As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: According to the results of the Annual National Assessment, ANA, the reading skills (reading ability, reading comprehension and fluency in reading) of children in South African schools are not up to standard (Department of Basic Education, 2011:20). Only 28% of Grade 6 learners and 35% of Grade 3 learners achieved the standardized levels for literacy and language in their respective grades. Further research (De Witt, 2009:619) also proved that only 35% of Grade R learners reached the minimum requirements for the development of literacy according to their age (5-6 years). The focus of this research is the advancement of Emergent Literacy through multimedia as preparation for elementary reading to ensure reading ability, comprehension and fluency. To promote Emergent Literacy the researcher should: - determine through research at what stage the natural developmental pattern of the learn to read process starts with toddlers - determine the process to follow for the development of literacy - determine the necessary skills required for reading fluently and with comprehension up to an age related standard - develop a multimedia program based on and guided by the process of literacy development - observe, record and analyze the effect of such a multimedia program for toddlers/learners. The research approach adopted in this thesis includes a case study with pre-school children between the ages of 2 and 5 years old. A learner aged 13, who had not yet achieved the required literacy levels for her age, was also included in the study. Data collection was done through interviews with and observations of toddlers/learners using a multimedia program that consisted of Foundation Skills for Emergent Literacy and General Reading Standards for Early Literacy. The multimedia program was designed based on an in-depth literature review of existing research. This research was focused on determining at which stage natural literacy development begins and what process should be followed to facilitate such development. The multimedia program covers the aspects of Phonological Processing, Print Awareness, Oral Language Skills, Emergent Reading, Print Knowledge and Early Word Recognition, Language Development and Listening and Reading Comprehension. The findings from this research provide evidence that highlights the value of reading, singing and repeating rhymes, songs and stories to children. The different methods of reading to children, the print–reference style to teach letters and sounds as well as inferencing that leads to comprehension, are proven by this research to be very important. / AFRIKAANSE OPSOMMING: Die standaard van leesvaardigheid (leesvermoë, -begrip en –vlotheid) in Suid-Afrikaanse skole is ondergemiddeld volgens die uitslag van die verslag oor die Jaarlikse Nasionale Assessering (in Engels: Annual National Assessment of afgekort ANA), wat aandui dat net 28% van alle Gr. 6-leerders en net 35% van alle Gr. 3-leerders die standaardvlakke vir geletterdheid en taal vir die betrokke grade behaal het (Departement van Basiese Onderwys, 2011:20). Verdere navorsing het egter ook bewys dat slegs 35% van Gr. R-leerders die minimum vereistes van geletterdheidsontwikkeling vir hulle ouderdom (5-6 jaar) bereik. Dit impliseer dat die meerderheid leerders Gr. 1 begin sonder die nodige vooraf vaardighede om te kan leer lees (De Witt, 2009:619). Die fokus van hierdie studie is om Vroegtydige Geletterdheid te bevorder deur middel van multimedia as voorbereiding vir aanvangslees om leesvermoë, -begrip en -vlotheid te verseker. Om Vroegtydige Geletterdheid te kan bevorder, moet vasgestel word volgens navorsing: - op watter stadium die natuurlike ontwikkelingspatroon van leer-lees by die kleuter begin - die proses om te volg vir geletterdheidsontwikkeling - watter vaardighede aangeleer behoort te word om op standaard, vlot en met begrip te kan lees volgens ouderdom - om ‘n multimediaprogram volgens die geletterdheidsontwikkelingsproses op te stel - wat die uitwerking van ’n multimediaprogram op kleuters/leerders is. In hierdie navorsing word ‘n gevallestudie as die navorsingsstrategie gebruik met kleuters/leerders vanaf 2 jaar tot 5 jaar oud en een 13-jarige leerder wat ingesluit word omdat sy nog nie die ontwikkelingsvlak vir lees volgens haar ouderdom bereik het nie. Die data vir die Grondslagvaardighede vir Vroegtydige Geletterdheid en Algemene Leesstandaarde vir Geletterdheid word ingesamel deur onderhoudvoering en waarneming. ‘n Multimediaprogram is saamgestel na aanleiding van 'n in-diepte literatuuroorsig van bestaande navorsing spesifiek gerig op watter stadium geletterdheidsontwikkeling begin en die bepaling van die proses om te volg vir geletterdheidsontwikkeling. Deur hierdie multimediaprogram word Fonologiese Prosessering, Skrifbewustheid, Mondelinge Taalvaardighede, Vroegtydige Leesgedrag, Letterkennis en Vroeë Woordherkenning, Taalontwikkeling, Luister- en Leesbegrip bevorder. Die gevolgtrekking van die navorsing dui daarop dat daar baie waarde opgesluit is in die voorlees en herhaling van rympies, liedjies en stories. Die voorleesmetode van stories deur middel van die skrifverwysingsstyl-leesmetode wat verwys na die uitwysing van letters tydens die voorlees van ‘n storie, bevorder die aanleer van letters en klanke. Deur die kleuter of leerder te lei om afleidings te maak, word begrip gevorm.

