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A nanosyntactic analysis of passive participles in AfrikaansKruger, Erin 12 1900 (has links)
Thesis (MA (General Linguistics))--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study focuses on the internal structure of the passive participle in Afrikaans from within the framework of Nanosyntax. The ternary mode of classification, adopted by Caha (2007), Embick (2003;2004) and Kratzer (2000), is taken as background for the analysis of the Afrikaans passive participle; the analysis is done according to the nanosyntactic account of verb event structure which was first proposed by Ramchand (2008), and adopted by Lundquist (2008) in his study of the passive participle in Swedish. The aim of the study is to determine whether the ternary classification of passive participles and the general nanosyntactic structure proposed by Lundquist for the passive participle in Swedish provide an adequate framework for the analysis of such participles in Afrikaans. Two alternative proposals, namely for a binary and a quaternary classification of passive participles, are also critically examined. The morphological difference between predicative and attributive passive participles in Afrikaans suggests that, if both the ternary classification and Lundquist.s proposal for the internal structure of passive participles are to be maintained, a structural account for this difference should be provided from within the Nanosyntactic framework. In this regard, a possible structure is suggested and discussed in Chapter 4. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die interne struktuur van die passiewe deelwoord in Afrikaans binne die raamwerk van Nanosintaksis. Die drieledige klassifikasie, wat gevolg word deur Caha (2007), Embick (2003; 2004) en Kratzer (2000), dien as agtergrond vir die analise van die Afrikaanse passiewe deelwoord. Die analise is gebaseer op Ramchand (2008) se voorstelle oor die nanosintaktiese struktuur van werkwoorde; hierdie voorstelle word ook gevolg deur Lundquist (2008) in sy analise van die passiewe deelwoord in Sweeds. Die hoofoogmerk van hierdie studie is om te bepaal of die drieledige klassifikasie van passiewe deelwoorde en die algemene nanosintaktiese struktuur wat deur Lundquist voorgestel word, 'n toereikende raamwerk bied vir die analise van die verskillende Afrikaanse passiewe deelwoorde. Twee alternatiewe voorstelle, naamlik vir 'n tweeledige en vierledige klassifikasie, word ook krities ondersoek. Die morfologiese verskil tussen predikatiewe en attributiewe passiewe deelwoorde in Afrikaans dui daarop dat, indien beide die drieledige klassifikasie en Lundquist se voorstel vir die interne struktuur van passiewe deelwoorde gehandhaaf sou word, 'n strukturele verklaring van hierdie verskil gebied moet word binne die Nanosintaktiese raamwerk. In die verband word 'n moontlike struktuur voorgestel en bespreek in Hoofstuk 4.
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The comprehension by factory workers of English technical terms in Ministry of Employment and Labour Radio Broadcasts in LesothoNchai, Tlali Pius 12 1900 (has links)
Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: With the advent of the information age, government ministries in Lesotho, as well as nongovernmental
agencies, are trying to gain publicity in terms of services they offer to the
general public. The Ministry of Employment and Labour (MEL), for example, resorted to
using radio programmes in order to inform the public about the services it offers. These range
from career guidance and counselling, pre- and post-employment advice, information about
occupational health and safety and HIV/AIDS, providing facts about what type of vacancies
are available locally and internationally, to instilling the spirit of dialogue among relevant
stakeholders in matters related to labour, employers and employees. During various weekly
radio presentations, presented in Sesotho, several departments are able to go on-air and
present services that their departments offer to the general public and what the public can do
in the event they are given a disservice by the concerned department. In the process of doing
so, many technical terms are used. These often take the form of code switches into English,
translations from English into Sesotho and borrowings from English. The purpose of this
thesis is to examine whether the use of code switching, translation and borrowing makes it
possible for factory workers in Lesotho to understand the message that is being delivered to
them in a clear and unmistakable manner that will influence a change of behaviour on the part
of factory workers. In order to ascertain the level of comprehension of technical terms,
participants completed a questionnaire in which they gave their understanding of various
technical terms selected from transcribed MEL radio broadcasts. The findings of this study
show that the use of code switching, translation and borrowing from English limit the
