Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die wyse waarop die ruimtebeelding in Joe Speedboot deur Tommy Wieringa in wisselwerking tree met die identiteitsontwikkeling in die roman. Aan die hand van teoretisering deur onder andere Henri Lefebvre word die uitbeelding van die sosiale ruimte in die roman aan die orde gestel. Die klassifikasie van Joe Speedboot as ‟n ontwikkelingsroman is hierby ‟n noemenswaardige uitgangspunt, omdat Wieringa die sentrale karakters se adolessensie, oftewel vormingsjare, in die roman uitbeeld. Die identiteitskonstruksie wat in die roman voorgestel word, strook met teoretiese beskouings van identiteit as ‟n dinamiese en gekonstrueerde konsep wat deur sosiale en kulturele oorwegings beïnvloed word. ‟n Ondersoek na die gesimuleerde werklikheid waarin Wieringa sy hooffigure situeer, dui aan dat die parogiale ruimte in die roman as stagnerend en voorspelbaar uitgebeeld word. In teenstelling tot die stilstand wat die ruimte kenmerk, word ‟n preokkupasie met beweging en vooruitgang aan die sentrale karakters toegeskryf. Beide die fisiese én eksistensïele dimensies van beweging en beweeglikheid figureer prominent in die roman. Dit word nóú verweef met die liminale posisie wat die karakters as adolessente in die gemeenskap beklee. Daar word geponeer dat die opposisie tussen stilstand en beweging nie net ingespan word by die ruimtebeelding en strukturele samestelling van die roman nie, maar ook ten grondslag lê aan die uitbeelding van die hoofkarakters se ontwikkelende identiteite. Die outeur kies in Joe Speedboot ‟n hoofkarakter met beperkte opsies en demonstreer hoe sy fisieke belemmeringe onafwendbaar op ‟n slot afstuur wat negatief óf positief geïnterpreteer kan word. In die lig van die hoë lof wat hierdie roman toegeswaai is, val dit vreemd op dat so min navorsing tot dusver oor Joe Speedboot onderneem is. / ENGLISH ABSTRACT: This study explores the way in which the construction of space interacts with the development of identity in Joe Speedboot by Tommy Wieringa. On the basis of theoretical perspectives of, inter alia, Henri Lefebvre attention is given to the construction of the social space in the novel. The classification of Joe Speedboot as a Bildungsroman is an important point of departure in this regard, due to the fact that Wieringa depicts the central characters‟ adolescence in the novel. The portrayal of the construction of identity in the text corresponds with theoretical thoughts on identity as a dynamic and constructed concept that is affected by social and cultural considerations. An exploration of the simulated reality in which Wieringa situates his characters, indicates that the parochial space in Joe Speedboot is sketched as being stagnant and predictable. In contrast to the standstill which characterizes the social space, a preoccupation with movement and progress is ascribed to the central characters. Both the physical and existential dimensions of movement and mobility figure prominently in the novel. It is also interwoven with the liminal position the characters occupy in the community due to their adolescence. It is postulated that the opposition between stagnation and movement is not only exerted in the construction of space and the structural composition of the text, but is also presented as playing a determinative role in the development of the characters‟ identities. The author chooses for a main character with limited prospects and demonstrates how his physical handicap necessarily leads to a conclusion that allows for both positive and negative interpretations. Given the critical acclaim that the novel has received, it seems strange indeed that Joe Speedboot has thusfar not been the subject of analytical research.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skrywer Linda Rode se boek In die Nimmer-Immer Bos (2009a), sowel as die Engelse vertaling daarvan deur Elsa Silke, getiteld In the Never-Ever Wood (2009b), is in Suid-Afrika met verskeie pryse bekroon. Hierdie erkenning is ‘n bevestiging van die gehalte van die antologie en van die vertaling, sowel as van die voortgesette belangrikheid van volksoorleweringe as genre in die gejaagde, moderne samelewing van vandag. Mense maak steeds sin van die wêreld deur stories te vertel, en hoewel die stories wat vandag vertel word meestal handel oor die lewe in die 21ste eeu, word die stories van ons voorouers steeds