M.A. (Afrikaans) / Please refer to full text to view abstract

Magister Artium - MA / Die studie neem - in hoofstuk een - tot probleemstelling dat Karel Schoeman se outsider-karakters nie noodwendig draers van 'n eksistensieel-metafisiesie belewing is nie. Die karakters is nie, soos vry algeneem aanvaar word, te verklaar deur persoonlik-individualistiese karaktertrekke niw. Die outsider-karakter kan teruggevoer word tot die vertrouenskrisis tussen Afrikaner-skrywer en Afrikaner-hegemonie.

Dit is reeds deur andere gese: dat die "vernuwing van Sestig" in die Afrikaanse prosa die Afrikaanse prosakritiek tot bestekname gedwing het soos die vernuwing in die poësie van Dertig die kritiek van daardie tyd. En waar die vernuwing in die prosa ook op die gebied van die kort prosakuns so duidelik op die voorgrond was, kan daar wel gevra word: hoe geldig is die teorieDit is reeds deur andere gess: dat die "vernuwing van Sestig" in die Afrikaanse prosa die Afrikaanse prosakritiek tot bestekname gedwing het soos die vernuwing in die poesie van Dertig die kritiek van daardie tyd. 2 En waar die vernuwing in die prosa ook op die gebied van die kort prosakuns so duidelik op die voorgrond was, kan daar wel gevra word: hoe geldig is die teorieë wat in Afrikaans so eksplisit oor die "kortverhaal" opgestel is vir die nuwer Afrikaanse verhaalkuns? en daarby: hoe geldig is die nuwer, meer teksgerigte beskouings in Afrikaans? Die vraag is die kern van die huidige studie.

M.A. / Old age is a universal experience. Poets in general and Afrikaans poets in particular use imagination and metaphor to understand and make sense of the experience of old age and nearing death. To understand one domain of experience in terms of another we need metaphor that unites reason and imagination. Language is based on cognition. According to cognitive semantics we mentally group together similar, but disparate, entities and transformations of image schemas. A conceptual domain consists basically of interrelated entities emanating from universal experiences. The purpose of this study is to give an account of various (mainly cognitive) theories on metaphor and to use the cognitive approach to disclose the main conceptual domains which act as source domains and are projected onto the target domain. The resulting metaphors describe the experience of old age and its physical and psychological infirmities and decay. By analysing various examples of metaphor it is argued that image schemas are different patterns of recurring bodily experiences that emerge from our perceptual understanding of actions and events in the world. The examples illustrate that image schemas/domains do not exist as single entities, but are often linked together to form relationships through different image schemata transformations. The poet as abstract author, but also the reader, creatively and imaginatively recognize a schema in a new situation and contrive metaphorical connections between various conceptual structures. Thus a metaphorical expression links two or more domains of experience. Metaphor is the means by which we project structure across categories to establish new connections. Structure from two or more input mental spaces is projected onto a separate "blended" space, which inherits partial structure from the inputs, and has emergent structure of its own. It is argued that creativity shows rationality and structure. In metaphorical projection, blending from different conceptual domains plays an important role in the process of creating meaning. The examples in this study reveal that metaphors are a reflection of the ecological, cultural and ideological background of the language community. Metaphors based on image schemata for path, time, cycle, container, balance and verticality are discussed by means of examples from the poetry of selected Afrikaans poets. Special attention is given to the works of poets who are themselves experiencing old age. This study arrives at the conclusion that language is inextricably entrenched in our cognitive make-up, as illustrated by the various metaphors conveying the experience of old age. The examples reveal that the path-, cycle- and time domains are the more important source domains for the old age metaphors. The metaphors not only describe the authors' emotions on experiencing old age, but also create emotions in the reader.

The 21st century is commonly referred to as the computer age. This term characterises the important place computers have in our everyday lives and the increasingly crucial role they will play in the future, determining the way we work, play, learn and teach. Computers are also slowly – but surely – finding their way into South African classrooms. In Gauteng, for example, the number of schools equipped with computers have grown from 24% in 1998 to 89% in 2003. This increase can be attributed directly to the concerted efforts of the National Education Department and other non-governmental organisations to close the digital divide between South Africa and the rest of the world. Apart from launching various projects to supply schools with computers, the National Education Department has further committed itself to the implementation of E-learning in a Draft White Paper on E-Learning in September 2003. The integration of computers in learning and teaching has, thus, now become a reality. This situation neccesitates much needed empirical research on how the use of computers can be effectively integrated into the teaching and learning of, inter alia, languages. The purpose of this study is to investigate the effectiveness of the use of computers in teaching Afrikaans as an Additional Language. To do this, an extensive literature study has been undertaken to investigate international best practices of Computer Assisted Language Learning (CALL). Subsequently, an empirical study – in the form of a quasi-experiment – was undertaken to investigate the effectiveness of CALL in the teaching and learning of Afrikaans as an Additional Language, by comparing it with conventional language teaching methods. A longitudinal study was done with two groups of Grade 9 learners at the Bishops Diocesian College in Cape Town and the development of their language skills was assessed by using a standardised language proficiency test (EVAT – Evaluering van Afrikaans Taalvaardigheid) as pre and post tests. The literature review indicates that computers possess certain unique characteristics that can enhance the language learning process. The results of the empirical study, furthermore, indicates that computers can be used in the teaching and learning of Afrikaans as an Additional Language and in such a way that learners’ language skills can develop in a similar way to using conventional language teaching. It further shows that learners can improve certain language skills better when using computers. This study also suggests that these results could be used as guidelines for the integration of computers in the teaching and learning of Afrikaans as an Additional Language. / Prof. A.E. Coetzee

This study is an initial attempt to identify the most common Afrikaans diction challenges experienced by non-Afrikaans mother tongue speaking choirs, and to explore means of confronting these challenges. No dedicated source exists for choral diction in Afrikaans as a foreign language. This study reviews personal views and literature from various fields that would inform several key elements necessary for the creation of such a source. The primary data for this study was collected through study questionnaires, completed by expert choral conductors who are highly regarded for their success in teaching and performing Afrikaans diction in non-Afrikaans mother tongue speaking choirs, in performance settings such as the ATKV-Applous Choir Competition. Through its proposition of methods for the improvement of Afrikaans diction practices in the non-Afrikaans choral setting, the study promotes the prolific composition of Afrikaans choral literature, and its ubiquitous inclusion in choral repertoire both in South Africa and abroad.

AFRIKAANS: Hierdie studie ondersoek die funksionering van die begrip "grens" in die Afrikaanse prosa van 1974 - 1988 teen die agtergrond van die oorlog op die grens tussen Angola en Namibië. In Hoofstuk 1 word enkele hipotetiese uitgangspunte gestel, o.a. dat die woord "grens" in sy wydste betekenis. funksioneer in die kontemporêre Afrikaanse prosa, dat dit verarmend sou wees om 'n "toets" op te stel vir "grensliteratuur" en dat die "grenswerke" veral dit gemeen het dat hulle ‘n strewe verteenwoordig om grense oor te steek of te vernietig. Die doel van die studie is nie om ‘n lys kriteria op te stel vir ‘n klassifikasie van ‘n teks as grensprosa nie, maar eerder om die kompleksiteit aan te toon van die netwerk van betekenisse wat die grens in sy vele verskyningsvorme genereer. In Hoofstuk 2 word gekyk na die begrip "oorlogsliteratuur" en na die invloed van oorlog op die literatuur. Die Britse literatuur van die Tweede Wereldoorlog word as model geneem omdat dit literatuur is wat gebore is uit 'n konvensionele oorlog wat gewen is deur die volk waarvan die skrywers volksgenote is; die oorlogsliteratuur van die Lae Lande word bygereken omdat dit ‘n voorbeeld is van literatuur van mense wat onder die oorlog gely het en die Amerikaanse literatuur oor die Vietnamese oorlog word dan daarmee vergelyk. Laasgenoemde literatuur is gebore uit 'n nie-konvensionele, teen-insurgensieoorlog wat verloor is. Uit die vergelyking word sekere tendense gedistilleer. Daar word ten slotte gekyk na die toestand in Suid-Afrika en raakpunte en verskille met albei oorloë word uitgelig. Hoofstuk 3 ondersoek tekste wat 'n aanloop vorm tot die grensprosa. Dit sluit werke in soos Op pad na die grens, en sekere verhale uit Heupvuur, Roofvis en Skrikbewind van P J Haasbroek, sowel as verhale uit Kortsluitings van Henk Wybenga. Hoofstuk 4 handel oor vyf werke wat aantoonbaar 'n militêre strekking het en sodoende die naaste aan "grensprosa" kom. Hulle is ‘n wêreld sonder grense, ‘n Basis oorkant die grens, Om te awol, Forces favourites en Wie de hel het jou vertel. Hierdie tekste gaan oor personasies wat as dienspligtige soldate, regstreeks met die oorlog te doen het. Inter- en intrapersoonlike konflikte speel hier af teen die gedurig teenwoordige agtergrond van die oorlog. Hoofstuk 5 behandel vier werke, Die laaste Sondag, Die jaar nul, Grensgeval en Jonkmanskas. Waar die grensoorlog in die tekste wat in Hoofstuk 3 bespreek word, altyd na te speur is in die handelinge van die personasies, word die oorlog hier ‘n terloopse gegewe wat aanleiding gegee het tot die meer regstreekse ondersoek van ander grense; dit sluit in interpersoonlike grense en veral die kleurgrens. In Hoofstuk 6 word 'n sintese gemaak deur die inligting wat ingewin is met die teksondersoek in Hoofstukke 3, 4 en 5 te meet aan die tendense wat volgens Hoofstuk 2 by oorlogsliteratuur in die algemeen aangetref word. In die lig hiervan word dan gekyk hoe die begrip "grens" meerduidig funksioneer. Die wye betekenis van die woord “grens” maak dit moontlik om baie tekste as “grensliteratuur” te bestempel, maar die geldigheid van die term word aangetas wanneer dit te wyd gebruik word. Aan die ander kant is dit verarmend om die term "grens" tot die landsgrens te beperk. ENGLISH: The aim of the study was to investigate the functioning of the word "grens" (border) in prose relating to the war on the border of Namibia and Angola. In the first chapter some hypothetical statements are made, among others that, in the Afrikaans literature, the word "border" is used in the widest possible sense. To try and formulate a "test" along which a text could be classified as "border literature" would be futile. What the contemporary prose has in common, is that it tends to extend across literary borders and to break down racial and other barriers. The purpose of this dissertation, therefore, is to show the complex ways in which the word "grens" functions, rather than merely to show common denominators. In Chapter two the literature of the Second World War and the Vietnamese conflict is investigated to serve as a contextual marker. This is because the British literature of the Second World War represents the work of "winners" of a conventional war. The war literature of the Low Countries tells of ordinary civilians who suffer as a result of the war while the American literature of the Vietnam war shows the literary reaction to an unconventional struggle. The South African situation is then compared to this. Afrikaans texts range from exploratory war prose, through combat literature to works which use the war simply as a backdrop for other forms of conflict. Chapter three covers the work of three authors, J C Steyn, P J Haasbroek and Henk Wybenga. These works of prose seem to form a preamble to the war literature. The texts dealt with in chapter four represent Afrikaans “combat literature” dealing primarily with the thoughts and actions of soldiers in the front line. Although the war takes place on a geographical border, other borders or barriers are also referred to. Chapter five is concerned with novels and short stories in which the war plays an incidental part, although it may have been the cause of other barriers which are investigated. Here the emphasis falls mainly on inter-personal barriers, the colour barrier in particular. In Chapter six a synthesis is made by comparing the information gleaned from chapters 3, 4 and 5 to the tendencies described in chapter 2. "Border literature" (grensliteratuur) seems a plausible term, though it may be too wide and should be augmented by "war literature" which, in itself, is not wholly satisfactory either. / Thesis (DLitt)--University of Pretoria, 2011. / Afrikaans / unrestricted

Bibliography: pages 335-343. / Betekenis kom tot stand deurdat die leser aan 'n teken of tekens betekenis toeken. Elke leser word daartoe gelei deur sy kennis van die taal, deur sy kennis van die wereld, deur sy persoonlike ervaringe en vooroordele en bowendien deur sy verwagtinge ten aansien van literere tekste en genres (Van Luxemburg e.a., 1983:113). Hieruit blyk noodwendig dat daar per leser en lesergroepe interpretasieverskille sal wees soos trouens die geval is me die twee lesersgroepe in hierdie studie: enersyds die ervare, ingewyde leser (literator) met sy kennis van die taal en die wereld, teenoor die oningewyde leser (Matriekleerling) wie se kulturele en akademiese agtergrond, ervaringe en taalkennis nie op dieselfde vlak is as die ingewydes nie.