understanding of what is being communicated, making the radio broadcasts less effective in
disseminating information on matters related to HIV/AIDS, the plight of factory workers
according to the ratified conventions of the International Labour Organization (ILO), legal
terms related to contracts of employment, their commencement and termination, conditions
of work, the level of the unemployed versus the employed, skills needed to venture into the
country’s labour market and occupational health and safety guidelines as reflected in the
Labour Code of Lesotho. / AFRIKAANSE OPSOMMING: Met die aanbreek van die inligtingsera probeer staatsministeries in Lesotho, asook nieregeringsorganisasies,
om publisiteit te verkry vir die openbare dienste wat hul lewer. Die
Ministerie van Werksverskaffing en Arbeid (MWA) het byvoorbeeld besluit om gebruik te
maak van radioprogramme om die publiek in te lig aangaande sy dienste. Hierdie dienste
wissel van beroepsvoorligting en -berading, voor- en na-indiensnemingsadvies, inligting oor
bedryfsgesondheid en -veiligheid en HIV/VIGS, die verskaffing van feite oor beskikbare
plaaslike en internasionale vakaturetipes, tot die kweek van ’n dialoog-gees onder relevante
belanghebbendes in arbeid-, werkgewer- en werknemersake. Tydens verskeie weeklikse
radio-aanbiedings, aangebied in Sesotho, kan ’n aantal departemente hulle openbare dienste
adverteer, asook die prosedure wat gevolg kan word deur lede van die publiek wat veronreg
is deur die gegewe departement. Hierdie boodskappe bevat verskeie tegniese terme, dikwels
aangebied in die vorm van kodewisselings na Engels, vertalings uit Engels na Sesotho, asook
Engelse leenwoorde. Die doel van hierdie tesis is om vas te stel of die gebruik van
kodewisseling, vertaling en woordleen fabriekswerkers in Lesotho daartoe in staat stel om die
boodskap wat gekommunikeer word te verstaan in ’n duidelike, ondubbelsinnige wyse wat
tot ’n gedragsverandering onder die fabriekswerkers sal lei. Ten einde die begripsvlak vir
tegniese terme vas te stel, het deelnemers ’n vraelys voltooi waarin hulle hul begrip van
verskeie tegniese terme (geselekteer uit getranskribeerde MWA-radiouitsendings), weergegee
het. Die bevindinge van hierdie studie dui daarop dat die gebruik van kodewisseling,
vertaling en woordleen uit Engels die begrip van wat gekommunikeer word, beperk. Dít
maak die radiouitsendings minder effektief in die verspreiding van inligting oor HIV/VIGS;
die saak van fabriekwerkers (met inagname van die gesanksioneerde konvensies van die
Internasionale Arbeidsorganisasie); regsterme wat verband hou met arbeidskontrakte,
spesifiek hul aanvang en terminasie, asook werksomstandighede; die vlak van werkloses
teenoor werkendes; die vaardighede wat benodig word om die land se arbeidsmark te betree;
en bedryfsgesondheid en –veiligheidsriglyne, soos gereflekteer in die Arbeidswet van
Lesotho.
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Categorization in phonology an experimental approach /Jaeger, Jeri J. January 1980 (has links)
Thesis (Ph. D.)--University of California, Berkeley, 1980. / Includes bibliographical references (leaves 382-395).
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Identifying potential grammatical features for explicit instruction to isiXhosa-speaking learners of EnglishPerold, Anneke 12 1900 (has links)
Thesis (MA )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Given the promise of upward socio-economic mobility that English is currently deemed to
hold in South Africa, it is a matter of egalitarian principle that the schooling system provides
all learners in this country with a fair chance at acquiring English to a high level of
proficiency. There exists a common misconception, however, that such a chance is
necessarily provided in the form of English medium education for all learners, regardless of
what their mother tongue may be. As a result, the majority of learners are caught in a system
that cites English as medium of instruction, despite their and often also their teachers’ low
overall proficiency in this language; the little opportunity many have for the naturalistic
acquisition of English; and the national Language-in-Education Policy of 1997’s advice to the
contrary, in promoting additive bilingualism with the home language serving as foundation
through the use thereof as medium of instruction.
As an interim solution, it is suggested that English-as-an-additional-language be developed to
serve as a strong support subject in explicitly teaching learners the grammar of English. In
order to identify grammatical features for explicit instruction, an initial step was taken in
analysing the free speech of eight first language speakers of isiXhosa, the African language
most commonly spoken in the Western Cape. The grammatical intuitions of these speakers,
who had all reached a near-native level of proficiency in English, were tested in an English
grammaticality judgement task. Collectively, results revealed syntactic, semantic and
morphological features of English, in that order, to prove most problematic to these speakers.
