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Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojekJoshua, Elizabeth Caroline January 2005 (has links)
Magister Educationis - MEd / The aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language. / South Africa
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Providing a web-based information resource for Afrikaans first language teachersHeyns, Danielle 03 April 2003 (has links)
This dissertation reports on an action research project that guided the development of the Goudmyn (www.onnet.up.ac.za), a web-based information resource for Afrikaans language teachers. The information needs and utilisation of information resources by 78 Afrikaans First Language teachers were determined by means of a questionnaire and focus group discussions. The quality of the Goudmyn as information resource for and Afrikaans teachers' utilisation thereof were formally assessed. From the data it is evident that Afrikaans language teachers do not utilise the Internet as an information resource to a high degree. Nevertheless, statistics of visits to the Goudmyn indicate that the resource is being utilised increasingly. Reasons for low levels of Internet utilisation by the respondents include the following: a lack of Internet access, time, training, relevant information, awareness of resources and integration of ICT skills into the curriculum. The study found that a web site such as the Goudmyn has the potential to play a central role in supporting Afrikaans language teachers, if the teachers are trained and made aware of the use and applications of the Internet for teaching purposes. / Thesis (MA (Information Science))--University of Pretoria, 2004. / Information Science / unrestricted
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Taalbehoeftes van volwasse nie-moedertaalsprekers van Afrikaans by die RAULawrence, Malinda Juanita 15 August 2012 (has links)
M.A. / The language needs for non-mother tongue speakers of Afrikaans. The study of Afrikaans by non-mother tongue speakers of Afrikaans is not as simple as it sometimes appears. The aim of this study is to identify the specific language needs of individual learners and whether the course complies with all the requirements or meets all their expectations. The study concentrates specifically on the adult learner who is part of the ABET- programme at RAU. The study further tries to investigate any shortcomings by ways of quantitative and qualitative empirical research. The study seeks to make a valuable contribution by its recommendations to other institutions intending to introduce similar courses. Finally, possible further area of research that need to be explored are highligted.
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Guidelines for the teaching of Afrikaans as an African language in colleges of education in the Northern ProvinceNtsandeni, Ruth Fulufhelo 11 1900 (has links)
Summaries in English and Afrikaans / This study concerns the teaching and learning of Afrikaans as a foreign language
in colleges of education in the Northern Province. An empirical survey was
conducted at Makhado and Shingwedzi Colleges of Education where teachers
are trained for the Primary Teachers' Diploma. This study seeks to identify issues
which perpetrate negative attitudes to the subject of Afrikaans, as is manifested
by low student enrolment, or its absence. Apart from the fact that South Africa
is proclaimed by the Constitution of the country to be both multilingual and
multicultural, non-Afrikaans student teachers seem to ignore the advantages of
including Afrikaans as one of the units of their linguistic flexibility. The study thus
identifies the knowledge, skills and attitudes which teachers and student
teachers should acquire in this foreign language during their training in order to
be successful practitioners in the field. The study endeavours to inform its
learners that the language should be regarded as a tool of communication, not
one of politics. This knowledge is necessary as African learners tend to associate
the subject Afrikaans with the apartheid era of government.
Chapter two deals with theoreticar considerations which underpin the teaching of
the subject of Afrikaans. The role of language policy and its planning was
identified as the basis of negative attitudes towards the language.
Chapter three deals with instructional issues pertaining to the teaching of the
subject of Afrikaans as a foreign language. These issues include the How? and
Why? of factors to be considered in the teaching of the subject with the aim of
enhancing the teachers' understanding of the subject. Research is conducted
on problematical areas.
Chapter four concentrates on the empirical research. The research endevours
to identify issues in the teaching of the subject
The thesis concludes that there is a need to revisit the aims of learning the
Afrikaans language and a need to concentrate on cultivating a culture of learning
in the subject of Afrikaans. This can be accomplished by enriching the language
through acquiring various teaching skills and addressing various needs of
learners. / Hierdie studie handel oor die onderrig en leer van Afrikaans as vreemde taal in
onderwyskolleges in die Noordelike Provinsie. h Empiriese studie is gedoen by
die Makhado Onderwyskollege en die Shingwedzi Onderwyskollege waar
onderwysers vir die Primere Onderwysdiploma opgelei word. In hierdie navorsing
word getrag om die faktore wat aanleiding gee tot die lae inskrywingsyfer vir
Afrikaans as vak te identifiseer. Afgesien van die feit dat die Grondwet van SuidAfrika
voorsiening maak vir veeltaligheid en multikulturaliteit, ignoreer nieAfrikaanssprekende
studente die voordele wat daaraan verbonde is om Afrikaans
as vak by hulle studiepakket in te sluit. Die kennis; vaardighede en houdings wat
onderwysers en onderwysstudente moet verwerf om Afrikaans as vreemde taal
suksesvol te kan onderrig, word hier ge'identifiseer. Poging word aangewend om
aan te toon dat Afrikaans as werktuig vir kommunikasie aangewend moet word
en nie as h politieke werktuig nie. Hierdie kennis is noodsaaklik, aangesien
leerders die taal en dus ook die vak Afrikaans, meestal assosieer met die
voormalige apartheidsregering.
Hoofstuk twee handel oor die teoretiese aspekte wat die grondslag van die
onderrig van die vak Afrikaans vorm. Die rol wat die taalbeleid tans speel en ook
in die verlede gespeel het, word ge"identifiseer as basis vir die negatiewe
ingesteldhede teenoor die taal. ,
Hoofstuk drie handel oor onderrigaangeleenthede betreffende die vak Afrikaans
as h vreemde taal. Hierdie sake sluit in die Hoe? en Waarom? van faktore wat
in ag geneem word by die onderrig van die vak wanneer beoog word om die
onderwyser se insig betreffende die vak te verbeter. Navorsing is gedoen oor
areas wat problematies blyk te gewees het.
In hoofstuk vier word die empiriese navorsing weergegee. Hierdie navorsing trag
om sekere aangeleenthede betreffende die onderrig van die vak oop te dek.
Die tesis volstaan daarmee dat daar 'n nood is om die doelstellings met die
onderrig van Afrikaans weer eens te beskou en dat dit ook nodig is om daarop te
konsentreer om die onderrig van Afrikaans op aile vlakke te bevorder. Dit kan
bereik word deur die verryking van die taal deur middel van die aanleer van
verskillende onderrigvaardighede en deur die behoeftes van die leerders aan te
spreek. / Educational Studies / D. Ed. (Didactics)
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'n Masjienleerbenadering tot woordafbreking in AfrikaansFick, Machteld 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie studie was om te bepaal tot watter mate ’n suiwer patroongebaseerde benadering tot woordafbreking bevredigende resultate lewer. Die masjienleertegnieke kunsmatige neurale netwerke, beslissingsbome en die TEX-algoritme is ondersoek aangesien dit met letterpatrone uit woordelyste afgerig kan word om lettergreep- en saamgesteldewoordverdeling te doen.
’n Leksikon van Afrikaanse woorde is uit ’n korpus van elektroniese teks genereer. Om lyste vir lettergreep- en saamgesteldewoordverdeling te kry, is woorde in die leksikon in lettergrepe verdeel en saamgestelde woorde is in hul samestellende dele verdeel. Uit elkeen van hierdie lyste van ±183 000 woorde is ±10 000 woorde as toetsdata gereserveer terwyl die res as afrigtingsdata gebruik is.
’n Rekursiewe algoritme is vir saamgesteldewoordverdeling ontwikkel. In hierdie algoritme word alle ooreenstemmende woorde uit ’n verwysingslys (die leksikon) onttrek deur stringpassing van die begin en einde van woorde af. Verdelingspunte word dan op grond van woordlengte uit die
samestelling van begin- en eindwoorde bepaal. Die algoritme is uitgebrei deur die tekortkominge
van hierdie basiese prosedure aan te spreek.
