M.A. (Afrikaans) / Please refer to full text to view abstract

M.A. (African Languages) / Problems regarding language requirements set by legislation, the law profession and academic institutions, are discussed. The main purpose of the study is to do a needs analysis of law students' needs, to communicate in Afrikaans, to make a conclusion ofneeds that have to be addressed and to lay down guidelines for a concept syllabus. The presumption is made that present Afrikaans courses for law students at universities, do not make provision for their specific needs. The implementation phases are discussed, with a special focus on the communicative needs ofthe target groups. The development of language for special purposes is discussed. Special attention is focussed on authentic materials, a frequency analysis and a special register. The importance of a needs analysis is stressed. The development of the functional notional approach and its advantages is discussed. Learner-centredness and learner needs are emphasized. A number of language syllabuses . ~. are mentioned and the conclusion is reached that grammar should form the basis of a syllabus, with notional, functional and situational specifications centering around it. A number of existing language courses for law students were studied. The lack of a communicative approach in many of these courses is pointed out. It is suggested that serious consideration must be given to a new approach towards existing courses in Afrikaans for law students and that a rationale be developed to determine communicative needs, contents of the course and the principles as set out in the functional-notional approach.

M.Ed. (Curriculum Studies) / This study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.

Text in Afrikaans / An account of certain functional aspects of Afrikaans exocentric compounds is presented in this dissertation. This study builds on the preliminary survey presented in the dissertation 'n Korpusanalise van Afrikaanse eksosentriese komposita (Van Niekerk, 2001). Exemplary material is obtained from an extensive corpus, consisting of lexicographical and academic matter, as well as colloquial spoken language. Language is man's primary means of communication, used to convey knowledge and information. Lexical items are used to name and refer to all kinds of concepts, aspects, objects, persons and other references. Of particular importance to this study, however, is the expressive functionality of language, whereby it is used as an instrument to voice affect, judgement, opinion, perception and other emotional aspects. Exocentric compounds are singled out as lexemes of particular importance, utilized by Afrikaans speakers/writers to express themselves referentially and emotionally. In this study the researcher has endeavored to describe and explain certain aspects of exocentric compounds in terms of the cognitive process of conceptual blending, as explained in The way we think by Fauconnier and Turner (2003). Exocentric compounding is highly functional with regard to etnobiological naming of botanic and zoological references, especially as bahuvrihi compounds. More prominent, however, is the use of compounds to voice a wide variety of expressive values and connotations, both positive and negative. Humor is constantly referred to as probably the most important function of exocentric compounds. Other expressive functional aspects of exocentric compounds are discussed, such as insult, scorn and ridicule in nicknames and slurs, the softening effect of euphemism in contrast to the intensifying effect of dysphemism, idiomaticity, irony, et cetera, some of these aspects overlapping significantly. Exocentric compounds are creatively used as highly descriptive expressions in the informal register of colloquial Afrikaans, as well as in different dialects and sociolinguistic varieties. Based on observations in connection with the diverse use and optimal functionality of exocentric compounds in domains of every possible kind, the conclusion is reached that exocentric compounds is an essential part of the Afrikaans lexicon. / Afrikaans & Theory of Literature / D.Litt. et Phil.(Afrikaans)

Text in Afrikaans / In this dissertation the ideology behind the debate on the position of Standard Afrikaans in the new, multilinguistic South African dispensation with eleven official languages is examined from a psycholinguistic perspective. The study concentrates on how ideology and power played and are still playing a role in the formation of the variety Standard Afrikaans. The study points out how historical and present-day philosophical, social and language-political considerations influenced the natural development of Afrikaans by advancing it in respect of status on the one hand and prejudicing it in respect of lexicon and corpus on the other hand. The mutual bond of Afrikaans and English as Germanic languages and the inherently hybrid nature of Afrikaans are highlighted. The study points out the artificial role of Eurocentrism and the ideal of "pure language" on perceptions and myths about Afrikaans, as well as the historical influence of the European heritage on Afrikaner thinking and the direct influence thereof on the appropriation of Afrikaans as a symbol and product of an exclusive, ethnical group. Classical perceptions and myths in respect of the origin of Afrikaans and the status of creole languages as opposed to so-called "pure" languages are queried. With reference to the results of the research the author reflects on the possibility of a paradigmatic shift in respect of Standard Afrikaans in its present format. Actual Afrikaans ("aktuele Afrikaans") as a basis for a generally accepted standard language is presented as a new concept. The author reflects on the internal and external desirability of a new approach to Afrikaans as the stimulus behind the survival and acceptance of Afrikaans as an intranational and international language of, inter alia, science, technology, philosophy and social interaction. Scientific arguments in respect of language change, language influencing, language diffusion and language fusion are advanced in this respect. / In hierdie proefskrif word die ideologie agter die debat oor Standaardafrikaans se posisie in die nuwe, multilinguistiese Suid-Afrikaanse bestel met elf amptelike tale vanuit 'n psigolinguistiese perspektief ondersoek. Daar word gekonsentreer op hoe ideologie en mag 'n rol in die vorming van die varieteit Standaardafrikaans gespeel het, en dit steeds doen. Daar word aangetoon hoe historiese en hedendaagse filosofiese, maatskaplike en taalpolitiese oorwegings die natuurlike ontwikkeling van Afrikaans bemvloed het deur dit onder andere enersyds statusgewys te bevoordeel en andersyds leksikaal en korpusgewys te benadeel. Die gemeenskaplike band van Afrikaans en Engels as Germaanse tale en die inherente hibridiese aard van Afrikaans word uitgelig. Daar word gewys op die kunsmatige rol wat Eurosentrisme en die strewe na "taalsuiwerheid" in opvattinge en mites oor Afrikaans gehad het, asook op die historiese invloed van die Europese erfenis op Afrikanerdenke en die indirekte invloed daarvan op die toe-eiening van Afrikaans as simbool en produk van 'n eksklusiewe, etniese groepering. Klassieke opvattinge en mites oor die ontstaan van Afrikaans en die status van kreoolse tale vergeleke met sogenaamde "suiwer" tale word bevraagteken. Na aanleiding van navorsingsresultate word daar besin oor 'n moontlike paradigmaverskuiwing ten opsigte van Standaardafrikaans in die huidige gedaante daarvan. Aktuele Afrikaans as 'n basis vir 'n algemeen aanvaarbare standaardtaal word as nu we konsep aangebied. Daar word besin oor die inteme en eksteme wenslikheid van 'n nuwe benadering tot Afrikaans as die stukrag vir die voortbestaan en aanvaarding .van Afrikaans as 'n intranasionale en intemasionale taal van, onder andere, die wetenskap, tegnologie, filosofie en sosiale omgang. Hiervoor word wetenskaplike argumente. / Afrikaans / D.Lit. et Phil.(Afrikaans)

Text in Afrikaans / An account of certain functional aspects of Afrikaans exocentric compounds is presented in this dissertation. This study builds on the preliminary survey presented in the dissertation 'n Korpusanalise van Afrikaanse eksosentriese komposita (Van Niekerk, 2001). Exemplary material is obtained from an extensive corpus, consisting of lexicographical and academic matter, as well as colloquial spoken language. Language is man's primary means of communication, used to convey knowledge and information. Lexical items are used to name and refer to all kinds of concepts, aspects, objects, persons and other references. Of particular importance to this study, however, is the expressive functionality of language, whereby it is used as an instrument to voice affect, judgement, opinion, perception and other emotional aspects. Exocentric compounds are singled out as lexemes of particular importance, utilized by Afrikaans speakers/writers to express themselves referentially and emotionally. In this study the researcher has endeavored to describe and explain certain aspects of exocentric compounds in terms of the cognitive process of conceptual blending, as explained in The way we think by Fauconnier and Turner (2003). Exocentric compounding is highly functional with regard to etnobiological naming of botanic and zoological references, especially as bahuvrihi compounds. More prominent, however, is the use of compounds to voice a wide variety of expressive values and connotations, both positive and negative. Humor is constantly referred to as probably the most important function of exocentric compounds. Other expressive functional aspects of exocentric compounds are discussed, such as insult, scorn and ridicule in nicknames and slurs, the softening effect of euphemism in contrast to the intensifying effect of dysphemism, idiomaticity, irony, et cetera, some of these aspects overlapping significantly. Exocentric compounds are creatively used as highly descriptive expressions in the informal register of colloquial Afrikaans, as well as in different dialects and sociolinguistic varieties. Based on observations in connection with the diverse use and optimal functionality of exocentric compounds in domains of every possible kind, the conclusion is reached that exocentric compounds is an essential part of the Afrikaans lexicon. / Afrikaans and Theory of Literature / D.Litt. et Phil.(Afrikaans)