More specifically, in terms of syntax, the omission of especially prepositions and articles was identified as a candidate topic for explicit instruction, along with the syntactic positioning of adverbs and particles. In terms of semantics, incorrect lexical selection, especially of
prepositions / prepositional phrases and pronouns, proved the most common non-native
feature to be suggested for explicit teaching. Lastly, in terms of morphology, inflection
proved most problematic, with the accurate formulation (especially in terms of tense and / or
aspect forms) of past tense, progressive and irrealis structures being the features suggested for explicit instruction, along with the third person singular feature. / AFRIKAANSE OPSOMMING: Aangesien Engels tans vir baie Suid-Afrikaners die belofte van opwaartse sosio-ekonomiese
mobiliteit inhou, is dit ’n egalitêre beginselsaak dat die skoolsisteem alle leerders in hierdie
land voorsien van ’n regverdige kans op die verwerwing van Engels tot op ’n hoë
vaardigheidsvlak. Daar bestaan egter ’n algemene wanopvatting dat só ’n kans homself
noodwendig voordoen in die vorm van Engels-medium onderrig vir alle leerders, ongeag wat
hul moedertaal ook al mag wees. Gevolglik is die meerderheid leerders vandag vasgevang in
’n sisteem wat Engels as onderrigmedium voorhou, ten spyte van hul en dikwels ook hul
onderwysers se algehele lae vaardigheidsvlak in Engels én vele se beperkte geleenthede om
Engels op ’n naturalistiese wyse te verwerf. Hierdie sisteem is verder ook teenstrydig met die
nasionale Taal-in-Onderrigbeleid van 1997 se bevordering van toevoegende tweetaligheid
met die huistaal as fondasie in die gebruik daarvan as onderrigmedium.
As ’n interim-oplossing word daar voorgestel dat English-as-an-additional-language
ontwikkel word tot ’n sterk ondersteunende vak deurdat dit leerders die grammatika van
Engels eksplisiet leer. Ten einde grammatikale eienskappe vir eksplisiete instruksie te
identifiseer, is ’n eerste stap geneem in die analise van die vrye spraak van agt
eerstetaalsprekers van isiXhosa, die Afrikataal wat die algemeenste gebesig word in die Wes-
Kaap. Hierdie sprekers, wat almal ’n naby-eerstetaalsprekervlak van vaardigheid bereik het in
Engels, se grammatikale intuïsies is deur middel van ’n grammatikaliteitsoordeel-taak
getoets. Resultate het gesamentlik daarop gedui dat sintaktiese, semantiese en morfologiese
eienskappe van Engels, in hierdie volgorde, die grootste probleme ingehou het vir hierdie
sprekers. Meer spesifiek, ten opsigte van sintaksis, is die weglating van veral voorsetsels en
lidwoorde as kandidaatonderwerpe vir eksplisiete instruksie geïdentifiseer, tesame met die
sintaktiese posisionering van bywoorde en partikels. Ten opsigte van semantiek, was
onakkurate leksikale seleksie, veral in die geval van voorsetsels / voorsetselfrases en
voornaamwoorde, die algemeenste problematiese eienskap wat gevolglik vir eksplisiete
instruksie voorgestel is. Laastens, ten opsigte van morfologie, het infleksie die grootste
uitdaging blyk te wees, en is die akkurate formulering (veral ingevolge tempus- en / of
aspekvorme) van verledetyds-, progressiewe en irrealisstrukture voorgestel as
kandidaatonderwerpe vir eksplisiete instruksie, tesame met die derdepersoon-enkelvoudeienskap.
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Investigating the effect of enhanced input on the use of English passive in Afrikaans-speaking adolescent learners of English as L2Nell, Karin 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: When English as a second language (L2) is learnt via classroom instruction, the extent to
which learners become proficient depends, in part, on the education system in place and,
more specifically, on the methods of instruction. This study set out to compare the efficacy
of two focus-on-form methods of L2 instruction, namely enhanced input and traditional
teacher-centred instruction, in teaching one typically problematic aspect of English grammar
for L2 learners, namely the use of the passive form. The participants comprised two groups
of grade 11 Afrikaans-speaking learners in a secondary, Afrikaans-English parallel medium
school in the southern region of Gauteng, South Africa.
