Thesis (MPhil)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2012 / Structural markers, front matter, contextual guidance and cross-referencing are some of the important features of bilingual dictionaries which are often taken for granted. This study evaluates the presentation of structural markers in some Northern Sotho/English Bilingual dictionaries, with special reference to Pharos: Popular Northern Sotho Dictionary and Sesotho sa Leboa/English Pukuntšu Dictionary. The study further evaluates the use of the front matter, contextual guidance and cross-referencing in bilingual dictionaries. The study has established that bilingual dictionaries can become user-friendly if they identify and use appropriate strategies, as this leads to communicative success. By contrast, the incorrect application of a comma or a semicolon may lead to a misinterpretation of the supplied equivalents in bilingual dictionaries.

Thesis (MA (Afrikaans and Dutch))—University of Stellenbosch, 2006. / In its Preface the WOORDEBOEK/WÖRTERBUCH claims to be suitable for both native and foreign speakers of Afrikaans and German. This study presents an evaluation of WOORDEBOEK/ WÖRTERBUCH to determine to what extent the dictionary can be regarded as a helpful and up-to-date tool for the user, whether he or she is a native or foreign speaker of the language pair treated in this dictionary. This ultimate aim is to determine to what degree WOORDEBOEK/WÖRTERBUCH can serve as a helpful tool in translation. Theoretically and methodically the study is based on the dictionary usage research by HE Wiegand, with the genuine purpose of the dictionary as the main principle. The genuine purpose of the dictionary forms the basis of the theoretical and practical analysis. The study contains a short overview of the development of WOORDEBOEK/WÖRTERBUCH from when it was first published as a monolingual dictionary for native speakers of Afrikaans who wanted to learn German in 1925 to the publication of the eighth edition in 1983, which claims to be a new and more effective source of information for both languages, to enable closer relations between South Africa and Germany. This is followed by a lexicographic discussion on the concepts underlying the planning of a dictionary, with the emphasis on lexicographic processes and lexicographic functions. The problematic issue of active and passive dictionaries is discussed, concluding with the preference for a dictionary orientated towards text production in the case of WOORDEBOEK/WÖRTERBUCH, which would enable translation from Afrikaans into German and vice versa. The problematic nature of equivalent relations is discussed in detail and forms the main focus of the empirical study and the practical study. The evaluation of WOORDEBOEK/WÖRTERBUCH is continued in the practical study, where the genuine purpose of the dictionary and the lexicographic functions are the main criteria. The empirical study analyses the actual problems target users have when consulting the dictionary in the context of the genuine purpose of the dictionary. The study is concluded with the statement that WOORDEBOEK/WÖRTERBUCH should be revised thoroughly and that this revision can only be successful if it is based on an up-to-date, representative corpus of both Afrikaans and German; and when the lexicographer is steered by the lexicographic functions and the needs of the target user, which determine the genuine purpose of the dictionary.

Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: It is no new news that the use of a bilingual dictionary forms part of the day-to-day process of communication within a multilingual society like the one we live in. Whether it is a student, expert, language practitioner or a translator consulting a specific dictionary for meaning, spelling, pronunciation or grammatical information, it is of the utmost importance that that dictionary (regarding its macro as well as micro structure) is compiled in a such a way that the user is at all times capable of optimal retrieval of information. Bilingual dictionaries, whether general or specialised, are probably one of the most important sources of information that a translator has to his/her disposal. The most common problem that so often arises in this case, is the fact that these dictionaries are never really compiled with the translator, as possible user thereof, in mind. Because lexicographers in general do not bare in mind that the average translator (who, in the field of specialised language, is actually no more than a layman) may approach the specific dictionary for help, the vast majority of translators often experience great difficulty with the effectiveness of bilingual dictionaries with regard to a) the type of data that is brought about as well as b) the way in which this data is treated and presented in these dictionaries. The way in which aspects such as the correct way of indicating among other things equivalent relations and the use of, for example, context and cotext guidance, are supposed to be applied in order to ensure optimal information retrieval and, subsequently, that the user (which, in this case, is the translator) benefits from this,. should be studied thoroughly beforehand. The importance of other aspects such as lexicographical functions, specific user needs and the influence of cultural gaps on the data found in dictionaries, may also not be ignored when planning the structure and compilation of a bilingual dictionary. All these aspects are supposed to be treated as a lexicographical duty. And this goes for any bilingual dictionary. / AFRIKAANSE OPSOMMING: Dit is nie nuwe nuus dat die gebruik van 'n vertalende woordeboek deel vorm van die daaglikse proses van kommunikasie binne 'n multitalige samelewing soos ons eie nie. Hetsy dit 'n student, vakkundige, taalpraktisyn of vertaler is wat 'n betrokke tweetalige woordeboek raadpleeg ter wille van betekenis, spelling, uitspraak of grammatikale inligting, is dit van die uiterste belang dat daardie woordeboek (wat die spesifieke gebruiker met 'n doel gekies het) op so 'n wyse saamgestel is (wat mikrosowel as makrostrukturele aspekte betref) dat die gebruiker te alle tye tot optimale inligtingsonttrekking in staat is. Vertalende woordeboeke, hetsyalgemene of vakwoordeboeke, is waarskynlik een van die heel belangrikste inligtingsbronne wat 'n vertaler tot sy/haar beskikking het. Die algemeenste probleem wat so dikwels hier ter sprake kom, is die feit dat sulke woordeboeke as't ware nooit saamgestel word met die oog op die vertaler as moontlike gebruiker daarvan nie. Omdat leksikograwe oor die algemeen nie III gedagte hou dat vertalers (wat veralop die gebied van vaktaal basies niks anders as leke is nie) dalk die betrokke woordeboek sal nader vir hulp nie, ondervind die oorgrote meerderheid vertalers meestal probleme met die doeltreffendheid van vertalende woordeboeke ten opsigte van a) die tipe data wat daargestel word asook b) die manier waarop hierdie data bewerk word en aangebied word. Die mamer waarop aspekte soos die korrekte aanduiding van onder andere ekwivalentverhoudinge en die gebruik van byvoorbeeld konteks- en koteksleiding toegepas moet word ten einde optimale inligtingsonttrekking te verseker en, vervolgens, tot voordeel van die gebruiker (in hierdie geval die vertaler) te kan lei, moet vooraf deeglik bestudeer word. Die belangrikheid van ander kwessies soos leksikografiese funksies, spesifieke gebruikersbehoeftes en die invloed van kulturele gapings op die data wat in woordeboeke aangetref word, kan ook nie buite rekening gelaat word wanneer die struktuur en samestelling van 'n vertalende woordeboek beplan word nie. Al hierdie aspekte behoort as 'n leksikografiese plig behandel te word. En dit geld vir enige vertalende woordeboek.

Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Dictionaries are important translation tools, but cause a lot of frustration when they either fail to provide the help required or offer very little guidance. This study examines the reasons that bilingual dictionaries in particular do not always provide satisfactory support to professional translators. Translation theory and different approaches to both the process and the product of translation are investigated. Specific attention is paid to linguistic, text-linguistic and functionalist approaches to translation. The study traces the development of lexicographic theory and practice, and highlights the linguistic genealogy of lexicography. Lexicography and translation studies share this genealogy. The concept of equivalence as it relates to both these academic disciplines - translation studies and lexicography - is investigated. Professional translation entails more than translating individual words or choosing the correct translation equivalent from a bilingual dictionary, and professional translators therefore tend to regard most existing bilingual dictionaries as unsatisfactory, insufficient and inadequate. The terms "bilingual dictionary", "translating/translatory dictionary", and "translation dictionary" are discussed. Requirements for a translation dictionary are identified based on research findings concerning the translation process, translation strategies, typical translation problems, and the requisite skills of professional translators. A translation dictionary should be designed so as to assist professional translators in solving problems related to the reception, translation, and production of texts. It should be based on a representative corpus of real language use. Finally, a lexicographic model of an English-Afrikaans translation dictionary is constructed, based on the genuine purpose and the lexicographic functions of a dictionary aimed at the needs of professional translators. A process of simultaneous feedback is recommended when new dictionaries are compiled. / AFRIKAANSE OPSOMMING: Woordeboeke is 'n belangrike hulpmiddel vir vertalers, maar is dikwels ook 'n bron van frustrasie wanneer hulle óf geen hulp nie óf gebrekkige leiding verskaf Hierdie studie ondersoek redes waarom spesifiek tweetalige woordeboeke nie 'n voldoende hulpmiddel vir professionele vertalers is nie. In die proses word teorieë oor en benaderings tot vertaling as produk en proses belig. Daar word veral klem gelê op linguistiese, tekslinguistiese en funksionalistiese werkswyses in vertaling. Die ontwikkeling van leksikografie en die leksikografiese beskouing ten opsigte van tweetalige woordeboeke word daarna aangesny. Soos vertaalkunde, het leksikografie uit die linguistiek as studiegebied ontwikkel. Dit het op die vormingsjare van die twee jonger studierigtings - vertaalstudie en leksikografie - 'n soortgelyke invloed uitgeoefen. Die problematiek om ekwivalensie in sowel vertaalteorie as tweetalige woordeboeke word uitgelig. Professionele vertaling behels meer as die vertaal van woorde of die korrekte keuse van vertaalekwivalente. Tweetalige woordeboeke is nie 'n voldoende hulpmiddel vir vertalers nie, omdat hulle nie 'n bevredigende, genoegsame of toereikende hulpmiddel is nie. Die gebruik van die terme "tweetalige woordeboek", "vertalende woordeboek" en "vertaalwoordeboek" word bespreek. Vereistes waaraan 'n vertaalwoordeboek behoort te voldoen, word ondersoek, onder meer aan die hand van insigte uit navorsing oor die vertaalproses, vertaalstrategieë, tipiese vertaalprobleme en die vaardighede waaroor professionele vertalers (moet) beskik. 'n Vertaalwoordeboek moet aan professionele vertalers hulp verleen met probleme wat hulle ondervind met die resepsie, oordrag en produksie van tekste. Verteenwoordigende korpusse van werklike taalgebruik moet die grondslag vorm vir die saamstel van sodanige woordeboek. Op grond van die werklike doel van 'n vertaalwoordeboek en die funksies wat dit moet verrig, word 'n model voorgestel VIr 'n vertaalwoordeboek vir vertalers uit Engels III Afrikaans. Bewerkingsvoorstelle vir enkele voorbeeldlemmas word aan die hand gedoen. 'n Proses van gelyktydige terugvoer behoort by die saamstel van nuwe woordeboeke gevolg te word.

Thesis (M.A. (Linguistics)) --University of Limpopo, 2009 / In many bilingual dictionaries, translation equivalents reveal some shortcomings with regard to the manner in which they are presented, particularly the English-Xitsonga bilingual dictionaries. Translation equivalents in the microstructure are frequently arranged and are without contextual guidance to assist the user. This way of presentation impedes the dictionary users from retrieving the appropriate and accurate equivalents. The study has, therefore, evaluated the way in which these translation equivalents are arranged. This research study shows that they should be logically and systematically arranged, starting with the translation equivalents that have the highest usage frequency to be user-friendly. The study also suggests that functional equivalence must prevail in English-Xitsonga bilingual dictionaries. The problem of zero-equivalence should also be resolved by giving a comprehensive description of the lemma as a translation equivalent to help the users to understand the lemma better.

As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.