Text in Afrikaans / In this dissertation the ideology behind the debate on the position of Standard Afrikaans in the new, multilinguistic South African dispensation with eleven official languages is examined from a psycholinguistic perspective. The study concentrates on how ideology and power played and are still playing a role in the formation of the variety Standard Afrikaans. The study points out how historical and present-day philosophical, social and language-political considerations influenced the natural development of Afrikaans by advancing it in respect of status on the one hand and prejudicing it in respect of lexicon and corpus on the other hand. The mutual bond of Afrikaans and English as Germanic languages and the inherently hybrid nature of Afrikaans are highlighted. The study points out the artificial role of Eurocentrism and the ideal of "pure language" on perceptions and myths about Afrikaans, as well as the historical influence of the European heritage on Afrikaner thinking and the direct influence thereof on the appropriation of Afrikaans as a symbol and product of an exclusive, ethnical group. Classical perceptions and myths in respect of the origin of Afrikaans and the status of creole languages as opposed to so-called "pure" languages are queried. With reference to the results of the research the author reflects on the possibility of a paradigmatic shift in respect of Standard Afrikaans in its present format. Actual Afrikaans ("aktuele Afrikaans") as a basis for a generally accepted standard language is presented as a new concept. The author reflects on the internal and external desirability of a new approach to Afrikaans as the stimulus behind the survival and acceptance of Afrikaans as an intranational and international language of, inter alia, science, technology, philosophy and social interaction. Scientific arguments in respect of language change, language influencing, language diffusion and language fusion are advanced in this respect. / In hierdie proefskrif word die ideologie agter die debat oor Standaardafrikaans se posisie in die nuwe, multilinguistiese Suid-Afrikaanse bestel met elf amptelike tale vanuit 'n psigolinguistiese perspektief ondersoek. Daar word gekonsentreer op hoe ideologie en mag 'n rol in die vorming van die varieteit Standaardafrikaans gespeel het, en dit steeds doen. Daar word aangetoon hoe historiese en hedendaagse filosofiese, maatskaplike en taalpolitiese oorwegings die natuurlike ontwikkeling van Afrikaans bemvloed het deur dit onder andere enersyds statusgewys te bevoordeel en andersyds leksikaal en korpusgewys te benadeel. Die gemeenskaplike band van Afrikaans en Engels as Germaanse tale en die inherente hibridiese aard van Afrikaans word uitgelig. Daar word gewys op die kunsmatige rol wat Eurosentrisme en die strewe na "taalsuiwerheid" in opvattinge en mites oor Afrikaans gehad het, asook op die historiese invloed van die Europese erfenis op Afrikanerdenke en die indirekte invloed daarvan op die toe-eiening van Afrikaans as simbool en produk van 'n eksklusiewe, etniese groepering. Klassieke opvattinge en mites oor die ontstaan van Afrikaans en die status van kreoolse tale vergeleke met sogenaamde "suiwer" tale word bevraagteken. Na aanleiding van navorsingsresultate word daar besin oor 'n moontlike paradigmaverskuiwing ten opsigte van Standaardafrikaans in die huidige gedaante daarvan. Aktuele Afrikaans as 'n basis vir 'n algemeen aanvaarbare standaardtaal word as nu we konsep aangebied. Daar word besin oor die inteme en eksteme wenslikheid van 'n nuwe benadering tot Afrikaans as die stukrag vir die voortbestaan en aanvaarding .van Afrikaans as 'n intranasionale en intemasionale taal van, onder andere, die wetenskap, tegnologie, filosofie en sosiale omgang. Hiervoor word wetenskaplike argumente. / Afrikaans / D.Lit. et Phil.(Afrikaans)

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. / Linguistics / D. Litt. et Phil (Linguistics)