Thesis (MPhil)--Stellenbosch University / ENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa. / AFRIKAANSE OPSOMMING: Die huidige toestand van geletterdheid in Suid‐Afrika is kommerwekkend. Resultate in 2011 van die jaarlikse nasionale assesseringstoetse vir geletterdheid en gesyferdheid wat nasionaal deur die Nasionale Onderwysdepartement gedoen word, wys dat net 28% van Graad 3‐leerders en 35% van Graad 6‐leerders hierdie toetse slaag (Department of Basic Education (a), 2011). Volgens die beleid van progressie en promosie van die Nasionale Onderwysdepartement mag leerders net eenkeer in ‚n schoolfase agtergehou word wat beteken dat bogenoemde leerders dalk nie die geleentheid het om voldoende te verbeter voordat hulle die hoërskoolfases betree nie. Die hoofkwessie wat in hierdie tesis aangespreek word is of hoërskoolonderwysers rekenaar sagteware soos Reading Rocket as ʼn intervensie metode kan gebruik om leerders se akademiese leesbegrip te verbeter, en of Reading Rocket wel ʼn effektiewe intervensiemiddel is. ʼn Studie is gedoen deur die data van een skool in die Wes‐Kaap te gebruik wat Reading Rocket al vir die afgelope drie jaar gebruik. Dit vorm deel van hulle skoolrooster en graad 8 en 9‐leerders spandeer twee keer per siklus aan die program. Groepverslae wat deur die program opgedateer word elke kwartaal getrek om progressie te monitor. Die verslae bevat ʼn opsomming van die leerders se leesvlak, leesbegrip in persentasie, leesspoed in w.p.m en ʼn persentasie vir spelling. Hierdie data is gebruik om ‘n opsomming saam te stel van die resultate oor ses kwartale (kwartaal 1 2010 tot kwartaal 3 2011). Die programresultate is vergelyk met resultate van klaskamer (papiergebaseerde) begripstoetse en eksamens wat hulle vir dieselfde kwartale geskryf het. Omdat al die graad 8 en 9‐leerders aan die program blootgestel word, is daar nie ʼn kontrolegroep vir die studie nie. Daar is nie konkrete bewys dat die program ʼn effektiewe intervensiemiddel is nie, maar statistieke wys wel dat daar ʼn positiewe korrelasie tussen die programdata en die papiergebasseerde data is en daarom word die gevolgtrekking gemaak dat die program wel as ʼn instrument kan gebruik word om die leerders se leesbegrip op enige stadium van die jaar te toets. Weens vele verantwoordelikhede is dit essensieel dat onderwysers ʼn effektiewe metingsinstrument vir leesbegrip tot hulle beskikking het. Omdat rekenaarsagteware soos Reading Rocket tydbesparend en objektief in die voorsiening van resultate is, mag die gebruik van sulke tegnologie deel van ʼn plan vorm om geletterdheidsvlakke in Suid‐Afrika te verbeter.