Bibliography: pages 154-155. / In discussing the drowning figure in the work of DJ Opperman, it is assumed that the themes of decline and resurgence are central to the work of the author. With respect to these dual motifs the following became apparent: (a) that the decline inevitably leads to new life, and of necessity, must precede it. (b) This universal paradox of decline and resurgance is characterised by an endless repetition in time. (c) Man as an individual is inextricably caught between the dichotomous forces of birth and death. The individual is recognisable throughout Opperman's work. Through man's intimate connection with water as a medium of birth and death, the individual or "enkeling" is also seen as the drowned figure or "drenkelingfiguur". Reference to this drowned figure carries the joint connotations of drowning or submergence and decline. The condition of decline indicates the disappearance of the drowning figure below the water-line or surface. Such alienation can also be brought about by means of other elements which can become the metaphorical equivalent of water as the medium of submergence.

Magister Artium - MA / Die soeke na effektiewe metodes om 'n tweede/derde taal te onderrig en leer, is al eeue lank 'n fokus van taalnavorsing. In die tweede helfte van hierdie eeu het die ontstaan van tweedetaalverwerwing as 'n spesifieke studiefokus gelei tot 'n beduidende verbreding van navorsing op die terrein van toegepaste en psigolinguistiek. Hierdie navorsing het 'n wye verskeidenheid tweedetaalonderrigmetodes opgelewer, maar min eenstemmigheid is bereik oor watter benadering as suksesvol beskou kan word. Wat wel algemeen aanvaar word, is dat geen universele model vir tweede-/derdetaalleer bestaan of ooit gevind sal word nie, aangesien elke groep taalleerders uniek is ten opsigte van hul hehoeftes en verwante omstandighede. Hierdie insig beklemtoon dat die gebruik van statistiese data wat uit empiriese ondersoeke verkry is om tot gevolgtrekkings te kom ten opsigte van effektiewe tweedetaalonderrig en -leer in die algemeen, ongeldig is. Dit verklaar die huidige neiging in tweedetaalnavorsing om eerder van kwalitatiewe metodes gebruik te maak in die vorm van aksienavorsing, waarvan die gevolgtrekkings minder veralgemeenbaar is, maar as meer geldig binne 'n spesifieke konteks beskou kan word. Hierdie studie maak gebruik van bogenoemde aksienavorsingsmetodes om die problematiek rondom die onderrig en leer van Afrikaans as derde taal aan te spreek. Die leerders wat as 'n heterogene teikengroep in hierdie studie dien, is swart volwasse studente met spesifieke behoeftes en gesindhede ten opsigte van die teikentaal en wat 'n verskeidenheid kulture verteenwoordig. Wat die groep wel in gemeen het, is 'n byna nul-kennis van Afrikaans - wat impliseer dat die term derde taal en vreemde taal in hierdie konteks as sinoniem gebruik kan word. Hierdie navorsing behels 'n omvattende literatuurstudie oor tweede- en derdetaalonderrig en -leer, wat die rol van kulturele en affektiewe faktore by tweedetaalverwerwing insluit. Op grond hiervan word 'n model vir die onderrig en leer van Afrikaans as derde taal voorgestel, beskryf en bespreek, gevolg deur 'n beskrywing van die praktiese implementering daarvan met die klem op die verskillende taalaktiwiteite wat gebruik is. Die kwalitatiewe data wat uit hierdie aksienavorsing verkry is, dui aan dat, binne die genoemde konteks en perke van hierdie studie, 'n aangepaste vorm van die sogenaamde kommunikatiewe benadering tot tweedetaalonderrig en -leer wel die taalbehoeftes van die gegewe teikengroep met welslae aangespreek het. Spesifiek is gevind dat formele taalonderrig 'n belangrike rol speel in dié benadering; dat kulturele en affektiewe faktore in ag geneem behoort te word by die keuse van kursusinhoud en die ontwerp van materiaal, en dat die taaldosent kennis behoort te neem van die verskillende kognitiewe prosesse en leerstyle wat leerders moontlik sal gebruik voordat op 'n spesifieke kursusstruktuur en didaktiese benadering besluit kan word Voorts word die gebruik van 'n modulêre/tematiese benadering ten opsigte van die ontwerp van kursusmateriaal aanbeveel om die leerders se belangstelling, motivering en taalvaardigheid te bevorder. Ten slotte word die noodsaaklikheid van 'n eklektiese model vir derdetaalonderrig en -leer bevestig, om die spesifieke behoeftes en unieke omstandighede van elke groep taalleerders te akkommodeer. / South Africa