Text in Afrikaans / Because of the variety of relationships which exist between transitive verbs and their objects, all direct objects are not comparable with one another. One class of object, however, which stands by itself and which is of considerable interest, is the OBJECT OF RESULT. Because of the particular relation which exists between object and transitive verb in resulting constructions, we have here an unique class of direct object. The resulting construction is therefore, in the first instance a relation construction. This specific relation between transitive verb and object is mainly determined by the presence of or absence of certain inherent distinctive characteristics by transitive verbs and which play a determining role in identifying OBJECTS OF RESULT. From this study it is also clear that there is a semantic value present in transitive verbs (that can combine with objects of result) which has not been observed or distinguished by lexicographers and grammarians until recently. / Omdat voorwerpe van sinne in 'n verskeidenheid van betrekkinge met (oorganklike) werkwoorde kan staan, is alle direkte voorwerpe nie almal in alle opsigte vergelykbaar met mekaar nie. Waarskynlik die interessantste voorwerp in hierdie verskeidenheid is die RESULTATIEWE VOORWERP. As gevolg van die besondere verhouding wat daar bestaan tussen hierdie voorwerp en die HW, het ans hier te make met 'n unieke tipe direkte voorwerp wat kan aanspraak maak op 'n eie bestaansreg as 'n subkategorie van die hoofkategorie: Direkte Voorwerpe. Die resulterende konstruksie is dus, in die eerste plek, 'n verhoudingskonstruksie. Hierdie spesifieke verhouding tussen die HW en die voorwerp word grootliks bepaal deur die aan- of afwesigheid van sekere inherente distinktiewe kenmerke wat by oorganklike werkwoorde voorkom en wat 'n bepalende rol speel by die ontstaan van en identifisering van RESUL TATIEWE VOORWERPE. Uit hierdie ondersoek sal verder blyk dat daar 'n semantiese waarde by oorganklike werkwoorde is wat tot dusver nag nie deur taalkundiges/woordeboekmakers of woordverklaarders onderskep en onderskei is nie. Oorganklike werkwoorde kan dus fyner gedefinieer word ten opsigte van hul verbindbaarheid, al dan nie, met resultatiewe voorwerpe. / Language Education, Arts and Culture / M.A. (Afrikaans)

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but the researcher believes that the findings will highlight the daily challenges Afrikaans FAL teachers have to face and that all role players will become actively involved in improving the state of Afrikaans FAL teaching in the Western Cape. The relevance of this study lies in the national drive towards the promotion of multilingualism among the general population and especially in education. Feedback from student teachers returning from practice teaching indicated that not enough time is allocated by schools for the instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans proficiency varies from class to class. A theoretical framework for language teaching and learning, a literature study pertaining to first additional language teaching nationally and internationally, and an analysis of South African FAL curricula support the research. Constructivism, social constructivism and teacher knowledge were identified as the underpinning theories for language teaching and learning. The literature study provides an overview of all the major methodologies relevant to FAL teaching and the researcher concluded that there is no single method or approach that will ensure effective FAL teaching, but that teachers should implement an eclectic approach to achieve the best results. This study used a mixed methods approach to generate empirical data; 125 questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans FAL teachers. The data of these interviews were used as triangulation, to confirm or disconfirm and elaborate on the results of the questionnaires. One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL is the negative attitude towards Afrikaans among many learners and their parents. Teachers are not equipped with teaching strategies and techniques to manage these negative attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop their communicative competence through interaction with others. Another factor affecting Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the various language policies and curricula as they should. The study also investigated the use of appropriate and relevant learning and teaching support materials (LTSM) in the FAL classroom. The results showed that most teachers still mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today, learners’ interest will be stimulated through the use of technological teaching aids. Teachers should therefore have access to, and use, a variety of media and technological teaching aids and be able to integrate them effectively into their language teaching. The findings of the study revealed teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. The study also closely examined the different types of knowledge that a language teacher should have. The results showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited. Therefore a new method or approach is needed, which is why this study recommends that the HEIs and the WCED ensure that initial teacher training programmes and in-service training workshops are upgraded and adapted in order to prepare the teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal (EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT onderrig in die Wes-Kaap te verbeter. Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se vaardigheid in Afrikaans wissel ook van klas tot klas. Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal, asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer. Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering behoort te volg om die beste resultate te verseker. Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6 Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te weerspreek. Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos van hulle verwag word nie. Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop gedui dat die meeste onderwysers nog steeds die handboek as belangrikste onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om dit suksesvol te integreer in hulle taalonderrig. Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en indiensopleidingswerkswinkels opgegradeer en aangepas word deur die Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei word om gepaste metodieke en strategieë toe te pas in die implementering van die voorgeskrewe kurrikula.