Thesis (M. Communication Pathology)--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Rheinische Friedrich-Wilhelms-Universität zu Bonn, 1981. / Vita. Includes bibliographical references (p. 428).

Thesis (Ph. D.)--Rheinische Friedrich-Wilhelms-Universität zu Bonn, 1981. / Vita. Includes bibliographical references (p. 428).

Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Text in Afrikaans / In hierdie verhandeling word 'n voorlopige bestekopname van Afrikaanse ekosentriese komposita aangebied. Die korpus waaruit voorbeeldmateriaal geput is, sluit leksikografiese en akademiese werke, asook die spreektaal in. Na aanleiding van 'n komparatiewe bespreking van morfologiese, kategoriale en semantiese onderskeidingskenmerke van ekso- en endosentriese komposita, word daar tot die gevolgtrekking gekom dat die onderskeid tussen eksosentriese en endosentriese lekseme noodsaaklik is. Eksosentriese komposita word deurgaans bespreek as 'n prototipiese kategorie, met kern- en randelemente. Anders as by endosentriese samestellings, ontbreek 'n hipnimie-relasie tussen prototipiese eksosentriese samestellings en enige van hul konstituente. Alhoewel eksosentriese komposita uiteraard dubbelsinnig en semanties ondeursigtig is, is die ondeursigtighied gradeerbaar, vanaf redelik deursigtig tot heeltemal ondeursigtig. 'n Inventaris word aangebied van eksosentriese samestellings, soos dit verdeel kan word in subgroepe op grond van ontstaanswyses, semantiese kenmerke en strukturele kenmerke van die woorde. Ten slotte word die verdere studie van funksionele aspekte van eksosentriese komposita in die vooruitsig gestel. / Afrikaans and Theory of Literature / M.A. (Afrikaans)

M.A. / Since the 1960s, teaching has become ever-more learner-centred, with the results that drastic changes have been wrought to the theory of language learners' problems. In the present study, - the emphasis falls on linguists' realisation that knowledge of the language-learner's native language (L1) is vital. The principle aim of this study is, therefore, to launch an investigation into the linguistic aspects of the difficulties against which the experimental group has come up. The various schools of thought that have been developing on theoretical linguistics since the 1960s are directional for the approaches to language-learners' problems. In this way the Contrastive Analysis Hypothesis has originated within the framework of Structuralism and is based on the premise that the learner's LI has a strong influence on the target language. The standpoint is that the most effective learning materials are those that are based on a scientific description of the language to be acquired, carefully compared with a parallel description of the native language of the learner. Language acquisition was, in line with the Structuralists' Behaviorist view, considered to comprise the overcoming of the effects of L1, which interfere with L2. The latter process of interference or negative transfer had to be unlearned by means of pattern drills and memorisation. With the advent of the Chomskian view of the creative aspects of the language user's competence, in terms of which language users are purported to dispose of language rules for the generation of language utterances, strong criticism was, however, levelled at the Contrastive Analysis Hypothesis. Despite this, contrastive studies are still being undertaken. Thanks to the Error Analysis Theory, which has propounded in reaction to the Contrastive Analysis Hypothesis, language learners' errors are viewed more positively. The Error Analysis Theory, in turn, gave rise to the interlanguage theory, in terms of which errors constitute a diagnostic tool that could be used to determine the interlanguage stage that the learner has reached on his or her way to acquiring the target language. Learners construct their own set of rules according to which they can try and restore order in the mass of stimuli with which they are being bombarded in terms of this theory, L1 is also considered to be a handy tool in the acquisition of the target language. For the purposes of this study, a contrastive error analysis was performed on the interlanguage used by Northern Sotho speaking teacher students who are going to teach Afrikaans. The data was collected from their written work. Special attention was devoted to general syntactic, morphological, semantic and lexical problems. Structural variances between Afrikaans and Northern Sotho were indicated. Further it was shown that English, in its capacity as the other secondary language, may also be exerting a measure of influence on the structures of the target language, and that other difficulties may also crop up that could not be imputed to interference.