Neurale netwerke en beslissingsbome is afgerig en variasies van beide tegnieke is ondersoek om
die optimale modelle te kry. Patrone vir die TEX-algoritme is met die OPatGen-program
gegenereer. Tydens toetsing het die TEX-algoritme die beste op beide lettergreep- en saamgesteldewoordverdeling
presteer met 99,56% en 99,12% akkuraatheid, respektiewelik. Dit kan
dus vir woordafbreking gebruik word met min risiko vir afbrekingsfoute in gedrukte teks. Die neurale netwerk met 98,82% en 98,42% akkuraatheid op lettergreep- en saamgesteldewoordverdeling, respektiewelik, is ook bruikbaar vir lettergreepverdeling, maar dis meer riskant. Ons het bevind dat beslissingsbome te riskant is om vir lettergreepverdeling en veral vir woordverdeling te gebruik, met 97,91% en 90,71% akkuraatheid, respektiewelik.
’n Gekombineerde algoritme is ontwerp waarin saamgesteldewoordverdeling eers met die TEXalgoritme gedoen word, waarna die resultate van lettergreepverdeling deur beide die TEXalgoritme en die neurale netwerk gekombineer word. Die algoritme het 1,3% minder foute as die TEX-algoritme gemaak. ’n Toets op gepubliseerde Afrikaanse teks het getoon dat die risiko vir woordafbrekingsfoute in teks met gemiddeld tien woorde per re¨el ±0,02% is. / The aim of this study was to determine the level of success achievable with a purely pattern
based approach to hyphenation in Afrikaans. The machine learning techniques artificial neural
networks, decision trees and the TEX algorithm were investigated since they can be trained
with patterns of letters from word lists for syllabification and decompounding.
A lexicon of Afrikaans words was extracted from a corpus of electronic text. To obtain lists
for syllabification and decompounding, words in the lexicon were respectively syllabified and
compound words were decomposed. From each list of ±183 000 words, ±10 000 words were
reserved as testing data and the rest was used as training data.
A recursive algorithm for decompounding was developed. In this algorithm all words corresponding
with a reference list (the lexicon) are extracted by string fitting from beginning and
end of words. Splitting points are then determined based on the length of reassembled words.
The algorithm was expanded by addressing shortcomings of this basic procedure.
Artificial neural networks and decision trees were trained and variations of both were examined
to find optimal syllabification and decompounding models. Patterns for the TEX algorithm
were generated by using the program OPatGen. Testing showed that the TEX algorithm
performed best on both syllabification and decompounding tasks with 99,56% and 99,12% accuracy,
respectively. It can therefore be used for hyphenation in Afrikaans with little risk of
hyphenation errors in printed text. The performance of the artificial neural network was lower,
but still acceptable, with 98,82% and 98,42% accuracy for syllabification and decompounding,
respectively. The decision tree with accuracy of 97,91% on syllabification and 90,71% on
decompounding was found to be too risky to use for either of the tasks
A combined algorithm was developed where words are first decompounded by using the TEX
algorithm before syllabifying them with both the TEX algoritm and the neural network and
combining the results. This algoritm reduced the number of errors made by the TEX algorithm
by 1,3% but missed more hyphens. Testing the algorithm on Afrikaans publications showed the risk for hyphenation errors to be ±0,02% for text assumed to have an average of ten words per
line. / Decision Sciences / D. Phil. (Operational Research)
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Guidelines for the teaching of Afrikaans as an African language in colleges of education in the Northern ProvinceNtsandeni, Ruth Fulufhelo 11 1900 (has links)
Summaries in English and Afrikaans / This study concerns the teaching and learning of Afrikaans as a foreign language
in colleges of education in the Northern Province. An empirical survey was
conducted at Makhado and Shingwedzi Colleges of Education where teachers
are trained for the Primary Teachers' Diploma. This study seeks to identify issues
which perpetrate negative attitudes to the subject of Afrikaans, as is manifested
by low student enrolment, or its absence. Apart from the fact that South Africa
is proclaimed by the Constitution of the country to be both multilingual and
multicultural, non-Afrikaans student teachers seem to ignore the advantages of
including Afrikaans as one of the units of their linguistic flexibility. The study thus
identifies the knowledge, skills and attitudes which teachers and student
teachers should acquire in this foreign language during their training in order to
be successful practitioners in the field. The study endeavours to inform its
learners that the language should be regarded as a tool of communication, not
one of politics. This knowledge is necessary as African learners tend to associate
the subject Afrikaans with the apartheid era of government.
