans in all subjects, including the Afrikaans class.

MSc (Med)(Genetic Counselling), Faculty of Health Sciences, University of the Witwatersrand / Autosomal recessive polycystic kidney disease (ARPKD; MIM263200) is a severe recessively inherited disease of the kidneys and biliary tract, with an incidence of approximately 1 in 20000 in non-isolated populations. It has a variable clinical spectrum from neonatal demise (in 30-50%) to survival into adulthood. ARPKD is caused by mutations at a single locus, polycystic kidney and hepatic disease 1 (PKHD1), with over 270 pathogenic mutations described to date. The high rate of compound heterozygosity in affected individuals has made genotype-phenotype correlations difficult. A common missense mutation, p.M627K, in exon 20 of PKHD1 was identified previously on the majority of ARPKD disease associated alleles in the Afrikaans population of South Africa suggesting the presence of a founder effect. The aim of this study was to describe the clinical phenotype of ARPKD in Afrikaans speaking individuals found to be homozygous for the common mutation, and to compare this phenotype to previously described cohorts of patients with ARPKD, known to harbour a spectrum of mutations. This descriptive study used retrospective data collected from records of patients with ARPKD at Johannesburg and Pretoria Academic Hospitals. Twenty seven individuals from 24 families were included in the study. Marked clinical variability was demonstrated within this subject group supporting the limitation of genotype-phenotype correlation described worldwide. ARPKD was diagnosed at a median age of 27 days, older than a North American cohort (NAC) born after 1990 (median age of 1 day). The majority (93%) of subjects in this study were diagnosed with chronic renal v insufficiency (CRI) and hypertension (HT), indicating the renal morbidities to be more common than noted in previous studies, but occurring at a later median age (1.4 years vs 13.5 days in the NAC). This may indicate a trend toward milder expression of renal morbidities in the present study. Portal hypertension was also diagnosed more frequently (81%) than in previous studies but at a younger median age (1.3 years vs 2.8 years), although with similar complication rates. Overall statistical correlation was found between the renal and hepatic related morbidities in this study, indicating that progression of the condition is not organ specific. A survival rate of 89% at one year is comparable to previous studies with similar patient ascertainment. This cohort represents the largest series of patients affected by ARPKD with a common mutation, described to date. The findings will provide for more accurate, specific and informative genetic counselling in families with ARPKD and may present a resource for future studies of modifier genes and environmental influences on the phenotypic expression of ARPKD.

This study represents an attempt to make explicit, within a contrastive perspective, the various types of meaning which can be expressed by the modal auxiliary verbs of English and Afrikaans. Chapter 1 investigates the potential of contrastive analysis for application in the field of foreign-language teaching and it is found that this linguistic technique is of definite pedagogical relevance because negative learning transfer or interference, which results from differences between source and target languages, is a major cause of learner error. It is also noted here that generally speaking the most acceptable type of linguistic theory within which a contrastive analysis should be framed is one which recognises both surface and deeper levels of structure so that the surface forms in each language can be ultimately related to a common semantic base. The modal auxiliaries of the two languages were selected for study because of the high degree of formal similarity or congruence that obtains between the English and Afrikaans counterparts, a fact which can be expected to lead to a considerable amount of learning transfer. As the semantics of these forms is not always equivalent, however, some of this transfer is bound to be negative, i.e. error-generating. In Chapter 2 the syntactic and morphological characteristics of the English and Afrikaans forms are compared. Although, as Chapter 2 reveals, the modal auxiliaries constitute a fairly well-defined formal class in each language, they relate semantically to an extensive set of other expressions, all of which mark modality, a rather complex concept which may be broadly characterised as relating to qualifications on the truth-value of the basic proposition which a speaker expresses. In Chapter 3 various classifications of types of modality are discussed and a basic distinction is made between epistemic modality (qualification relates directly to the speaker's assessment of the factuality of the proposition expressed) and non-epistemic modality (qualifications relate more specifically to conditions on the process referred to). In both cases the 11 qualification" can be expressed as a kind of "possibility" or a kind of "necessity", and within the framework of our analysis modality is represented at the level of deep-semantic structure by POSS and NEC as higher abstract predicates linked to one another by a set of meaning postulates. The interpretation of these predicates depends on the kinds of arguments which accompany them in the semantic representation and these arguments are classified and labelled broadly in accordance with Fillmore's functionalsemantic definitions of "case". The modal abstract predicates take as arguments a predication which is labelled as a Goal and either an Agent or Instrument as a source. Unlike traditional "modal operators", then, they are two-place transitive-causative predicates and the basic structure of the modal content of sentences is seen to be something of the order of "x makes-possible/necessary y (pre di ca ti on)". . Representations of epistemic modality contain a further BELIEVE predicate as part of the Goal predication. Depending on the prelexical transformations that apply (e.g. whether the modality source is deleted or not) syntactically different modality markers are derived from the same basic semantic representation and so expressions such as John allows Fred ... ,Fred is allowed ... and Fred can ... are shown to be broadly synonymous. Our main concern here is not with the actual transformations but with the "semantic primitives" in terms of which different types of modality may be represented and related to one another. Using the framework outlined in Chapter 3, the semantics of the "possibility" and the "necessity" modal auxiliaries in each language is discussed in Chapters 4 and 5 respectively. Both non-oblique ("present") and oblique ("imperfect") forms are related to one another and to other modality markers. Chapter 6 deals briefly with negative forms of the modal auxiliaries before summarising the semantic similarities and contrasts between the congruent English and Afrikaans forms. It is found that in spite of considerable parallelism in the meaning-form relations expressed by the modal auxiliaries in the two languages, there are also a number of basic differences. The pedagogical implications and applications relating to this study, its findings and its approach, are reviewed briefly by way of conclusion. / Linguistics and Modern Languages