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2011 / ENGLISH ABSTRACT: The high penetration rate of mobile devices all over the world, and especially in South Africa, has significantly increased the relevance of Mobile Assisted Language Learning (MALL). The objective of this study is to ascertain the viability of incorporating MALL technology to enhance the language learning experience of South African university students who are studying a foreign language. The students enrolled for the beginners’ German course at Stellenbosch University served as participants in this study, and surveys and interviews were used to establish their exposure to mobile devices, as well as their experiences in relation to the incorporation of Short Messages Service (SMS) into their German course. The results indicate that although the vast majority of students are mobile device owners, only a few students will embrace the idea of using these devices to improve their language skills without any incentive. Without constant motivation and encouragement to use mobile technologies, and the willingness from everybody involved in both teaching and learning a foreign language, mobile technology as a support structure cannot be implemented successfully. / AFRIKAANSE OPSOMMING: Weens die hoë indringingsaanslag van mobiele toestelle regoor die wêreld, en so ook in Suid-Afrika, het die relevansie van Mobiele Ondersteuning vir Taal Onderrig (MOTO) aansienlik verhoog. Die uitkoms van die studie is om te bepaal wat die lewensvatbaarheid is, van die inkorporering van MOTO tegnologie om die taal aanleer ervaring van Suid-Afrikaanse studente wat `n vreemde taal aanleer te verhoog. Die studente wie geregistreer was vir die Duits beginners klas by die universiteit van Stellenbosch, het gedien as deelnemers aan die study. Opnames en onderhoude was gebruik om die studente se blootstelling ten opsigte van mobiele toestelle vas te stel, so ook hul ervaring van die inkorporering van kortboodskapdienste (SMSe) in die Duitse module. Die resultate toon dat alhoewel die meeste studente eienaars is van een of ander mobiele toestel, dat daar slegs `n paar studente is wat die konsep van die gebruik van hierdie toerusting vir die verbetering van taal vermoë, sonder enige insentief, aangryp. Sonder konstante motivering en aanmoediging om mobiele toestelle te gebruik, en die bereidheid van almal wie betrokke is in beide die leer en die onderrig van ’n vreemde taal, sal die implementering van mobiele tegnologie as ’n ondersteuningsmiddel nie suksesvol geskied nie.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations. / AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.

The thesis called ?The Creation of Materials with Multimedia Support Focusing on Teaching of Languages? deals with creation of educational materials which take advantages of available technical support (software, an interactive whiteboard, a personal computer, a projector, storage media etc.). It was necessary to find out and examine the created block of free educational materials from the internet to solve the submission of the thesis; on the basis of gained information to create the new educational block of materials which will be corresponding with the educational framework at the primary school and also with using of a cross curricular approach. The next aim of the thesis is also creating the methodology of the digital portfolio, which could be used by pupils during their studies on the storage media not only at the primary school. The expected utility was checked up in terms of university practice and also through the cooperation with primary school teachers. The benefit of the thesis should be the usable set of materials on the attached CD with the methodology for primary school teachers.