Chapter two deals with theoreticar considerations which underpin the teaching of
the subject of Afrikaans. The role of language policy and its planning was
identified as the basis of negative attitudes towards the language.
Chapter three deals with instructional issues pertaining to the teaching of the
subject of Afrikaans as a foreign language. These issues include the How? and
Why? of factors to be considered in the teaching of the subject with the aim of
enhancing the teachers' understanding of the subject. Research is conducted
on problematical areas.
Chapter four concentrates on the empirical research. The research endevours
to identify issues in the teaching of the subject
The thesis concludes that there is a need to revisit the aims of learning the
Afrikaans language and a need to concentrate on cultivating a culture of learning
in the subject of Afrikaans. This can be accomplished by enriching the language
through acquiring various teaching skills and addressing various needs of
learners. / Hierdie studie handel oor die onderrig en leer van Afrikaans as vreemde taal in
onderwyskolleges in die Noordelike Provinsie. h Empiriese studie is gedoen by
die Makhado Onderwyskollege en die Shingwedzi Onderwyskollege waar
onderwysers vir die Primere Onderwysdiploma opgelei word. In hierdie navorsing
word getrag om die faktore wat aanleiding gee tot die lae inskrywingsyfer vir
Afrikaans as vak te identifiseer. Afgesien van die feit dat die Grondwet van SuidAfrika
voorsiening maak vir veeltaligheid en multikulturaliteit, ignoreer nieAfrikaanssprekende
studente die voordele wat daaraan verbonde is om Afrikaans
as vak by hulle studiepakket in te sluit. Die kennis; vaardighede en houdings wat
onderwysers en onderwysstudente moet verwerf om Afrikaans as vreemde taal
suksesvol te kan onderrig, word hier ge'identifiseer. Poging word aangewend om
aan te toon dat Afrikaans as werktuig vir kommunikasie aangewend moet word
en nie as h politieke werktuig nie. Hierdie kennis is noodsaaklik, aangesien
leerders die taal en dus ook die vak Afrikaans, meestal assosieer met die
voormalige apartheidsregering.
Hoofstuk twee handel oor die teoretiese aspekte wat die grondslag van die
onderrig van die vak Afrikaans vorm. Die rol wat die taalbeleid tans speel en ook
in die verlede gespeel het, word ge"identifiseer as basis vir die negatiewe
ingesteldhede teenoor die taal. ,
Hoofstuk drie handel oor onderrigaangeleenthede betreffende die vak Afrikaans
as h vreemde taal. Hierdie sake sluit in die Hoe? en Waarom? van faktore wat
in ag geneem word by die onderrig van die vak wanneer beoog word om die
onderwyser se insig betreffende die vak te verbeter. Navorsing is gedoen oor
areas wat problematies blyk te gewees het.
In hoofstuk vier word die empiriese navorsing weergegee. Hierdie navorsing trag
om sekere aangeleenthede betreffende die onderrig van die vak oop te dek.