deur baie mense waardeer. Hoewel Rode se verhale nie besonder anders as ander volksverhale is nie, verskil haar versameling in dié opsig dat dit ‘n mosaïek van kulture en volksoorleweringe van regoor die wêreld is. Die boek is dus een waarby die hele gesin, maar veral jong lesers en luisteraars, aanklank kan vind. Hierdie tesis ondersoek, deur ‘n praktiese vertaling van enkele verhale uit die Engelse weergawe van Rode se boek in Duits, strategieë vir die vertaling van volksverhale vir kinders. ‘n Funksionalistiese benadering is gevolg, wat die Europese gehoor sowel as die oorspronklike bedoeling van die skrywer in ag neem. In die lig hiervan is die styl van die skrywer genaturaliseer en, waar moontlik, na die doeltaal oorgedra, terwyl kultuurspesifieke items behou is wat relevant is vir die agtergrond waarteen die individuele verhale afspeel. Hans J. Vermeer se skoposteorie, soos aangepas deur Christiane Nord, sowel as Lawrence Venuti se konsepte vervreemding en domestikering is bespreek, saam met ander relevante teorieë. Baie van die uitdagings wat in die annotasies by die praktiese vertaling bespreek word, kom dikwels in die vertaling van kinderliteratuur voor. Hierdie studie hoop dus om ‘n bydrae tot navorsing oor die vertaling van verhale vir kinders te lewer. Onderhoude wat vir die doel van die studie gevoer is, het verder bewys gelewer van die positiewe impak wat goeie samewerking tussen die rolspelers in ‘n vertaalprojek op die finale vertaalproduk kan hê. Die uiteindelike vertaling, wat bedoel is om kennis oor te dra en genot aan die gehoor te verskaf, dien verder as ‘n vertaalvoorbeeld wat Duitse uitgewers hopelik sal aanmoedig om Rode se antologie vir die Duitse boekemark te laat vertaal.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of this study was to gain more insight with regards to the comprehensibility of the revised Afrikaans undergraduate application form (see Form B in Excerpt 2) of the Stellenbosch University (SU), especially in comparison to the previous version of 2011 (see Form A in Excerpt 1), to be able to guide document designers with designing a better form. Answers to the following question were searched for: Do prospective students regard the revised Form B as more understandable than the previous Form A? The revised form was changed by a team of experts, as requested by the SU, in order to make the form more understandable. There were 140 male and female, white and coloured grade 11 respondents of both Vredendal High and Vredendal Secondary. This study was launched in light of the South African Consumer Protection Act 68 of 2008 that took effect on 1 April 2011. In terms of section 22 of this Act, documents must be written in plain and simple language, because consumers have got the right to information that they understand (2008:32). Plain language is practical attitudes about the meaning of good written work, the goal of that and what benefits the reader the most. It is also our intellectual understanding of the way in which people read, the questions readers ask about a document, and readers’ reaction towards various forms of document design (De Stadler, 2012:3). Three parts of the two versions of the SU’s Afrikaans undergraduate form was used, specifically the cover, the program and personal information, and the responsibility of the prospective student. The forms were judged according to its comprehensibility, design and logic order by using a between-group design after respondents had to fill in the parts of the form by using fictional information on an information page. With that, respondents also had to underline words in the form they didn’t understand and fill in a questionnaire. Most of the information was statistically processed. To be able to make comparisons between the forms, a twee-way-variance-analysis was done with alternative form/gender and form/race as independent variables. By using the data collected, it became clear that respondents didn’t like a specific version of the form more than the other version. It also became clear that respondents had huge problems filling in both forms. Even though respondents perceived the form’s comprehensibility, design and logical build-up in the same way, more respondents left out questions in Form B. This, against what we would have anticipated, means that respondents made better sense of Form A. It can even mean that, in contrast to their experience, respondents made more sense of the design and logical build-up of the questions in Form A, compared to the questions in Form B. This result is not a good outcome for the team of experts who made the changes to the revised form. It may be, however, that the SU didn’t allow the team to make enough changes, and because of that the forms are not really perceived as different from one another. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om meer insig te kry oor die verstaanbaarheid van die hersiene Afrikaanse voorgraadse aansoekvorm (Vorm B in Bylae 2) van die Universiteit Stellenbosch (US), hoofsaaklik in vergelyking met die vorige 2011-weergawe (Vorm A in Bylae 1), sodat ’n verbeterde vorm daargestel kan word. Op die volgende vraag is daar antwoorde gesoek: Beskou voornemende studente Vorm B as meer verstaanbaar as Vorm A? Die hersiene vorm is deur ’n taakspan, wat opdrag van die US gekry het, verander met die doel om meer verstaanbaar te wees. Die proefpersone was 140 manlike en vroulike, wit en kleurling graad 11-leerders van beide Hoërskool Vredendal en Vredendal Sekondêr. Die ondersoek is geloods in die lig van Suid-Afrika se gepromulgeerde Verbruikersbeskermingswet 68 van 2008 wat vanaf 1 April 2011 in werking getree het. Volgens hierdie wet moet besighede tekste skep in verstaanbare taal, want verbruikers het die reg tot inligting in gewone en verstaanbare taal (2008:32). Verstaanbare taal is “[p]raktiese houdings oor wat goeie skryfwerk is, wat die doel daarvan is en wat in die beste belang van die leser is. [Dit is ook die v]erstandige aannames oor hoe mense lees, die vrae wat lesers te stel het oor enige dokument, [en] lesers se reaksies tot verskillende vorme van dokumentontwerp” (De Stadler, 2012:3) Drie gedeeltes van die twee weergawes van die US se Afrikaanse voorgraadse aansoekvorm is in die ondersoek gebruik, spesifiek die voorblad, program- en persoonlike besonderhede, en verantwoordelikhede van die voornemende student. Die vorms is ten opsigte van verstaanbaarheid, ontwerp en logiese orde beoordeel deur ’n tussengroepontwerp te gebruik nadat proefpersone die genoemde gedeeltes van een vorm aan die hand van fiktiewe inligting in ’n inligtingsbladsy moes gebruik. Tesame hiermee moes hulle ook moelike woorde in die vorm onderstreep en ’n vraelys invul. Die meeste van die inligting is statisties verwerk. Om vergelykings te kon tref tussen die vorms, is twee-rigting-variansie-analises gedoen met alternatief vorm/geslag en vorm/ras as onafhanklike veranderlikes. Uit die data wat versamel is, blyk duidelik dat deelnemers nie ’n voorkeur vir een spesifieke weergawe gehad het nie. Dit is ook duidelik dat deelnemers ernstige probleme gehad het met die invul van beide vorms. Alhoewel deelnemers se ervaring ten opsigte van die vorm se verstaanbaarheid, uiterlike ontwerp en logiese ordening dieselfde was, het deelnemers meer antwoordvelde in Vorm B as Vorm A oopgelos. Dit kan, teen die verwagting in, beteken dat deelnemers Vorm A makliker of meer verstaanbaar as Vorm B gevind het. Dit kan selfs, in teenstelling met hulle ervaring, beteken dat deelnemers meer sin van die uiterlike ontwerp en logiese ordening van die vrae in Vorm A as die vrae in Vorm B kon maak. Hierdie resultaat is dus nie ’n goeie uitkoms vir die span wat die vorm moes hersien nie. Dit mag egter wees dat die US die ontwerpers nie toegelaat het om genoeg veranderinge aan die hersiene vorm aan te bring nie, en daarom verskil die vorms nie genoeg van mekaar nie.

Thesis (DLitt (Afrikaans and Dutch))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This dissertation studies the depiction of character subjectivity in two text series of Alexander Strachan and Breyten Breytenbach. Strachan’s first three prose works are dealt with as a trilogy wherein one main character, Lenka, traverses three texts. Breytenbach’s five autobiographical prose works about visits to South Africa are also dealt with as a text series wherein one main character, Breytenbach, is depicted. In both instances the subjectivity, as portrayed by these authors, is read as a nomadic subjectivity, a term borrowed from the French thinkers Gilles Deleuze and Félix Guattari. The study assumes the form of a Deleuze-Guattarian reading of Strachan and Breytenbach’s work with a sustained focus on the depiction of the nomadic subject in the works of both authors. During the course of