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Neurale netwerke as moontlike woordafkappingstegniek vir AfrikaansFick, Machteld 09 1900 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / In Afrikaans, soos in NederJands en Duits, word saamgestelde woorde aanmekaar geskryf. Nuwe
woorde word dus voortdurend geskep deur woorde aanmekaar te haak Dit bemoeilik die proses
van woordafkapping tydens teksprosessering, wat deesdae deur rekenaars gedoen word, aangesien
die verwysingsbron gedurig verander. Daar bestaan verskeie afkappingsalgoritmes en tegnieke, maar
die resultate is onbevredigend. Afrikaanse woorde met korrekte lettergreepverdeling is net die elektroniese
weergawe van die handwoordeboek van die Afrikaanse Taal (HAT) onttrek. 'n Neutrale
netwerk ( vorentoevoer-terugpropagering) is met sowat. 5 000 van hierdie woorde afgerig. Die neurale
netwerk is verfyn deur 'n gcskikte afrigtingsalgoritme en oorfragfunksie vir die probleem asook die
optimale aantal verborge lae en aantal neurone in elke laag te bepaal. Die neurale netwerk is met
5 000 nuwe woorde getoets en dit het 97,56% van moontlike posisies korrek as of geldige of ongeldige
afkappingsposisies geklassifiseer. Verder is 510 woorde uit tydskrifartikels met die neurale netwerk
getoets en 98,75% van moontlike posisies is korrek geklassifiseer. / In Afrikaans, like in Dutch and German, compound words are written as one word. New words are
therefore created by simply joining words. Word hyphenation during typesetting by computer is a
problem, because the source of reference changes all the time. Several algorithms and techniques
for hyphenation exist, but results are not satisfactory. Afrikaans words with correct syllabification
were extracted from the electronic version of the Handwoordeboek van die Afrikaans Taal (HAT).
A neural network (feedforward backpropagation) was trained with about 5 000 of these words. The
neural network was refined by heuristically finding a suitable training algorithm and transfer function
for the problem as well as determining the optimal number of layers and number of neurons in each
layer. The neural network was tested with 5 000 words not the training data. It classified 97,56% of
possible points in these words correctly as either valid or invalid hyphenation points. Furthermore,
510 words from articles in a magazine were tested with the neural network and 98,75% of possible
positions were classified correctly. / Computing / M.Sc. (Operasionele Navorsing)
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Die houdingsproblematiek rondom Afrikaansonderrig in hoërskole vir KleurlingeVergie, Malvin Patrick 23 April 2014 (has links)
M.Ed. (Language Teaching) / Please refer to full text to view abstract
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Funksies van taalvariasie in die Afrikaanse toneelkunsErasmus, Denene 12 1900 (has links)
Thesis (MDram (Drama))—University of Stellenbosch, 2006. / The spoken language usually consists of the formal and standardised component and an informal colloquial language. The colloquial language may include some language variants. These variants are forms of the language that show deviations when compared to the standardised form of the language and are usually spoken by a specific group of people.
Sometimes these colloquial variants are used in writing. This study looks at the use of these colloquial variants in theatre scripts. The variants are implemented for various functions in these scripts, which include the metaphoric, the comic, the realistic, the poetical and the political uses as well as the documentation of specific variants.
In this research project I discuss the use and functions of a few Afrikaans variants in plays. Other areas of interest include sociolinguistics, the influence of English on Afrikaans and its impact on the future of Afrikaans, as well as a brief discussion of the problematic term Standard Afrikaans.
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'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg08 January 2009 (has links)
D.Litt. et Phil. / The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.