One day before the onset of instruction on the English passive, all potential
participants completed a pre-test to assess their existing knowledge of the English passive,
in order to allow the members of one group to be paired with the members of the other
group. Eight pairs could be found; a total of 16 learners thus participated in the study. Both
groups then received 14 lessons (7 hours in total) on the English passive: The Enhanced
group received (written) input enhancement in groups, whereas the Traditional group as a
whole did copying exercises and received explanations on the formation of the passive
structure. Participants wrote a post-test immediately after the end of the instruction period
and a delayed post-test nine weeks later.
The results of the immediate and delayed post-tests did not indicate a significant
difference between the two groups; neither did the learners’ scores improve significantly
from the pre-test to the post-tests. Reasons for this lack of improvement are suggested.
Classroom observation indicated that learners in the Enhanced group enthusiastically
participated in the activities, whereas the Traditional group appeared to be bored after a few
lessons.
The study also set out to ascertain whether different methods of assessment on the
English passive lead to different test marks. It seemed that assessment tasks requiring little
writing (such as multiple choice questions) result in higher marks than tasks requiring
learners to formulate answers on their own.
Although this was a small-scale study, the results suggest that under better
circumstances (e.g., more time for instruction and a larger group of participants) it might be
useful to conduct similar types of studies to test the effects of enhanced input and/or
assessment methods when South African schools change from Outcomes Based Education
to the new Curriculum and Assessment Policy Statement system in 2012. / AFRIKAANSE OPSOMMING: Wanneer Engels as tweede taal (T2) deur middel van die klaskameronderrig aangeleer word, hang
die vaardigheid wat die leerder verwerf gedeeltelik af van die opvoedkundige sisteem waarbinne T2-
onderrig geskied en, meer spesifiek, van die metodes van onderrig wat gebruik word. Die doel van
hierdie studie was om die effektiwiteit van twee fokus-op-vorm-metodes van T2-onderrig met
mekaar te vergelyk, naamlik verrykte toevoer en tradisionele onderwysergesentreerde onderrig, in
die onderrig van een tipies problematiese aspek van die Engelse grammatika, naamlik die gebruik
van die passiefvorm. Die deelnemers het bestaan uit twee groepe Afrikaanssprekende graad 11-
leerders in ‘n sekondêre, Afrikaans-Engels parallel-medium skool in Suid-Gauteng.
Alle deelnemers het een dag voor die aanvang van die onderrig oor Engelse passiefvorme ‘n
voortoets afgelê sodat hul bestaande kennis aangaande sulke vorme gemeet kon word. Op grond van
hul toetsresultate is die lede van die een groep daarna met die lede van die ander groepe afgepaar.
Agt pare is geïdentifiseer; in totaal was daar dus 16 deelnemers. Beide groepe het 14 klasse (7 ure in
totaal) se onderrig oor die Engelse passiefkonstruksie ontvang: Die Verrykte groep het geskrewe
toevoer in groepsverband ontvang, terwyl die Tradisionele groep verduidelikings oor die vorming
van die passief asook afskryf-oefeninge ontvang het. Deelnemers het onmiddellik ná die 14 klasse ‘n
na-toets geskryf en nege weke ná instruksie ‘n uitgestelde na-toets.
Die resultate van die onmiddellike en uitgestelde na-toets het nie beduidende verskille tussen
die groepe aangedui nie. Die leerders se uitslae het ook nie beduidende verskille tussen die
onmiddellike- en uitgestelde na-toets getoon nie. Redes vir die gebrek aan meetbare vordering word
aangevoer. Klaskamer-observasie het egter getoon dat leerders wat die verrykte toevoer ontvang het,
meer entoesiasties aan klaskameraktiwiteite deelgeneem het teenoor die groep wat tradisioneel
onderrig is en verveeld voorgekom het.
Die studie het ook gepoog om te bepaal of verskillende assesseringsmetodes vir Engelse
passiewe lei tot verskillende toetsuitslae. Dit het voorgekom asof assesseringstake wat minimale
skryfwerk vereis het (bv. veelvuldige keuse-vrae) tot beter resultate gelei het as die vrae wat van
leerders verwag het om self antwoorde te formuleer.
Alhoewel die studie van beperkte omvang was, is daar aanduidings dat dit – onder meer
geskikte toestande (bv. meer tyd vir instruksie en groter deelnemergroepe) – nuttig sal wees om
soortgelyke studies oor verrykte toevoer en/of verskillende assesseringsmetodes uit te voer, veral
wanneer Suid-Afrikaanse skole in 2012 van Uitkomsgebaseerde Onderrig na die Assessment Policy
Statement-sisteem toe verander.