Die tesis volstaan daarmee dat daar 'n nood is om die doelstellings met die
onderrig van Afrikaans weer eens te beskou en dat dit ook nodig is om daarop te
konsentreer om die onderrig van Afrikaans op aile vlakke te bevorder. Dit kan
bereik word deur die verryking van die taal deur middel van die aanleer van
verskillende onderrigvaardighede en deur die behoeftes van die leerders aan te
spreek. / Educational Studies / D. Ed. (Didactics)
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Korpuslinguistiese ondersoek na pragmatiese merkers in OmgangsafrikaansFourie, Annamarie 01 1900 (has links)
Text in Afrikaans with summaries in Afrikaans, English and Tshwana / Includes bibliographical references (leaves 183-193) / Pragmatiese merkers in Omgangsafrikaans dien as belangrike kontekstualiseringswenke. Dit rig gespreksgenote in terme van uitingrelevansie en stel die spreker in staat om, op bondige wyse, ’n houding teenoor die proposisie van die uiting te openbaar. Dit dra ook by tot die gesprekstruktuur. Die sistematiese ondersoek na pragmatiese merkers volg ’n eklektiese benadering: die relevansieteorie, grammatikalisasieteorie, diskoersanalise, sosiopragmatiek en korpuslinguistiek word ingespan om die verskynsel te bestudeer en te verklaar. Die pragmatiese merkers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” is bestudeer aan die hand van die Pretoriakorpus van Omgangsafrikaans (PO) vanweë hul hoë gebruiksfrekwensie in die korpus. ’n Vergelyking van die gebruiksfrekwensies van hierdie pragmatiese merkers onder verskillende groeperinge van sprekers toon aan dat jong, volwasse en bejaarde mans en vroue dit verskillend gebruik. Die onderskeie funksies bied voorts leidrade waardeur die grammatikalisasie van pragmatiese merkers nagespeur kan word. Dit wil voorkom asof jong vroulike sprekers die voortou neem in die gebruik en ontwikkeling van pragmatiese merkers teenoor jong manlike sprekers. Die studie het verder bevind dat veral volwasse vroulike sprekers aktief bydra tot die ontwikkeling van hierdie pragmatiese merkers. / Pragmatic markers in interactional Afrikaans serve as important contextualising cues. They guide interlocutors as to the relevance of utterances and equip the speaker to signal an attitude towards the proposition of the utterance in a succinct way. They also contribute to the conversation structure. The systematic investigation of pragmatic markers follows an eclectic approach: relevance theory, grammaticalisation theory, discourse analysis, sociopragmatics and corpus linguistics are engaged in order to study and explain the phenomenon. The pragmatic markers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” are studied on the basis of the Pretoriakorpus van Omgangsafrikaans (PO) owing to their high frequency in the corpus. A comparison of the usage frequencies of these pragmatic markers among various groups of speakers indicates that young, adult and elderly men and women use them differently. The respective functions offer clues by which the grammaticalisation of pragmatic markers may be traced. It appears that young female speakers take the lead in the use and development of pragmatic markers compared to young male speakers. The study further found that especially adult female speakers contribute actively to the development of these pragmatic markers. / Matshwao a puo mo puong ya kgolagano ya Afrikaans a dira jaaka matshwao a botlhokwa a bokao. A kaela babui ka bomaleba jwa dipuo le go thusa sebui go bontsha maikutlo malebana le polelo e e tshitshinngwang ka boripana. Gape a tshwaela mo sebopegong sa puisano. Tshekatsheko e e rulaganeng ya matshwao a puo e ne e dirisa mekgwa e e farologaneng: tiori ya bomaleba, tiori ya tiriso ya thutapuo, tshekatsheko ya puisano, matshwao a puoloago le thuto ya dipuo e e lebelelang dikwalo tse di gona (corpus linguistics) di dirisitswe go batlisisa le go tlhalosa dikgakgamatso tseo. Matshwao a puo a “rêrig/regtig”, “oukei”, “soos”, “hoor” le “weet” a batlisisitswe go lebeletswe Pretoriakorpus van Omgangsafrikaans (PO) ka ntlha ya go nna teng ga ona thata mo dikwalong. Tshwantshanyo ya seelo sa tiriso ya matshwao ano a puo magareng ga ditlhopha tsa dibui e supa gore bašwa, bagolo le bagodi ba banna le basadi ba a dirisa ka ditsela tse di farologaneng. Ditiro tse di rileng di bontsha disupi tse ka tsona go ka latedisiwang tiriso ya thutapuo ya matshwao a puo. Go bonala fa dibui tsa bašwa ba basadi di eteletse pele mo tirisong le kgodisong ya matshwao a puo fa di ntshwantshanngwa le dibui tsa banna. Thutopatlisiso e fitlheletse gape gore dibui tsa bagolo ba basadi bogolosegolo di tshwaela ka botlhaga mo kgodisong ya matshwao ano a puo. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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Masjienleerbenadering tot woordafbreking in AfrikaansFick, Machteld 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie studie was om te bepaal tot watter mate ’n suiwer patroongebaseerde benadering tot woordafbreking bevredigende resultate lewer. Die masjienleertegnieke kunsmatige neurale netwerke, beslissingsbome en die TEX-algoritme is ondersoek aangesien dit met letterpatrone uit woordelyste afgerig kan word om lettergreep- en saamgesteldewoordverdeling te doen.