M.A. (Afrikaans) / The women's liberation movement, which had its origins in the seventies, produced a number of intellectuals who have been actively campaigning for the eradication of sexism in especially the American society ever since. In terms of this movement, language is deemed to provide the very paradigm within which gender inequality is set to flourish unchecked. One of the principal aims of the movement is, therefore, to eliminate all grammatical forms in terms of which women, trapped in a traditionally male-dominated world, are being ignored, slighted, degraded and stereotyped. Soon, several publishers started introducing and organising women's study series and workshops on sexism at conferences on language and sociology. In the wake of that, a great number of publications, in which language inequalities are scientifically described, have appeared already. In addition, many articles and books were published in which guide-lines were laid down for the avoidance of sexist lexical items in the English language, which has since gained the unfortunate distinction of being labelled the most sexist language. The emphasis in the present study will, however, not fall on the ideology underlying the women's liberation movement, but on the many publications on language sexisms that had been prompted by it. Language planning and change naturally play a crucial part in all publicatlons on language sexisms. The general sociolinguistic supposition about language change is that it is prompted by change in the social structure of a society. The advocates of the development of a non-sexist language, however, appeal to the Whorf hypothesis, in terms of which the language structure of a society is deemed to reflect and facilitate its world view. According to the champions of the said hypothesis, however, the reverse of this argument should also hold good, namely that a change in the language structure of a society should bring about an inevitable change in its world view. On the strength of the latter hypothesis, alternatives are suggested for all sexist lexical items, so that v the new-found non-sexist language could help society to create a non-sexist social structure. A definition of the term language sexism has been formulated in the present study, based on the conclusions reached in research articles. The conclusion drawn is that the term sexism could only be applied in respect of language usage relating to women. Although feminists have even coined such phrases as male chauvinist pig, the literature that was taken into study (with the possible exception of that generated by Hauptfleisch, 1989), made no mention whatsoever of the possibility that male terms' could also be considered sexist. Current research projects and existing publications on language sexisms are mainly in English. With the exception of Liebenberg (1976), the few existing research studies in Afrikaans deal with specific topics, such as sexisms in translation practice or teaching material. In the present study, however, the researcher has endeavoured to describe the specific nature of those sexisms found in the Afrikaans lexicon.

D.Litt. et Phil. (Afrikaans) / Today linguists generally accept that languages change continuously and that variation characterizes language. lt appears from sociolinguistic research done since 1964 that there is a connection between linguistic and social or non-linguistic variables. Even an initial acquaintance with Rehoboth Afrikaans will indicate the general occurrence of variation; yet little research has been done in this area. The only noteworthy study in this field was carried out by J.H. Rademeyer in 1938. Variation, more specifically phonetic variation, is the object of study of this thesis ...

D.Litt. et Phil. / The main concern of this thesis is language for academic purposes, a sub-division of language for special purposes, as applied to the course Voorbereidende Afrikaans at the Rand Afrikaans University. The first problem to overcome was that of designing a test for the selection and classification of students into three classes: those who would not gain entrance into the University; those who would be compelled to do the course and those who would be exempted from the course. Based on the insights gained from literature, the doze test, combined with a paragraph was decided upon as the best instrument for measuring the students' language proficiency, this being the desired outcome of such a test. All the restrictions and limitations inherent in the idiosyncratic circumstances surrounding the test were taken into consideration and the doze test was found to be best suited to the situation and the academic requirements. Various models of language teaching were discussed and the conclusion was reached that the approach best suited to the course would be an eclectic approach including elements of the functional-notional syllabus, the communicative approach and Krashen's Input Hypothesis, using an interactive, task-based methodology. Studies indicated that such a course should also include study skills in order to equip students for academic study. A needs analysis, using Richterich and Chancerel's (1977) model, was done and the greatest need was found to be in the areas of listening comprehension and the acquisition of vocabulary. From the results of the tests there also appears to be a need to pay attention to syntax in general. A number of comparable courses were studied to find possible models upon which such a course could be based and many useful ideas were gleaned, which lead to the compilation of a syllabus for Voorbereidende Afrikaans.

D.Ed. (Didactic Education) / The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject curriculum and syllabus. This implies that a complete and systematic restructuring of the curriculum should be done, because it would be the only way in which the particular subject curriculum could be realised in a scientific way. The method of research used was the phenomenological method whilst various means were introduced to support the research, inter alia correspondence with the various Provincial Education Departments and a literature study. It became apparent that two very important phenomena were related to the teaching of the child's mother tongue, namely language and school. It was therefore necessary to make an in depth study of both phenomena, and the researcher came to the following conclusions: * Language is essentially a characteristic of being human. * Language is a very important medium through which man constitutes his own world. * The mother tongue is the medium par excellence through which man constitutes his own world. * The school's primary task is that of intellectualising the pupil (rationalisation), whilst the general forming of the pupil (for example socialisation) also forms part of the task of the school. The above mentioned research is a necessary base for any attempt to address the particular problem, namely the structuringof the mother tongue (Afrikaans) into a school subject. Further grounding includes a discussion of the role of values in the teaching of the mother tongue and the explication of the formative value of the mother tongue. Futhermore: In structuring the mother tongue into a school subject, one should adhere to the so called curriculum cycle. For the purpose of this research the parameters for any explicit situation-analysis were concentrated on, while attention was given to the concepts objectives and goals and, very briefly, the other aspects of the curriculum cycle. This research does not claim to make full and final statements regarding the mother tongue as a school subject, but only tries to formulate a basis as parameters for further research.