the study many philosophical concepts, developed in the work of Deleuze and Guattari, are explained and implemented as thinking and reading instruments whereby the prose texts are read in a new perspective. Although a Deleuze-Guattarian reading of prose texts is a relatively uncharted territory in circles of Afrikaans literary theory, this study purports to indicate that when a schizo-analytical view of subjectivity is used to analyse the functioning of character subjectivity within literary works, the texts gain new life in interesting ways. Using the concept of the nomadic subject empowers me to establish a useful reading strategy for the reading of a character who refuses to become wholly subjected to the text and the world within which he lives and who rather experiences an existence of perpetual becomings. Eventually it is suggested that the creation of a nomadic character is not only dependent upon a different grasp of subjectivity as indicated in the text, but that the writing of a particular, revolutionary form of literature, a minor literature, is implied. The nomadic subject’s being implies perpetual becomings, and a successful literary portrayal of this subject must depict such becomings at stylistic and formal levels. This study moves systematically from an analysis of nomadic subjects in literary texts to the more general question of how a minor literature functions so that the nomadic being of the character is also kept alive in the form and style of the text.

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2004. / AFRIKAANSE OPSOMMING: Die geografiese ligging van enige bepaalde skryflaboratorium maak dit dikwels moeilik vir verafgeleë afstandonderrigstudente om ’n konsultasie te ontvang. ’n Veeleisende klasrooster kan dit vir residensiële studente enersyds problematiseer om ’n nabygeleë skryflaboratorium fisies te besoek vir hulp rakende ’n spesifieke skryfopdrag. Hierdie twee studentegroepe benodig gewoonlik addisionele skryfhulp om die tekskwaliteit van hulle geskrewe tekste te verbeter. In hierdie werkstuk het die navorser gevolglik ondersoek ingestel of ’n elektroniese skryflaboratorium, gegrond op die bestaande World Wide Writing (WWW)-model, ’n statisties beduidende effek gelewer het om studente se skryfvaardighede te verbeter. Die teoretiese raamwerk vir hierdie loodsprojek is verskaf deur Bereiter en Scardamalia (1987) se tweeledige skryfprosesmodel. Laasgenoemde model het ’n belangrike komponent van die ondersoek gevorm om die ontwikkeling van die hersieningsfase (waarmee ook herskrywing bedoel word) in die skryfproses te illustreer, nadat die proefpersone blootgestel is aan ’n skryfadvies oor paragrafering. Altesaam 67 tweedejaarproefpersone van die Universiteit van Stellenbosch het die opdrag ontvang om verbeterings aan die paragraafstruktuur van hulle oorspronklike teks aan te bring, ná verwysing van die elektroniese skryflaboratorium wat skryfhulp aangebied het in die vorm van web-advies. Hierna het die proefpersone ook ’n vraelys voltooi om hulle houding ten opsigte van die web-advies bloot te lê. ’n Geselekteerde ekspertpaneel het gevolglik die paragraafstruktuur van die tekste geëvalueer en sodoende aangedui of die tekskwaliteit verbeter het of nie. Hierdie resultate is uiteindelik gebruik om die effek te meet wat ’n elektroniese skryflaboratorium uitgeoefen het om die hersieningsfase van die skryfproses te beheer.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The focus of this study will be on the unique way in which language is used in Marlene van Niekerk‟s collection of short stories, Die sneeuslaper (2010). When reading Die sneeuslaper it is impossible not noticing the number of Dutch words, as well as words and phrases from other foreign languages, as Bargoens, Rotwelsch, German, French, Italian, Hebrew, Greek and Maltese. Some of the characters‟ speech, as well as so called sound poems (or nonsense verses) are characterised by a number of newly invented words. However, the meaning of some of these words or phrases remains unclear. Other themes in the four short stories which will be analysed are the so called political responsibility of the artist, as well as music, rhythm and bird-noises. As a theoretical basis of this study, Deleuze and Guattari‟s Kafka Toward a Minor Literature will be used. In Kafka Toward a Minor Literature Deleuze en Guattari formulate their ideas regarding minor literature. They describe a major language as a language of dominance and power, while a minor language is a language without any power. According to them the three characteristics of minor literature are: the minor deterritorializes the major, minor literature is always political, and minor literature always has a collective function. Deleuze and Guattari‟s, as well as Bogue‟s writing regarding the territorialization and deterritorialization of the refrain, is also explored briefly. Deleuze en Guattari‟s theories regarding minor literature is used in this study to read Die sneeuslaper. In the end it is concluded that the unconventional use of language in this short story collection can be associated with the political nature of some of the stories. The unique usage of language in Die sneeuslaper, the way in which Afrikaans is transformed into a language that stammers, stutters and mumbles, can be seen as a subtle form of political protest. Therefore this collection of short stories can be seen as a form of minor literature. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die vreemde wyse waarop taal in Marlene van Niekerk se kortverhaalbundel, Die sneeuslaper (2010), aangewend word. Met die lees van Die sneeuslaper is die hoeveelheid Nederlandse woorde, asook enkele woorde en frases uit ander vreemde tale, soos Bargoens, Rotwelsch, Duits, Frans, Italiaans, Hebreeus, Grieks en Maltees, opvallend. Verder is daar in die karakters se spraak, sowel as in klankgedigte (of onsinverse), vele nuutskeppings waarvan die betekenis nie altyd so duidelik blyk nie, teenwoordig. Ander temas wat in die vier verhale figureer en ondersoek sal word is kunstenaarskap, die sogenaamde politieke verantwoordelikheid van die kunstenaar, asook musiek, ritme en voëlgeluide. As teoretiese vertrekpunt vir die studie word Deleuze en Guattari se Kafka Toward a Minor Literature, waarin hul idees oor mineurlettekunde geformuleer word, gebruik. Deleuze en Guattari onderskei tussen ‟n dominante majeurtaal en ‟n mineurtaal wat sonder mag is. Volgens Deleuze en Guattari is daar drie kenmerke van mineurletterkunde, naamlik dat die mineur die majeur deterritorialiseer, dat mineurletterkunde altyd polities is, en laastens dat mineurletterkunde altyd kollektief van aard is. Bykomend word daar ook kortliks gekyk na Deleuze en Guattari, sowel as Bogue, se skrywe oor territorialisering en deterritorialisering in die refrein. Deleuze en Guattari se teorie oor mineurletterkunde word in hierdie studie as ‟n agtergrond gebruik om Die sneeuslaper te lees. Daar word uiteindelik tot die gevolgtrekking gekom dat die onkonvensionele taalgebruik in die kortverhaalbundel wel geassosieer kan word met deterritorialisering en dat dit aansluit by die politieke aard van sommige van die verhale. Die wyse waarop Afrikaans in Die sneeuslaper getransformeer word na ‟n taal wat stamel, stotter en struikel, kan dus as subtiele, politieke protes gesien word en daarom kan dié kortverhaalbundel inderdaad as ‟n vorm van mineurletterkunde beskou word.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Breyten Breytenbach's Afrikaans translation of William Shakespeare's Titus Andronicus is a little known member of the corpus of Afrikaans Shakespeare plays. Published without annotations in South Africa in 1970 and performed in Cape Town in the same year, it has never been performed again and the text has attracted no academic review or led to any subsequent editions. However, situated in 1970 in the heyday of the Apartheid regime, the play's production broke attendance records in Cape Town and was accompanied by substantial public controversy. In this thesis, the author analyses Breytenbach's translation in order to determine whether the translator had an ideological agenda in performing the translation. The analysis is based on a preliminary discussion of culture and ideology in translation, and then uses the Skopostheorie methodology of Hans J. Vermeer (as developed by Christiane Nord) to assess the translation situation and the target text. The target text has been analysed on both a socio-political and microstructural level. The summary outcome of the analysis is that the translator may possibly have tried to promote an anti-Apartheid ideology by translating the play. The outcome is based on several contextual factors such as the socio-political situation in South Africa in which the