’n Leksikon van Afrikaanse woorde is uit ’n korpus van elektroniese teks genereer. Om lyste vir lettergreep- en saamgesteldewoordverdeling te kry, is woorde in die leksikon in lettergrepe verdeel en saamgestelde woorde is in hul samestellende dele verdeel. Uit elkeen van hierdie lyste van ±183 000 woorde is ±10 000 woorde as toetsdata gereserveer terwyl die res as afrigtingsdata gebruik is.
’n Rekursiewe algoritme is vir saamgesteldewoordverdeling ontwikkel. In hierdie algoritme word alle ooreenstemmende woorde uit ’n verwysingslys (die leksikon) onttrek deur stringpassing van die begin en einde van woorde af. Verdelingspunte word dan op grond van woordlengte uit die
samestelling van begin- en eindwoorde bepaal. Die algoritme is uitgebrei deur die tekortkominge
van hierdie basiese prosedure aan te spreek.
Neurale netwerke en beslissingsbome is afgerig en variasies van beide tegnieke is ondersoek om
die optimale modelle te kry. Patrone vir die TEX-algoritme is met die OPatGen-program
gegenereer. Tydens toetsing het die TEX-algoritme die beste op beide lettergreep- en saamgesteldewoordverdeling
presteer met 99,56% en 99,12% akkuraatheid, respektiewelik. Dit kan
dus vir woordafbreking gebruik word met min risiko vir afbrekingsfoute in gedrukte teks. Die neurale netwerk met 98,82% en 98,42% akkuraatheid op lettergreep- en saamgesteldewoordverdeling, respektiewelik, is ook bruikbaar vir lettergreepverdeling, maar dis meer riskant. Ons het bevind dat beslissingsbome te riskant is om vir lettergreepverdeling en veral vir woordverdeling te gebruik, met 97,91% en 90,71% akkuraatheid, respektiewelik.
’n Gekombineerde algoritme is ontwerp waarin saamgesteldewoordverdeling eers met die TEXalgoritme gedoen word, waarna die resultate van lettergreepverdeling deur beide die TEXalgoritme en die neurale netwerk gekombineer word. Die algoritme het 1,3% minder foute as die TEX-algoritme gemaak. ’n Toets op gepubliseerde Afrikaanse teks het getoon dat die risiko vir woordafbrekingsfoute in teks met gemiddeld tien woorde per re¨el ±0,02% is. / The aim of this study was to determine the level of success achievable with a purely pattern
based approach to hyphenation in Afrikaans. The machine learning techniques artificial neural
networks, decision trees and the TEX algorithm were investigated since they can be trained
with patterns of letters from word lists for syllabification and decompounding.
A lexicon of Afrikaans words was extracted from a corpus of electronic text. To obtain lists
for syllabification and decompounding, words in the lexicon were respectively syllabified and
compound words were decomposed. From each list of ±183 000 words, ±10 000 words were
reserved as testing data and the rest was used as training data.
A recursive algorithm for decompounding was developed. In this algorithm all words corresponding
with a reference list (the lexicon) are extracted by string fitting from beginning and
end of words. Splitting points are then determined based on the length of reassembled words.
The algorithm was expanded by addressing shortcomings of this basic procedure.
