AFRIKAANS: Afrikaans, as een van 11 amptelike landstale, bevind homself in ’n unieke posisie as ’n belangrike bemarkingskommunikasietaal. Die assosiasie tussen Afrikaans en die apartheidsregering het die beeld van Afrikaans, oor jare, groot skade berokken. Afrikaanssprekendes is egter vir baie jare reeds die taalgroep met die grootste besteebare inkomste en ʼn teikengroep wat maklik bereikbaar is. Tog word Afrikaans dikwels nie ernstig deur die reklame-industrie opgeneem nie. Weinig is egter bekend oor wat Afrikaanssprekende verbruikers se houding teenoor bemarkingskommunikasie in Afrikaans is, of hulle dit hoegenaamd verkies en of hulle bereid is om daarvoor te vra. Die primêre navorsingsdoel van die studie was om stedelike Afrikaanssprekende verbruikers se houding, voorkeur en selfgelding ten opsigte van Afrikaanse bemarkingskommunikasie te bepaal en verder te ondersoek. Primêre data is met behulp van rekenaargesteunde telefoononderhoude ingesamel. Die teikenpopulasie was stedelike Afrikaanssprekende verbruikers in Suid-Afrika van 19 jaar en ouer. ’n Verteenwoordigende steekproef van 306 voltooide onderhoude is op ’n nie-ewekansige wyse met behulp van ʼn kwotasteekproef verkry. Die studie het bevind dat stedelike Afrikaanssprekende verbruikers ’n positiewe houding ten opsigte van Afrikaanse bemarkingskommunikasie het; dat hulle tot ’n baie groot mate ’n voorkeur vir Afrikaanse bemarkingskommunikasie bo Engelse bemarkingskommunikasie het, maar dat hulle tot ’n mindere mate bereid is om waarskynlik selfgeldend ten opsigte van Afrikaanse bemarkings-kommunikasie op te tree. Die resultate dui ook aan dat daar, met die uitsondering van verskillende ouderdomsgroepe, verskeie beduidende verskille in stedelike Afrikaanssprekende verbruikers se houding, voorkeur en selfgelding ten opsigte van Afrikaanse bemarkingskommunikasie voorkom, wat betref: demografiese profiel (inkomste, ras en geslag); Engelse taalvaardigheid; taalgroepidentiteit; die bemarkingskommunikasiemedium (kontakpersoneel, tasbare kommunikasie, reklame en verpakking); produkbetrokkenheid (ooreenkomstig die FCB-matriks); en produkte se posisie op die goedere-dienstekontinuum (suiwer diens, goedere-dienstekruising en suiwer produk). Onder meer toon die resultate dat vroulike respondente ’n positiewer houding het, ’n groter voorkeur het en meer waarskynlik selfgeldend sal optree ten opsigte van Afrikaanse bemarkingskommunikasie as manlike respondente. Die resultate toon ook dat, waar dienste en kontakpersoneel ter sprake is, stedelike Afrikaanssprekende verbruikers by uitstek Afrikaanse bemarkingskommunikasie verkies. Aspekte soos hierdie behoort in ag geneem te word wanneer ’n bemarkingskommunikasieplan, wat hierdie teikengroep insluit, ontwikkel word. Bemarkers en maatskappye wat daarin belangstel om met stedelike Afrikaanssprekende verbruikers ’n verhouding te bou, behoort ongetwyfeld die moeite te doen om met hierdie teikengroep in Afrikaans te kommunikeer. ENGLISH: Afrikaans, as one of the country’s 11 official languages, finds itself in a unique position as an important marketing communication language. The association between Afrikaans and the apartheid government, over years caused much damage to the image of Afrikaans. Afrikaans speakers, however, have for many years been the language group with the largest disposable income and are a target group that is easily reached. In spite of this, Afrikaans is frequently not being taken seriously by the advertising industry. Little is however known about the attitude of Afrikaans-speaking consumers towards marketing communication in Afrikaans, whether it is at all preferred by them and if they are prepared to ask for it. The primary research goal of the study was to determine and further investigate the attitude, preference and assertiveness of urban Afrikaans-speaking consumers in terms of Afrikaans marketing communication. Primary data was collected by means of computer-assisted telephone interviews. The target population was urban Afrikaans-speaking consumers in South Africa aged 19 years and older. A representative test sample of 306 completed interviews was obtained by means of a nonprobability quota sample. The study found that urban Afrikaans-speaking consumers have a positive attitude towards Afrikaans marketing communication; that they, to a very large extent, prefer Afrikaans marketing communication to English marketing communication, but that they are to a lesser extent prepared to likely act assertively with regards to Afrikaans marketing communication. The results further show that, with the exception of different age groups, various significant differences exist in urban Afrikaans-speaking consumers’ attitudes, preferences and assertiveness with regards to Afrikaans marketing communication concerning: demographic profile (income, race and gender); English language proficiency; language group identity; the marketing communication medium (contact personnel, tangible communication, advertising and packaging); product involvement (according to the FCB grid); and products’ position on the goods-services continuum (pure service, goods-services hybrid; pure tangible goods). Amongst other things, the results show that female respondents have a more positive attitude, a greater preference and are more likely to act assertively with regards to Afrikaans marketing communication than male respondents. The results also show that, especially where services and contact personnel are concerned, urban Afrikaans-speaking consumers prefer Afrikaans marketing communication. Aspects like these should be taken into consideration when a marketing communication plan, which includes this target group, is developed. Marketers and companies, who are interested in building a long-term relationship with urban Afrikaans-speaking consumers, should undoubtedly make the effort to communicate with this target group in Afrikaans. / Thesis (PhD)--University of Pretoria, 2009. / Communication Management / PhD / Unrestricted

Please read the abstract in the section 02back of this document / Dissertation (MA)--University of Pretoria, 2009. / Speech-Language Pathology and Audiology / Unrestricted

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

M.Th. (Practical Theology)

M.Th. (Practical Theology)