translated play was published and performed, the translator's stated opposition to the Apartheid system, the choice of Titus Andronicus for translation and production, and to a lesser extent the level of public controversy that accompanied the target text's production in the theatre. / AFRIKAANSE OPSOMMING: Breyten Breytenbach se Afrikaanse vertaling van William Shakespeare se Titus Andronicus is 'n min bekende eksemplaar van die versameling Shakespeare toneelstukke in Afrikaans. Dit is sonder enige annotasies in 1970 in Suid-Afrika uitgegee, en is dieselfde jaar in Kaapstad opgevoer. Sedertdien is dit nooit weer opgevoer nie, en die teks het geen akademiese kritiek ontlok nie. Die teks is ook nooit weer herdruk nie. Maar in 1970, tydens die toppunt van die Apartheidregime, het hierdie toneelstuk se opvoering bywoningsrekords oortref en dit is deur aansienlike openbare omstredenheid gekenmerk. In dié tesis ontleed die skrywer Breytenbach se vertaling om te bepaal of die vertaler 'n ideologiese agenda in die vertaling van die toneelstuk gehad het. Die ontleding word op 'n voorlopige bespreking van kultuur en ideologie in die vertaalproses gegrond, en maak dan gebruik van die Skopostheorie van Hans J. Vermeer (soos verwerk deur Christiane Nord) om die omstandighede ten tyde van die vertaalproses sowel as die doelteks self te ontleed. Die doelteks is op sowel sosiaalpolitiese as mikrostrukturele vlak ontleed. Die samevattende uitkoms van die ontleding is dat die vertaler moontlik 'n anti-Apartheid ideologie probeer bevorder het deur hierdie toneelstuk te vertaal. Hierdie uitkoms is gegrond op verskeie samehangende faktore, soos die sosiaalpolitiese omstandighede in Suid-Afrika waarin die toneelstuk uitgegee en opgevoer is, die vertaler se vermelde teenkanting teen die Apartheidstelsel, die keuse van Titus Andronicus vir vertaling en opvoering, en tot 'n mindere mate die vlak van openbare omstredenheid wat gepaard gegaan het met die doelteks se opvoering in die teater.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study examines the construction of cultural identity in Mamma Medea by Tom Lanoye (2001) and it’s translation by Antjie Krog (2002) by employing various theories as well as exhausting binary oppositions, and analysing the way it relates to the difference in language use between the conflicting individuals and groups in the drama. Mamma Medea is based predominantly on two versions of the Greek myth of Medea and her shocking tale of infanticide in order to wound her deceitful spouse, Jason. It follows the long tradition in literature and art wherein Medea is used to comment on the subjugation and oppression of women and non-dominant groups, as well as on the formation of the Other. Lanoye uses the details of the Ancient account, but broadens the spectrum to include commentary on contemporary themes in order to seek an alternative motivation for her premeditated infanticide. The drama does not stay within the details of the intertexts, however, and is altered so that both Medea and Jason each kill one of their children. A context-relevant approach is followed to examine how Lanoye’s drama challenges modern myths surrounding cultural identity in the Flemish-Dutch context. The latter interpretation is warranted by linking Flemish en Dutch with the groups in the drama, in accordance with the real language tension between the two language regions. In contrast to this Krog makes use of much more dialectal forms of Afrikaans reflecting the multicultural and multilingual South-African context. Her translation is not studied from a purely translational, theoretical perspective, considering that the focus of the study is on differences in cultural identity and on the differences in context wherein the respective drama and translation is produced. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die konstruksie van kulturele identiteit in Mamma Medea van Tom Lanoye (2001) en in die vertaling daarvan deur Antjie Krog (2002) aan die hand van verskeie teorieë, asook met behulp van binêre opposisies, en analiseer die wyse waarop dit onder meer saamhang met die verskille in taalgebruik tussen konflikterende individue en groepe in die drama. Mamma Medea ontgin veral twee weergawes van Griekse mites oor Medea, wat haar twee seuns op skokkende wyse vermoor om haar verraderlike eggenoot, Jason, leed aan te doen, in aansluiting by ’n lang tradisie in die literatuur en kunste waarin dié figuur veral gebruik is om kommentaar te lewer op die uitbuiting en onderdrukking van vroue en nie-dominante groepe, asook die formasie van die die Ander in verhoudinge. Lanoye verruim in sy drama die onderwerp van die konvensionele huweliksdrama en betrek hedendaagse kwessies ten einde ’n geldige eietydse motivering te verskaf vir Medea se optrede. Hy wyk onder meer doelbewus af van die brontekste deurdat hy Medea en Jason elk ’n seun laat vermoor. ’n Gemeenskapsrelevante benadering word gevolg om na te gaan hoe Lanoye se drama in die proses moderne mites rondom kulturele identiteit uitdaag binne ’n Vlaamse-Nederlandse konteks. Laasgenoemde interpretasie word ondersteun deur onderskeidelik Vlaams en Nederlands te verbind met die hoofgroepe in die drama, in ooreenstemming met reële taalspanninge tussen die twee taalgebiede. Hierteenoor maak Krog van veel meer dialektiese taalvorme gebruik in aansluiting by die multikulturele Suid-Afrikaanse konteks. Haar vertaling word nie soseer vanuit ʼn vertaalwetenskaplike perspektief nagevors nie, aangesien die hooffokus val op sowel die verskille in kulturele identiteit as op verskille rakende die konteks waarin onderskeidelik die drama en die vertaling geproduseer is.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans. / AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.

Thesis (DLitt (Afrikaans and Dutch))--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Since the 1980s the narrative prose of male writers in Afrikaans has been characterised by an intensive questioning of consolidated masculine subjectivity with the (political) father as its primary manifestation. The growing influence of postmodernism and the greater freedom enjoyed by women and gay authors to write about gender issues, facilitated the process of paternal emancipation in Afrikaans narrative. This dissertation is a study of the representation of masculine subjectivity in Afrikaans prose writing from 1980 to 2000 concentrating on the diverse expressions of masculine subjectivity in literary texts with reference to the work of Luce Irigaray (1980 and 1985) on subjectivity, and the theory of R.W. Connell (1995) on the plurality of masculinities. The position of the father in conveying political values to the son within the Oedipal context is examined in a number of texts with specific emphasis on the contrasting processes regulating the hegemonic masculinity of the white father (Alexander Strachan 1984 and Mark Behr 1993) and the marginalised masculinity of the coloured father during apartheid (Benjamin 1997). The work of Alexander Strachan (1994), Piet van Rooyen (1997) and Johann Botha (1997) are examples of texts that display resemblance to the literature of the “School of Virility” identified by Peter Schwenger (1984: 13). Unlike the male protagonists in colonial texts, the masculine subjects in the work of Van Rooyen and Botha can no longer escape the political and historical turmoil of civilisation by finding refuge in “pristine” and unpoliticised hunting fields. Since 1994 the loss of political power, which for so long conditioned the masculine subjectivity of Afrikaner men, has also reached the hunting fields of postcolonial southern Africa. Through the influence postmodernism, a productive tension in literature and theory has developed between the autonomous, consolidated masculine subject, and the decentered masculine subject. Breyten Breytenbach’s representation of the fragmented masculine subject opens up the possibility of a move away from the historical imperatives of the totalising, and often violent, masculine subject. However, Breytenbach (1998) suggests that, in some instances, the fragmented masculine subject may be co-opted by the historically persistent discourse of the autonomous (and violent) masculine subject. Gay writers Koos Prinsloo (1992) and Johann de Lange (1996 and 2000), and to a lesser extent Hennie Aucamp (1981), devote themselves to a sceptical interrogation of identity and subjectivity as categories that are based on heterosexist values. Prinsloo and De Lange employ sexuality as a way to give expression to their antihumanist critique of the subject. The tension between consolidated masculine subjectivity and decentered masculine subjectivity is also present in the autobiography of Joseph Marble (1999). In Marble’s life history