Artificial neural networks and decision trees were trained and variations of both were examined
to find optimal syllabification and decompounding models. Patterns for the TEX algorithm
were generated by using the program OPatGen. Testing showed that the TEX algorithm
performed best on both syllabification and decompounding tasks with 99,56% and 99,12% accuracy,
respectively. It can therefore be used for hyphenation in Afrikaans with little risk of
hyphenation errors in printed text. The performance of the artificial neural network was lower,
but still acceptable, with 98,82% and 98,42% accuracy for syllabification and decompounding,
respectively. The decision tree with accuracy of 97,91% on syllabification and 90,71% on
decompounding was found to be too risky to use for either of the tasks
A combined algorithm was developed where words are first decompounded by using the TEX
algorithm before syllabifying them with both the TEX algoritm and the neural network and
combining the results. This algoritm reduced the number of errors made by the TEX algorithm
by 1,3% but missed more hyphens. Testing the algorithm on Afrikaans publications showed the risk for hyphenation errors to be ±0,02% for text assumed to have an average of ten words per
line. / Decision Sciences / D. Phil. (Operational Research)
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219 |
Kognisiewerkwoorde in Afrikaans / Cognition verbs in AfrikaansRoux, Adriaan Johannes Gerhardus 03 1900 (has links)
Text in Afrikaans, abstracts in Afrikaans and English / This is a study of the broad scope of cognition verbs in Afrikaans. Firstly, the nonmetaphorical
cognition verbs [e.g. ken (= know), weet (= know), dink (= think), verstaan
(= understand)] are discussed and then the metaphorical cognition verbs which are
subcategorized in metaphorical verbs of vision [kyk (= look), sien (= see)] and
metaphorical manipulation verbs [vorm (= form), gryp (= grab), voel (= feel), vat (= take)
etc.]. The study is embedded in the cognitive linguistic stance of embodiment which
inter alia implies that our neurological functioning is based on feeling (which includes
our sense of touch), and that the way our bodies are structured also determines the way
we express our thoughts.
This extensive descriptive study of Afrikaans cognition verbs, metaphorical and nonmetaphorical,
indicates that visual lexemes in Afrikaans express subtle abstract thought,
while manipulation lexemes express less subtle, yet still abstract result-driven thought.
Synthesis is an important factor in this study because the non-metaphorical cognition
verbs as well as the metaphorical cognition verbs are linked to the basic cognitive
principle of embodiment. Also, the two metaphorical verb types can by seen in
synthesis when the stage frame ( = vision) and the workshop frame ( = manipulation)
are merged. The synthesis of the stage frame and the workshop frame eventually
provides us with another perspective, namely that vision and manipulation (which
includes touch and feeling) are in a state of interacting nurturing symbiosis. / In hierdie studie word die breë kader van Afrikaanse kognisiewerkwoorde ondersoek.
Eers kom die nie-metaforiese kognisiewerkwoorde (ken, weet, dink, verstaan) onder die
vergrootglas, en daarna die metaforiese kognisiewerkwoorde wat gesubkategoriseer
word in visueel-metaforiese werkwoorde (kyk, sien ens.) en manipulatief-metaforiese
werkwoorde (vorm, gryp, voel, vat ens.). Hierdie studie is ingebed binne die kognitieflinguistiese
uitgangspunt van beliggaamdheid wat onder andere behels dat ons
neurologiese funksionering sterk gevoelsgefundeerd (o.m. op tassintuiglike vlak) is,
maar ook dat ons liggaamlike gestruktureerdheid 'n rol speel by die uitdrukking van
denke.
Die uitvoerige deskriptiewe studie van Afrikaanse kognisiewerkwoorde, metafories en
nie-metafories, dui aan dat visuele lekseme in Afrikaans vir fyn abstrakte denke gebruik
word, terwyl manipulasielekseme vir minder fyn, maar steeds abstrakte
resultaatgedrewe denke gebruik word.
Sintesevorming speel 'n belangrike rol in hierdie studie in dié sin dat die nie-metaforiese
kognisiewerkwoorde sowel as die metaforiese kognisiewerkwoorde tot die basiese
kognitiewe uitgangspunt van beliggaamdheid teruggevoer kan word. Ook wat die twee
metaforiese werkwoordtipes betref, kan daar 'n sintese gevorm word indien die
verhoograam (= visie) sáám met die werkswinkelraam (= manipulasie) beskou word.
Die samevoeging van die verhoograam met die werkswinkelraam bied uiteindelik nog 'n
perspektief, naamlik dat visie en manipulasie (waarby tassintuiglike gevoel ingesluit is)
simbioties en voedend op mekaar inwerk. / Linguistics and Modern Languages / D. Litt. et Phil (Linguistics)
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Konfrontative Untersuchungen zum Plural des Substantivs im Afrikaansen und im DeutschenDu Pisani Boeke, Johanna 12 1900 (has links)
Thesis (MA) -- Stellenbosch University, 1976. / No Abstract Available
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