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Positioning in Somali narratives in the Saldanha bay municipality area on the west coast of South AfricaSwanepoel, Lehahn Searle 12 1900 (has links)
Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study is interested in discourses of displacement in which migrants articulate the experience of
seeking improved life chances in a community considerably removed from their place of origin. Not
only physical and environmental distance, but also distance related to cultural, linguistic and
religious differences distinguish the (im)migrants from the local indigenous population, which is
already a culturally and linguistically diverse community. This study investigates how histories of
displacement and experiences of alienation or integration may be discursively managed among a
group of young Somali males aged between 15 and 35 who entered South Africa in their late teens
or early twenties.
Specifically, this thesis considers how young Somali men who relocated to a rural Western Cape
town and make a living through trading, present themselves in English-language narratives elicited
during informal interviews. The study was conducted in Vredenburg, the administrative centre and
economic hub of the Saldanha Bay Municipal area on the West Coast of South Africa. The data for
the study was collected by means of audio recorded interviews. To supplement this data and gain
more perspective on the situatedness of the discourses, the researcher further relied on field notes as
well as additional informal conversations with the participants. The data was collected over a period
of five months in 2007.
To analyse the data, the researcher draws on the theoretical frameworks of Labov's structural
analysis of narratives and Wodak and Reisigl's (2001) discourse-historical approach, and Bamberg's
(1997) narrative constructivist perspective. The research aims to determine (i) how the narrators
construct themselves in their narratives, and (ii) how speakers position themselves towards the
content of their narratives, and towards their actual and imagined audiences.
This study shows that displacement brings about new contexts characterised by uncertainty, conflict
and inequalities, and this influences the way narrators orient themselves. The Somali narrators, in
interviews conducted in English with a community outsider, position themselves as displaced and
marginalised. During their narratives, the participants used several linguistic strategies to present
themselves in various ways to actual or imagined audiences, which lead to negative otherpresentation
and positive self-presentation and construction of in-group and out-group membership. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op diskoerse van ontworteling waarin migrante hul ervaring verwoord van ’n
soeke na beter lewensgeleenthede in ’n gemeenskap ver verwyderd van hul plek van herkoms.
Buiten vir die fisiese en omgewingsafstand, is daar ook afstand daargestel deur kulturele,
linguistiese en godsdiensverskille, wat die (im)migrante onderskei van die plaaslike bevolking – op
sigself ’n kultureel en linguisties diverse gemeenskap. Hierdie studie doen ondersoek na hoe
geskiedenisverhale oor ontworteling en ervarings van vervreemding of integrasie diskursief bestuur
kan word binne ’n groep jong Somaliese mans van 15 tot 35 jaar wat Suid-Afrika in hul laat
tienerjare of vroeë twintigerjare binnegekom het.
Die tesis fokus spesifiek op hoe jong Somaliese mans wat na ’n plattelandse Wes-Kaapse dorp
migreer het en ’n handelsbestaan voer, hulself voorstel in Engelstalige narratiewe wat ontlok is
tydens informele onderhoude. Die studie is gedoen in Vredenburg, die administratiewe en
ekonomiese kern van die Saldanhabaai Munisipale Area aan die Weskus van Suid-Afrika. Die data
vir die studie is ingesamel deur middel van klankopnames van onderhoude. Ten einde dié data aan
te vul en meer perspektief te verkry ten opsigte van die plasing van die diskoerse, het die navorser
verder gesteun op veldnotas sowel as bykomende informele gesprekke met die deelnemers. Die data
is oor ’n tydperk van vyf maande in 2007 versamel.
In die ontleding van die data maak die navorser gebruik van die teoretiese raamwerke van Labov se
strukturele analise van narratiewe en Wodak en Reisigl (2001) se diskoers-historiese benadering,
asook Bamberg (1997) se narratief-konstruktivistiese perspektief. Die navorsing het ten doel om vas
te stel (i) hoe die vertellers hulself in hul narratiewe konstrueer, en (ii) hoe sprekers hulself
posisioneer ten opsigte van die inhoud van hul narratiewe en ten opsigte van hul werklike en
denkbeeldige gehore.
Hierdie studie toon dat ontworteling nuwe kontekste skep wat gekenmerk word deur onsekerheid,
konflik en ongelykhede en ’n invloed het op die wyse waarop vertellers hulself orienteer. Tydens
onderhoude met ’n gemeenskapsbuitestaander, uitgevoer in Engels, posisioneer die Somaliese
vertellers hulself as ontwortel en gemarginaliseer. In hul narratiewe gebruik hulle verskeie
linguistiese strategieë om hulself op verskillende maniere voor te stel aan werklike en denkbeeldige
gehore wat lei tot ’n negatiewe voorstelling van die Ander, ’n positiewe voorstelling van die Self
en die daarstelling van binne- en buite-groep lidmaatskap.
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Fragments of Piscataway : a preliminary descriptionMackie, Lisa Lilly January 2006 (has links)
The goal of the present project is to provide a preliminary descriptive analysis of the language found in a short manuscript in the Special Collections of the Georgetown University Library. The manuscript is a five-page Catholic catechism written in an Eastern Algonquian language. It is the only extant record of the language which is presumed to be Piscataway (also called Conoy). The identification of the language is based on the attribution of authorship to Father Andrew White, a seventeenth-century English Jesuit missionary. By providing as much of a description as possible through morphological and phonological analysis of the data, I hope to recover some knowledge about this extinct language and add to the sparse data on Eastern Algonquian languages. Because the goal of the project is to uncover the data in the manuscript, no theoretical viewpoint has been adopted regarding morphological entities or processes.
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Coordination: its implications for the theory of general linguisticsDik, S. C. January 1968 (has links)
Thesis--University of Amsterdam. / Bibliography: p. [296]-307.
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Coordination: its implications for the theory of general linguisticsDik, S. C. January 1968 (has links)
Thesis--University of Amsterdam. / Bibliography: p. [296]-307.
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Towards a theoretical model for LSP lexicography in Ndebele with special reference to a dictionary of linguistic and literary termsNkomo, Dion 12 1900 (has links)
Thesis (MPhil (Afrikaans and Dutch))—Stellenbosch University, 2008. / This thesis discusses pertinent issues which should be taken into account in the production of
LSP dictionaries in Ndebele. Special reference is made to a prospective Ndebele Linguistic
and Literary Terms Dictionary, henceforth the NLLTD. The issues discussed include
lexicographic planning, data collection, data processing, lemma selection, the provision of
data categories and the utilisation of dictionary structures. The thesis demonstrates and
emphasises the need for theoretical guidance in the execution of all lexicographic tasks. Two
main theories are used to formulate a theoretical framework for this study. A general theory
of lexicography developed by Herbert Ernst Wiegand is used to affirm the status of
lexicography as separate from linguistics and other fields from which it draws theoretical and
methodological insights. Lexicography is, according to Wiegand (1984), a scientific field
concerned with the production of reference works on language. As a typical reference
product, a dictionary is regarded as a utility tool with a genuine purpose. These two
postulates of the general theory of lexicography enable lexicographers to carry out their tasks
in a systematic and efficient way. The postulates are emphasised in the theory of
lexicographic functions, which was developed by Danish lexicographers of the Aarhus School
of Business, mainly under the direction of Henning Bergenholtz and Sven Tarp. Because of
this, the theories are employed in a complementary way. Since lexicography is regarded by
these theories as a separate discipline, it follows that the production of user-friendly
dictionaries may not be guided exclusively by linguistic theories or other theories developed
in disciplines with which lexicography comes into contact. It is important to reiterate this
regarding terminological theories and special subject field theories in the case of LSP
lexicography. The theory of lexicographic functions requires lexicographers to identify the
target users of their dictionaries, and the situations in which the users may experience
problems that may be addressed by means of lexicographic data. It determines dictionary
typological choices, lemma selection policies, the provision of lexicographic data for
individual lemmata, and the planning and utilisation of dictionary structures in a user-friendly
way. The main motivation for the complementary use of the general theory of lexicography
and the theory of lexicographic functions in this thesis was to ensure that efficiency is
achieved on the part of the lexicographer carrying out his/her various lexicographic tasks and
also on the part of the user consulting the final product. Although this is demonstrated in the
thesis using the prospective NLLTD, the criticism of some published dictionaries indicates
that their quality could have been improved if their production occurred under such a strong
theoretical guidance. An attempt is also made to show that similar theoretical applications are
definitely required in the production of LSP dictionaries other than the NLLTD in Ndebele
and other languages.
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