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The development of phonological and reading skills in English and Afrikaans childrenCockcroft, Katherine Alexandra Sarah January 1998 (has links)
A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts. / Phonological awareness, or the ability to manipulate sounds, has been
found to be highly correlated with the acquisition of reading skills. This
awareness may be influenced by the orthography or language system in
which the child is learning to read. In addition, different aspects of
phonological awareness may also apply to different stages of reading
development. This study found that depth of orthography does not seem to
influence initial levels of phonological awareness. After two years of reading
instruction, readers of a transparent orthography are better at phoneme
segmentation and blending and reading nonwords than readers of an
opaque orthography. Afrikaans children appear to begin leading in an
alphabetic stage using a nonlexical strategy of grapheme-phoneme
conversion. English beginner readers seem to start reading using
predominantly a logographic strategy of visual word recognition. It also
seems that some levels of phonological awareness such as onset/rime
detection and syllable manipulation are acquired spontaneously by
prereaders of both languages, but that the manipulation of phonemic units
is dependent on the acquisition of literacy. The introduction of literacy
training and/or the maturation of the children's phonological systems results
in a change to a greater awareness of small phonemic units than larger
units. / AC2017
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Vocabulary assessment in grade 1 Afrikaans-English bilingualsVan Zyl, Ashleigh January 2017 (has links)
A dissertation submitted to
The Department of Speech Pathology and Audiology
School of Human and Community Development
Faculty of Humanities
University of the Witwatersrand
In fulfilment of the requirements of the degree
Master of Arts in Speech-Pathology
March, 2017 / Purpose: There is a need to develop and refine assessment measures on bilingual
children, since language measures used on monolingual individuals cannot and should
not be directly applied to the bilingual population (Hoff et al., 2012; O’Brien, 2015).
The occurrence of Afrikaans-English bilinguals in South Africa provides a rewarding
area of investigation for the Speech-Language Therapist (SLT) (Penn & Jordaan,
2016), as the Afrikaans language is well-researched and many individuals from this
population are considered to be more balanced bilinguals than other bilingual groups
(Coetzee-Van Rooyen, 2013).The assessment of vocabulary in bilingual children has
received particular attention because limited vocabulary is one of the first signs of
language impairment (Ellis & Thal, 2008). This research aimed to determine how
Grade 1 Afrikaans-English bilingual children perform on a bilingual vocabulary
assessment.
Design: A quantitative, descriptive, cross-sectional and comparative design was used
in this study.
Method: The Expressive One-Word Picture Vocabulary Test 4 (EOWPVT-4) (Martin
& Brownell, 2011a) and the Receptive One-Word Picture Vocabulary Test 4
(ROWPVT-4) (Martin & Brownell, 2011b) were used to assess 30 grade 1 Englishspeaking
monolinguals. In addition an adapted Afrikaans expressive one word
vocabulary test based on the EOWPVT-4 and an adapted Afrikaans receptive one
word vocabulary test based on the ROWPVT-4 were used to assess 30 grade 1
Afrikaans-English bilinguals. Permission from the schools involved, informed consent
from the parent/s or guardian/s as well as child assent were obtained. The data
gathered from testing was tabulated, interpreted with the use of mean scores and
standard deviations (SD) and analysed using within- and between -group statistical
comparisons. Mean raw scores were converted to percentages for ease of comparison
between receptive and expressive scores.
Results: Within-language comparisons revealed that on the English test, receptive
and expressive scores within both the English monolingual and bilingual groups were
significantly correlated. Expressive scores could therefore be predicted from receptive
scores or vice versa in both the English monolingual and bilingual groups. However,
the receptive and expressive score on the Afrikaans tests were not significantly
correlated. In the bilingual group, the receptive score in Afrikaans was significantly
higher than the expressive score suggesting that although the bilingual participants
had good knowledge of Afrikaans vocabulary they could not always express this in a
naming test. They frequently used the English word. Afrikaans is possibly being used
less in the home and school environments so that the English words are more familiar.
Nonetheless, both the monolingual and bilingual participants had significantly higher
scores on the receptive vocabulary assessment than on the expressive vocabulary
assessments in both English and Afrikaans.