the discontinuity between the youthful “I” as protagonist and the adult “I” as narrator contributes to the multiplicity that ultimately characterises Marble as a masculine subject in the text. Finally, this dissertation presents a view of masculine subjectivity in Afrikaans narrative that emphasises diversity. Yet, it is noticeable that nearly all the texts under discussion maintain a certain relationship with hegemonic masculinity. Furthermore, it is only in the work of a small number of writers such as Breytenbach, Prinsloo and De Lange that the interrogation of masculine subjectivity leads to an exploration of modes of being that may transcend the historically persistent discourse of masculine domination. / AFRIKAANSE OPSOMMING: Sedert die jare tagtig van die twintigste eeu word die prosa van manlike skrywers in Afrikaans gekenmerk deur ’n intensiewe bevraagtekening van gekonsolideerde manlike subjektiwiteit soos veral beliggaam deur die (politieke) vader. Hierdie proses van ontvoogding in die Afrikaanse prosa is gefasiliteer deur die groeiende invloed van die postmodernisme en die groter vryheid wat vroueskrywers en gay skrywers geniet het om oor geslagtelike kwessies te skryf. Hierdie proefskrif is ’n studie van die representasie van manlike subjektiwiteit in die prosa van 1980 tot 2000 en bestudeer die uiteenlopende verskyningsvorms van manlike subjektiwiteit in literêre prosatekste met verwysing na onder andere die werk van Luce Irigaray (1980 en 1985) oor subjektiwiteit en die teorie van R.W. Connell (1995) oor manlikheid as ’n meervoudige verskynsel. Die posisie van die vader in die oordrag van politieke waardes na die seun word in enkele tekste ondersoek binne die Oidipale familiedrama met aandag vir die kontrasterende prosesse wat ’n rol speel by die hegemoniese manlikheid van die blanke vader (Alexander Strachan 1984 en Mark Behr 1993) en die gemarginaliseerde manlikheid van die gekleurde vader tydens apartheid (S.P. Benjamin 1997). Strachan (1994) se prosa word verder saam met die werk van Piet van Rooyen (1997) en Johann Botha (1997) bestudeer as voorbeelde van tekste wat toegespits is op viriele manlikheid. By Van Rooyen en Botha kan die manlike subjek nie meer soos in die koloniale prosa die vermoeiende politiek en geskiedenis van die beskawing agterlaat deur hom tot die “ongeskonde” en ongepolitiseerde jagveld te wend nie. Die verlies van politieke mag, wat vir lank die manlike subjektiwiteit van die Afrikanerman bepaal het, is na 1994 ook ’n werklikheid op jagvelde van die postkoloniale Suider-Afrika. ’n Produktiewe spanning in beskouings van manlike subjektiwiteit bestaan sedert die postmodernisme tussen die outonome, gekonsolideerde subjek en die gedesentreerde subjek. Breyten Breytenbach (1998) se representasie van die gefragmenteerde manlike subjek bied op die oog af die potensiaal om manlike subjektiwiteit los te maak van die geweld en dominasie wat die patriargale orde kenmerk. By Breytenbach blyk dit egter dat die gefragmenteerde manlike subjek in sommige gevalle gekaap kan word deur die histories standhoudende diskoers van die outonome (en gewelddadige) manlike subjek. Die gay skrywers Koos Prinsloo (1992) en Johann de Lange (1996 en 2000), en in ’n mindere mate Hennie Aucamp (1981), is in hulle werk betrokke by ’n skeptiese vraagstelling oor identiteit en subjektiwiteit as kategorieë wat gegrond is op heteroseksistiese waardes. Prinsloo en De Lange gryp gay seksualiteit aan as ’n medium om uiting te gee aan hulle antihumanistiese kritiek teen die subjek. Die spanning tussen gekonsolideerde manlike subjektiwiteit en gedesentreerde manlike subjektiwiteit is ook aanwesig in Joseph Marble (1999) se outobiografie. In Marble se lewensverhaal dra die diskontinuïteit tussen die jeugdige “ek” as protagonis en die volwasse “ek” as verteller by tot die uiteindelike meervoudige beeld wat van Marble as manlike subjek na vore tree. Hierdie proefskrif bied uiteindelik ’n beeld van manlike subjektiwiteit in die Afrikaanse prosa wat diversiteit vooropstel, maar dit is nietemin opvallend dat feitlik elke besproke teks ’n sekere verhouding handhaaf met hegemoniese manlikheid. Dit is verder net by enkele skrywers soos Breytenbach, Prinsloo en De Lange dat die bevraagtekening van manlike subjektiwiteit lei tot ’n verkenning van synsvorme wat moontlik die histories deurlopende diskoers van manlike dominasie sou kon oorskry.