M.A. (Applied Linguistics) / The rigid nature of legal language seems to be a major factor contributing to the inaccessibility or unintelligibility of legal texts. This is often also true of the translated texts. As the law plays such an important role in the community at large, influencing and ruling the lives of its members in many ways, it should be accessible to all. The point of departure of this study is therefore the problems surrounding the apparent poor communicative ability of legal texts as well as translated legal texts, not only from the point of view of the uninitiated, but also the initiated, those who are legally literate. In this context, linguistic and extralinguistic characteristics of legal texts, theoretical as well as pragmatic, are identified to illustrate the differences between legal and other technical texts. The development of South African law is discussed in broad terms to illustrate where the various legal categories influencing the nature of legal texts differ or agree. From this it is clear that the South African legal system, while strongly influenced by Roman-Dutch as well as English law, developed indigenously and is therefore unique .. A study of the analysis and interpretation of a legal translation can therefore not, merely with minor adjustment, be compared with studies of legal translation in other countries, because of the vast differences between legal systems.

Thesis (Ph. D.)--University of Hong Kong, 2007.

published_or_final_version / Law / Doctoral / Doctor of Philosophy

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Traditionally educational interpreting refers to educational interpreting for deaf students using Sign Language. Research that has been done in South Africa in spoken language educational interpreting represents pioneering work in this emerging discipline. One of the most important issues that interests policy makers and educators is the effectiveness of educational interpreting for teaching and learning purposes. This study investigates this issue with reference to contemporary ideas from academic literacy studies. Concepts such as affect, identity, accessibility and participation are investigated in order to describe possible relationships between educational interpreting and teaching and learning. The research is done against a discussion of pertinent concepts in interpreting theory, namely role, quality and professionalism. During a four week period educational interpreting was tested by way of a trial in two modules in the Law Faculty of the Stellenbosch University and with reference to three basic questions, namely: • Do students understand subject content better as a result of educational interpreting? • Do students identify better with the classroom situation because of educational interpreting? • Does educational interpreting help students to save time in the learning process? Data were gathered by way of action research and questionnaires, a focus group discussion, interviews and field observation. The research methodology included both qualitative and quantitative components. The results of the study lead to certain conclusions about the experience of educational interpreting in classrooms in the research context and whether educational interpreting can enhance teaching and learning in this context. Recommendations are made regarding the implementation of educational interpreting and further research in the field of Interpreting Studies. / AFRIKAANSE OPSOMMING: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik:Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: • Kan tolking in klasse studente help om vakinhoud beter te verstaan? • Kan studente hierdeur beter met die klaskamersituasie identifiseer? • Word tyd sodoende in die leerproses bespaar? Deur ’n proses van deelnemende aksienavorsing is data ingewin deur middel van vraelyste, ’n fokusgroepbespreking, onderhoude en waarneming. As navorsingsmetodologie het die navorser van beide kwalitatiewe en kwantitatiewe metodes gebruik gemaak. Na aanleiding van die resultate word afleidings gemaak oor die ervaring van opvoedkundige tolking in klaskamers binne die navorsingskonteks en of opvoedkundige tolking onderrig en leer binne hierdie konteks kan bevorder. Ten slotte word aanbevelings vir die implementering van opvoedkundige tolking en verdere navorsing in Tolkstudie gemaak.

published_or_final_version / Chinese / Master / Master of Philosophy

No description available.

Thesis (MPhil) -- Stellenbosch University, 2012. / The purpose of this study was to investigate the interpreting services in the Parliament of South Africa (POSA). The impetus to embark on such an investigation arose after Members of Parliament claimed that the interpreting service in the Parliament of South Africa (POSA) is poor. In seeking to determine why Members of Parliament made such claims, I therefore investigated the interpreting service rendered by staff of Parliament’s Interpreting Unit. Consequently, an investigation to whether the simultaneous interpreters currently employed by Parliament of South Africa possess the amalgam of skills attributes and qualifications necessary for them to render an interpreting service of good quality. Questionnaires were distributed to Members of Parliament and to interpreters, interviews were conducted with Control Language Practitioners (CLPs), observation of recruitment panels for interpreters also followed, and interpreters were recorded during the sitting of Parliament House in an attempt to check whether interpreters do deliver an interpreting service that is up to standard. The results of this study show that Members of Parliament have a valid claim as 65% of the sample of interpreters had joined Parliament without interpreting skills and had, to date, never been sent for interpreting training and most interpreters are demoralised by the working conditions of the Language Services Section at the Parliament of South Africa.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

Submitted in fulfillment of the requirements of the degree of Master of Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2016. / IsiZulu is a previously marginalized language and is spoken by 78% of people in KwaZulu-Natal (South Africa.info 2012). Signed language on the other hand, is not an official language in South Africa, although it is recognised despite the profession having undergone major transformation since democracy. This study hypothesizes that isiZulu and South African Sign Language interpreters both face challenges when given interpreting assignments. This study aims to create an awareness of the needs of the isiZulu speakers and deaf people when seeking judicial assistance and also to contribute towards the provision of quality interpreting services in some of the courts in KwaZulu-Natal. With this study it is hoped to assist the Department of Justice and Constitutional Development to be able to see where they can still improve on their system. This study was conducted only in four courts, therefore, the findings cannot be generalized to be the same in all the courts in South Africa. IsiZulu kusewulimi obelucindezelwe, kanti lusetshenziswa abantu abangamaphesenti angama-78 KwaZulu-Natali (SouthAfrica.info 2012). Ulimi lwezandla ngakolunye uhlangothi, akulona ulimi olusemthethweni eNingizimu Afrika nangale koshintsho oluningi olwenziwe kusukela kwaqala intando yabantu. Lolu cwaningo lucabangela ukuthi otolika besiZulu kanye naboLimi Lwezandla babhekana nezingqinamba uma benikwe umsebenzi wokutolika. Lolu cwaningo Iuhlose ukwazisa ngezidingo zabantu abakhuluma isiZulu kanye nabangezwa uma bedinga usizo lwezomthetho kanye nokuxhasa ekunikezeleni ukutolika okusezingeni elifanele kwezinye zezinkantolo KwaZulu-Natali. Ngalolu cwaningo kuthenjwa ukuthi luzosiza uMnyango Wobulungiswa kanye nokuThuthukiswa koMthethosisekelo ukuba ubone ukuthi yikuphi la okungalungiswa khona inqubo yokwenza yawo. Lolu cwaningo lwenziwe ezinkantolo ezine kuphela, ngakho-ke okutholakele ngeke kuze kuthathwe ngokuthi kuyafana ezinkantolo zonke zaseNingizimu Afrika. / M

University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese