Text in Afrikaans / Summaries in Afrikaans and English / In Afrikaans, soos in NederJands en Duits, word saamgestelde woorde aanmekaar geskryf. Nuwe woorde word dus voortdurend geskep deur woorde aanmekaar te haak Dit bemoeilik die proses van woordafkapping tydens teksprosessering, wat deesdae deur rekenaars gedoen word, aangesien die verwysingsbron gedurig verander. Daar bestaan verskeie afkappingsalgoritmes en tegnieke, maar die resultate is onbevredigend. Afrikaanse woorde met korrekte lettergreepverdeling is net die elektroniese weergawe van die handwoordeboek van die Afrikaanse Taal (HAT) onttrek. 'n Neutrale netwerk ( vorentoevoer-terugpropagering) is met sowat. 5 000 van hierdie woorde afgerig. Die neurale netwerk is verfyn deur 'n gcskikte afrigtingsalgoritme en oorfragfunksie vir die probleem asook die optimale aantal verborge lae en aantal neurone in elke laag te bepaal. Die neurale netwerk is met 5 000 nuwe woorde getoets en dit het 97,56% van moontlike posisies korrek as of geldige of ongeldige afkappingsposisies geklassifiseer. Verder is 510 woorde uit tydskrifartikels met die neurale netwerk getoets en 98,75% van moontlike posisies is korrek geklassifiseer. / In Afrikaans, like in Dutch and German, compound words are written as one word. New words are therefore created by simply joining words. Word hyphenation during typesetting by computer is a problem, because the source of reference changes all the time. Several algorithms and techniques for hyphenation exist, but results are not satisfactory. Afrikaans words with correct syllabification were extracted from the electronic version of the Handwoordeboek van die Afrikaans Taal (HAT). A neural network (feedforward backpropagation) was trained with about 5 000 of these words. The neural network was refined by heuristically finding a suitable training algorithm and transfer function for the problem as well as determining the optimal number of layers and number of neurons in each layer. The neural network was tested with 5 000 words not the training data. It classified 97,56% of possible points in these words correctly as either valid or invalid hyphenation points. Furthermore, 510 words from articles in a magazine were tested with the neural network and 98,75% of possible positions were classified correctly. / Computing / M.Sc. (Operasionele Navorsing)

M.Ed. (Language Teaching) / Please refer to full text to view abstract

Thesis (MDram (Drama))—University of Stellenbosch, 2006. / The spoken language usually consists of the formal and standardised component and an informal colloquial language. The colloquial language may include some language variants. These variants are forms of the language that show deviations when compared to the standardised form of the language and are usually spoken by a specific group of people. Sometimes these colloquial variants are used in writing. This study looks at the use of these colloquial variants in theatre scripts. The variants are implemented for various functions in these scripts, which include the metaphoric, the comic, the realistic, the poetical and the political uses as well as the documentation of specific variants. In this research project I discuss the use and functions of a few Afrikaans variants in plays. Other areas of interest include sociolinguistics, the influence of English on Afrikaans and its impact on the future of Afrikaans, as well as a brief discussion of the problematic term Standard Afrikaans.

D.Litt. et Phil. / The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence of a marked shift in language allegiance in favour of English. This study focuses on the language attitudes and perceptions of grade 12 learners in three Afrikaans medium high schools in Johannesburg. In order to achieve the task, a “triangulation approach” was adopted. A literature study was done to provide a backdrop to the understanding of the present language situation. Interviews were conducted with the Afrikaans language teachers of the respondents. Questionnaires were then completed by the learners, as well as by the said teachers. The objectives of the empirical study were threefold, firstly to establish the perceptions of the learners with regard to their mother tongue and language in general. Secondly, the possible consequences of the learners’ negative perceptions about their mother tongue on the future of the language, their culture and the community, was investigated. Lastly, to make recommendations as to how these language attitudes can possibly be changed, from the data. The findings of this study confirm the influence of English on the language and cultural patterns of the learners. It is imperative to change the perceptions that the English language provides the only key to success, lest irrevocable damage be done to our country’s unique language and cultural variety.

A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts. / Phonological awareness, or the ability to manipulate sounds, has been found to be highly correlated with the acquisition of reading skills. This awareness may be influenced by the orthography or language system in which the child is learning to read. In addition, different aspects of phonological awareness may also apply to different stages of reading development. This study found that depth of orthography does not seem to influence initial levels of phonological awareness. After two years of reading instruction, readers of a transparent orthography are better at phoneme segmentation and blending and reading nonwords than readers of an opaque orthography. Afrikaans children appear to begin leading in an alphabetic stage using a nonlexical strategy of grapheme-phoneme conversion. English beginner readers seem to start reading using predominantly a logographic strategy of visual word recognition. It also seems that some levels of phonological awareness such as onset/rime detection and syllable manipulation are acquired spontaneously by prereaders of both languages, but that the manipulation of phonemic units is dependent on the acquisition of literacy. The introduction of literacy training and/or the maturation of the children's phonological systems results in a change to a greater awareness of small phonemic units than larger units. / AC2017

A dissertation submitted to The Department of Speech Pathology and Audiology School of Human and Community Development Faculty of Humanities University of the Witwatersrand In fulfilment of the requirements of the degree Master of Arts in Speech-Pathology March, 2017 / Purpose: There is a need to develop and refine assessment measures on bilingual children, since language measures used on monolingual individuals cannot and should not be directly applied to the bilingual population (Hoff et al., 2012; O’Brien, 2015). The occurrence of Afrikaans-English bilinguals in South Africa provides a rewarding area of investigation for the Speech-Language Therapist (SLT) (Penn & Jordaan, 2016), as the Afrikaans language is well-researched and many individuals from this population are considered to be more balanced bilinguals than other bilingual groups (Coetzee-Van Rooyen, 2013).The assessment of vocabulary in bilingual children has received particular attention because limited vocabulary is one of the first signs of language impairment (Ellis & Thal, 2008). This research aimed to determine how Grade 1 Afrikaans-English bilingual children perform on a bilingual vocabulary assessment. Design: A quantitative, descriptive, cross-sectional and comparative design was used in this study. Method: The Expressive One-Word Picture Vocabulary Test 4 (EOWPVT-4) (Martin & Brownell, 2011a) and the Receptive One-Word Picture Vocabulary Test 4 (ROWPVT-4) (Martin & Brownell, 2011b) were used to assess 30 grade 1 Englishspeaking monolinguals. In addition an adapted Afrikaans expressive one word vocabulary test based on the EOWPVT-4 and an adapted Afrikaans receptive one word vocabulary test based on the ROWPVT-4 were used to assess 30 grade 1 Afrikaans-English bilinguals. Permission from the schools involved, informed consent from the parent/s or guardian/s as well as child assent were obtained. The data gathered from testing was tabulated, interpreted with the use of mean scores and standard deviations (SD) and analysed using within- and between -group statistical comparisons. Mean raw scores were converted to percentages for ease of comparison between receptive and expressive scores. Results: Within-language comparisons revealed that on the English test, receptive and expressive scores within both the English monolingual and bilingual groups were significantly correlated. Expressive scores could therefore be predicted from receptive scores or vice versa in both the English monolingual and bilingual groups. However, the receptive and expressive score on the Afrikaans tests were not significantly correlated. In the bilingual group, the receptive score in Afrikaans was significantly higher than the expressive score suggesting that although the bilingual participants had good knowledge of Afrikaans vocabulary they could not always express this in a naming test. They frequently used the English word. Afrikaans is possibly being used less in the home and school environments so that the English words are more familiar. Nonetheless, both the monolingual and bilingual participants had significantly higher scores on the receptive vocabulary assessment than on the expressive vocabulary assessments in both English and Afrikaans. Between-group comparison revealed that the differences between the scores of the English monolingual and Afrikaans-English bilingual learners were not significant on either the receptive or expressive vocabulary measure in English. The bilingual group performed as well as the English participants on the English tests, suggesting that they are not disadvantaged in the language of instruction. The norms used in the EOWPVT and the ROWPVT were applicable to both the monolingual and bilingual groups’ scores for the age range of the participants and highlighted that these tests were suitable in assessing an English monolingual and Afrikaans-English bilingual child in South Africa. When composite scoring was used the bilinguals scored significantly better than their monolingual peers on both the receptive and expressive measures, which confirmed the premise behind this study- that composite scoring should be used to gain an accurate assessment of a bilingual child’s vocabulary. Adaptation of the English tests into Afrikaans, as opposed to O’Brien’s study (2015), which adapted English tests into isiZulu, may have positively affected the results as all English words had direct translation equivalents in Afrikaans, which was not the case in isiZulu. The comparison between simultaneous and sequential bilinguals within the bilingual group demonstrated that the simultaneous bilinguals’ mean receptive and expressive scores surpassed those obtained by the sequential bilingual participants. A significant difference was identified between simultaneous and sequential bilinguals’ composite receptive scores and Afrikaans expressive scores. Finally, only one monolingual participant scored below the peer group mean on both the receptive and expressive vocabulary tests, indicating low proficiency in English and risk of language impairment; however no bilingual participants were found to be language impaired when composite scoring was used. Conclusion: Bilingualism remains a rewarding area of investigation in South Africa. Afrikaans-English bilingual children performed significantly better than O’Brien’s (2015) isiZulu-English participants on a translated, originally English vocabulary test. Throughout this study the refinement of valid assessment tools for accurate description of bilingual children’s vocabulary was highlighted. The well-researched technique of composite scoring has proven to be valuable in avoiding overdiagnosis in South African bilingual children. / MT2018

M.A. (Applied Linguistics) / There is widespread concern regarding the second language communicative competence of first year university students. This inadequacy has necessitated the introduction of special language courses at various universities. After eleven years of second language study, and the attainment of good matric symbols, many students are still not able to converse adequately. Teachers using cramming methods, especially with regard to the prescribed books, are often blamed for this. In this study an attempt is made to demonstrate that the particular nature of literature makes it a valuable adjunct in the process of language acquisition. Through this medium students can gain insight into the cultural-set and world-view ·of those whose language he is studying - hence the requirements for both psycho- and socio-linguistic input are satisfied. Recent theories regarding language acquisition place particular emphasis on the role of the student in the learning process: Internal factors inclUding attitudinal and personality tendencies are particularly.relevant in this context. The most important external factor is the nature of the input itself for this to effect an optimal impact on the internal aspects of a student specific requirements must be met, the most important criteria being interest-value and comprehensibility. In order to determine whether standard nine and ten setbooks.

M.Ed. / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.

M.A. (Applied Linguistics) / Language is dynamic. It must keep pace with new experiences and developments in the growth of a nation. otherwise it cannot be used as a means of communication. According to Chomsky (Lyons: 1980. Derwing: 1973. Klein: 1986) and other linguists who believe in the innatist hypothesis. every normal human being has an inborn ability to acquire his mother tongue in a relatively short space of time. However. research seems to indicate that unless the child is in a normal environment at the critical stage for language acquisition. he will not acquire his mother tongue. The innate ability thus requires stimulation from the environment: plenty of exposure to the language in informal social situations in a supportive atmosphere. Research into mother-tongue acquisition has distinct implications for second language acquisition in early childhood. The second-language teacher can take advantage of the language-acquisition ability of the child and re-create in the classroom the conditions described above under which the child acquires his mother tongue