The objective of this study is to examine which learning strategies French as a foreign language learners in upper secondary school use and to study whether this corresponds with what their teacher believes. Two different methods are used to collect the data. The strategy inventory for language learning is used to find out which learning strategies learners use and a semi-structured interview is used to understand whether learners' strategies match those their teacher bellieves. The results show that the teacher has a good knowledge of the strategies that reside in her classroom, which goes against previous studies. Furthemore, the research reveals that the teacher's previous learning experience (through school and university) and personal experience influence what she does in the classroom, even in terms of learning strategies. However, this does not lead to student adopting these strategies to a greater extent. It has been more than 30 years since research reported that teachers of ignore the learning strategies used by their students. It is concluded that there is a need to conduct a similar study with more and varied cases to see if it is still the case.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead” language is already almost three thousand years old and had a rich history and extensive influence on the Western world. The most influential development of the modern era is the World Wide Web (WWW). Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it. Finally a critical evaluation of five websites provides an overview of the available resources for the reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s ability to manage and link large amounts of information to produce an electronic text commentary of Book I of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly and extremely functional electronic translation aid. Similar websites exist, but its object is to make Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on the Web is considerable and there is a wide variety of websites with information and interactivity for study of the classical poet and his works available to the student/teacher/researcher as well as the lay person. The random sample of five websites shows not only the application of good and less effective web design principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his works gain further ground in computer assisted language learning and he lives on in the 21st century with all the possibilities that the Web and hypertext can offer. / AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer, verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as ’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp. Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek. Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik, insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en hiperteks kan bied.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Available dictionaries involving Afrikaans and German do not satisfactorily deal with collocations. Therefore, this study recommends a theoretically grounded design of a user interface for an electronic dictionary of German collocations for foreign language learners of German whose first language or mother tongue is Afrikaans. In order to be able to do so, a set of requirements is drawn up, upon which the electronic collocations dictionary will be based. On the one hand these requirements give consideration to lexicographic factors relevant to the envisaged dictionary; on the other hand a theoretical basis for the presentation of the electronic dictionary according to usability principles and standards is established. The underlying definition of collocations will be discussed as one of the lexicographic factors constituting the learner dictionary of collocations. Being primarily aimed at Afrikaans speaking foreign language learners of German, their usage situation plays an important role. At an intermediate language learning level topics to be conversed about become increasingly complex. As collocations offer adequate means of expressing these increasingly complex ideas, the learners’ need of collocational knowledge increases, even more with regard to the language production than to the language reception. As collocations are not dealt with adequately in available dictionaries involving Afrikaans and German, there is a definite demand for an adequate dictionary for this user group. The envisaged learner dictionary’s function and type will be determined accordingly. In addition to the lexicographic factors underpinning the design of the user interface, international usability standards DIN EN ISO 9241 (amongst others) and practical recommendations for user interface design by Jakob Nielsen (amongst others) are discussed. This discussion makes provision for the theoretically grounded presentation of the envisaged electronic dictionary of German collocations in line with usability standards. Finally, giving