Between-group comparison revealed that the differences between the scores of the
English monolingual and Afrikaans-English bilingual learners were not significant on
either the receptive or expressive vocabulary measure in English. The bilingual group
performed as well as the English participants on the English tests, suggesting that they
are not disadvantaged in the language of instruction. The norms used in the EOWPVT
and the ROWPVT were applicable to both the monolingual and bilingual groups’
scores for the age range of the participants and highlighted that these tests were
suitable in assessing an English monolingual and Afrikaans-English bilingual child in
South Africa. When composite scoring was used the bilinguals scored significantly
better than their monolingual peers on both the receptive and expressive measures,
which confirmed the premise behind this study- that composite scoring should be used
to gain an accurate assessment of a bilingual child’s vocabulary.
Adaptation of the English tests into Afrikaans, as opposed to O’Brien’s study (2015),
which adapted English tests into isiZulu, may have positively affected the results as
all English words had direct translation equivalents in Afrikaans, which was not the
case in isiZulu. The comparison between simultaneous and sequential bilinguals
within the bilingual group demonstrated that the simultaneous bilinguals’ mean
receptive and expressive scores surpassed those obtained by the sequential bilingual
participants. A significant difference was identified between simultaneous and
sequential bilinguals’ composite receptive scores and Afrikaans expressive scores.
Finally, only one monolingual participant scored below the peer group mean on both
the receptive and expressive vocabulary tests, indicating low proficiency in English
and risk of language impairment; however no bilingual participants were found to be
language impaired when composite scoring was used.
Conclusion: Bilingualism remains a rewarding area of investigation in South Africa.
Afrikaans-English bilingual children performed significantly better than O’Brien’s
(2015) isiZulu-English participants on a translated, originally English vocabulary test.
Throughout this study the refinement of valid assessment tools for accurate
description of bilingual children’s vocabulary was highlighted. The well-researched
technique of composite scoring has proven to be valuable in avoiding overdiagnosis in
South African bilingual children. / MT2018
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Letterkunde in tweedetaalonderrig : 'n psigolinguistiese perspektiefPelser, Anna C. 11 February 2014 (has links)
M.A. (Applied Linguistics) / There is widespread concern regarding the second language communicative competence of first year university students. This inadequacy has necessitated the introduction of special language courses at various universities. After eleven years of second language study, and the attainment of good matric symbols, many students are still not able to converse adequately. Teachers using cramming methods, especially with regard to the prescribed books, are often blamed for this. In this study an attempt is made to demonstrate that the particular nature of literature makes it a valuable adjunct in the process of language acquisition. Through this medium students can gain insight into the cultural-set and world-view ·of those whose language he is studying - hence the requirements for both psycho- and socio-linguistic input are satisfied. Recent theories regarding language acquisition place particular emphasis on the role of the student in the learning process: Internal factors inclUding attitudinal and personality tendencies are particularly.relevant in this context. The most important external factor is the nature of the input itself for this to effect an optimal impact on the internal aspects of a student specific requirements must be met, the most important criteria being interest-value and comprehensibility. In order to determine whether standard nine and ten setbooks.
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Guidelines for teaching effectiveness in Afrikaans second languageCachalia, Fahmida 07 August 2014 (has links)
M.Ed. / Please refer to full text to view abstract
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Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taalPienaar, Marius 17 February 2014 (has links)
M.Ed. (Curriculum Studies) / Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.
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Moedertaalverwerwing en implikasies daarvan vir kommunikatiewe tweedetaalonderrigMongiat, Marie Dirkie 10 June 2014 (has links)
M.A. (Applied Linguistics) / Language is dynamic. It must keep pace with new experiences and developments in the growth of a nation. otherwise it cannot be used as a means of communication. According to Chomsky (Lyons: 1980. Derwing: 1973. Klein: 1986) and other linguists who believe in the innatist hypothesis. every normal human being has an inborn ability to acquire his mother tongue in a relatively short space of time. However. research seems to indicate that unless the child is in a normal environment at the critical stage for language acquisition. he will not acquire his mother tongue. The innate ability thus requires stimulation from the environment: plenty of exposure to the language in informal social situations in a supportive atmosphere. Research into mother-tongue acquisition has distinct implications for second language acquisition in early childhood. The second-language teacher can take advantage of the language-acquisition ability of the child and re-create in the classroom the conditions described above under which the child acquires his mother tongue
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