consideration to the set of lexicographic and usability requirements drawn up, a user interface design is recommended for the electronic dictionary for foreign language learners of German whose first language or mother tongue is Afrikaans. / AFRIKAANSE OPSOMMING: Die Afrikaans / Duitse woordeboeke wat tans beskikbaar is, bied nie genoegsame inligting oor kollokasies nie. Dus word in hierdie studie’n teoreties gebaseerde voorstel vir ’n gebruikerskoppelvlak vir ’n elektroniese woordeboek om Duitse kollokasies op te soek, gemaak. Dié woordeboek is gemik op individue wie se eerste taal of moedertaal Afrikaans is, en wat Duits as ’n vreemde taal aanleer. Om voorstelle vir die aanbieding van so ‘n woordeboek te kan maak, word ’n stel vereistes aanbeveel waarop die elektroniese kollokasie-woordeboek gebaseer sal word. Aan die een kant neem hierdie vereistes die leksikografiese faktore in ag, wat relevant is tot die beoogde woordeboek en aan die ander kant word daar ’n teoretiese basis gelê vir die aanbieding van die elektroniese woordeboek volgens gebruikersvriendelike beginsels en standaarde. Die onderliggende definisie van kollokasies word bespreek as een van die leksikografiese faktore wat die opstel van ‘n kollokasie-woordeboek beïnvloed. Omdat dit primêr gemik is op Afrikaanssprekendes wat Duits as ’n vreemde taal aanleer, speel hul gebruiksituasie ’n belangrike rol. Op ’n intermediêre taalvaardigheidsvlak is die onderwerpe waaroor gepraat en wat bespreek word, heelwat meer kompleks en kollokasies bied die moontlikheid om hierdie toenemende komplekse idees uit te druk. Leerders se behoefte aan ‘n grondiger kennis van kollokasies vir taalproduksie, en minder vir taalresepsie, neem dus aansienlik toe. Die Afrikaans / Duitse woordeboeke wat tans beskikbaar is, gee egter nie genoegsame inligting oor kollokasies nie. Daar is dus ’n definitiewe leemte aan ’n woordeboek wat in hierdie gebruikersgroep se behoefte sal voorsien. Die beoogde leerderwoordeboek se funksie en soort word hiervolgens bepaal. Bykomend tot die leksikografiese faktore wat dien as basis vir die ontwerp van die gebruikerskoppelvlak, word internasionale gebruikersvriendelike standaarde soos byvoorbeeld die norm DIN EN ISO 9241 en praktiese aanbevelings vir die ontwerp van ’n gebruikerskoppelvlak deur byvoorbeeld Jakob Nielsen bespreek. Hierdie bespreking maak voorsiening vir die teoreties gefundeerde aanbieding van die beoogde elektroniese woordeboek van Duitse kollokasies wat in pas is met gebruikstandaarde. Laastens word daar op grond van die lys van leksikografiese en gebruikersbehoeftes wat opgestel is, ’n ontwerp van ‘n gebruikerskoppelvlak aanbeveel vir die elektroniese woordeboek vir leerders wie se eerste taal of moedertaal Afrikaans is en wat Duits as ’n vreemde taal aanleer. / GERMAN SUMMARY: Derzeit zur Verfügung stehende Wörterbücher mit Afrikaans und Deutsch behandeln Kollokationen auf ungenügende Weise. Daher wird in der vorliegenden Arbeit eine theoretisch begründete Gestaltung einer Benutzeroberfläche eines elektronischen Wörterbuches deutscher Kollokationen für afrikaans-sprechende Lerner des Faches Deutsch als Fremdsprache vorgeschlagen. Hierzu werden die nötigen Anforderungen erarbeitet, auf die das elektronische Kollokationswörterbuch aufbauen soll. Die Anforderungen werden einerseits aufgrund von lexikografischen Faktoren ermittelt, andererseits wird die theoretische Grundlage für eine gebrauchstaugliche Präsentation des elektronischen Wörterbuches erörtert. Die lexikografischen Faktoren, welche die Konzipierung eines Kollokationslernerwörterbuches beeinflussen, schließen den Kollokationsbegriff ein, welcher dem Wörterbuch zugrunde liegen wird. Des weiteren spielt die primäre Benutzergruppe des anvisierten Wörterbuches bei der Konzipierung eine entscheidende Rolle. Die Wörterbuchfunktion und der Wörterbuchtyp werden daher anhand des Bedarfs des afrikaans-sprechenden Lerners des Faches Deutsch als Fremdsprache mittleren Sprachniveaus ermittelt. Dieser Bedarf ist in der korrekten Verwendung von deutschen Kollokationen in der Sprachproduktion und weniger in ihrem Verständnis während der Sprachrezeption begründet. Die Notwendigkeit, diesen Bedarf zu decken, ergibt sich aus dem unbefriedigenden Umgang mit Kollokationen in den beiden Wörterbüchern, die dem afrikaans-sprechenden Lerner des Faches Deutsch als Fremdsprache derzeit zur Verfügung stehen. Aufgrund des elektronischen Mediums des anvisierten Wörterbuches, werden unter anderem internationale Gestaltungsgrundsätze der Norm DIN EN ISO 9241 sowie praktische Empfehlungen zur Gestaltung von Bildschirmpräsentationen von unter anderem Jakob Nielsen diskutiert. Aufgrund dieser Diskussion wird schlussendlich unter Berücksichtigung und Zusammenführung der erarbeiteten Anforderungen eine Gestaltung einer Benutzeroberfläche eines elektronischen Wörterbuches deutscher Kollokationen für afrikaans-sprechende Lerner des Faches Deutsch als Fremdsprache vorgeschlagen.