Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These anthologies are published at quite lengthy intervals, because they are post-publications in which already published volumes are absorbed. These anthologies are, however, to an increasing extent the medium by which readers become aware of poetry and are also introduced to different poets. For that reason it can be concluded that anthologies inform poetic taste. The empathy and love towards poetry experienced by young children in both languages are gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in general during adolescence. The first reaction to poetry is usually emotional and this indicates the way for further intellectual development. When selecting poems for the adolescent reader, the different developmental aspects affecting the adolescent and his identity development must be taken into consideration. The needs of the adolescent reader must be kept in mind. Needs in reading develop as a result of general needs that should be satisfied in the first place. Should this be the case, the need for reading would develop. In this study different theoretical points of view, namely reader-response criticism, developmental psychology, general needs and reading-related needs are used to determine the representation of identity in poems. Specific theories of poetry are used as instruments in text studies and analyses with regard to representation of identity in anthologies for adolescents. Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn (Van Coillie) are analysed focusing on the representation of time and space, speaker and perspective, atmosphere and metaphorical language. For the purposes of this study analyses were conducted to evaluate and interpret the representation of identity in the texts of both anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for the adolescent had to be identified. The differences were used to determine which type of text would support the Afrikaans identity, the Dutch identity or the Flemish identity. The similarities, on the other hand, were used to determine the type of text that would not appeal to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general. In this study method-pluralism is scientifically unavoidable. Different methods were systematically combined to support the specific methods of approach. The research was done in accordance with four methods: a synopsis of existing and appropriate theory of literature and forming of theory with regard to relevant concepts and terms; the analyses of texts in two anthologies; a summary of critical opinions stated in different reviews as well as surveys and interviews based on consultations via e-mail with the different role players, i.e. the anthology composers, illustrators and publishers. / Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.

This case study was unique in its focus on an environmental education curriculum for older adults. It followed from previous studies in exploring the instructional and research potential of metaphor and environmental orientation. Environmental orientations towards water were examined among a group of retirees before, during and after a workshop which incorporated instructional metaphor as a teaching strategy. The study demonstrated that, at least for some participants, the use of metaphor from a variety of orientations has the potential to increase participants’ appreciation of alternative ways of relating to the environment. Overall, the use of metaphor appears to have contributed positively to most participants’ understanding of water issues. As an educational tool instructional metaphor was useful in group discussion as a catalyst for conversation about how participants view, understand and relate to water. As a research technique metaphoric interviewing was useful to help draw out the accumulated knowledge and experiences of older adults.

[pt] O objetivo deste trabalho é identificar processos verbais nominalizados e analisar suas funções na produção textual de alunos do Ensino Médio, considerando-se o uso de nominalizações do ponto de vista da oração como mensagem, que se organiza em torno do sistema de Tema e Rema. A pesquisa baseia-se na teoria sistêmico-funcional (Halliday, 1994, Halliday e Matthiessen, 2004) para o estudo da metáfora gramatical através da identificação de formas metafóricas que apresentam variação léxico-gramatical na expressão de um dado significado e são consideradas como mais elaboradas do que as formas congruentes. Essas transformações na estrutura lingüística têm início a partir da adolescência e variam em função de contextos que demandam novos usos da língua. Para analisar o uso de formas nominalizadas na escrita escolar, cinquenta textos dissertativo-argumentativos em língua portuguesa, produzidos por alunos da terceira série do Ensino Médio, foram coletados em uma escola pública e uma particular. Além disso, os participantes da pesquisa responderam a um questionário socioeducacional cujos resultados foram quantificados visando a evidenciar fatores individuais e/ou sociais que pudessem estar relacionados à sua produção textual. A análise qualitativa identificou o uso de nominalizações (Basilio, 2003) com diferentes funções discursivas. Em relação à estrutura temática, observou-se que as nominalizações estabelecem relações lógicas e favorecem o fluxo das informações no texto. A comparação entre textos evidenciou uma variação no uso da linguagem metafórica nos diferentes contextos educacionais. A partir desses resultados, propõe-se a conscientização de alunos e professores quanto aos efeitos textuais e discursivos que certos mecanismos linguísticos podem criar, visando evitar a produção de textos pouco proficientes para a finalidade a que se propõem. / [en] The aim of this study is to identify nominalized verbal processes and analyze their functions in the written production of secondary school students. These nominalizations are examined in clauses viewed as messages, which are organized according to the Theme and Rheme system. The research is based on systemic-functional theory (Halliday, 1994, Halliday e Matthiessen, 2004) for the study of grammatical metaphor through the identification of metaphorical constructions which present lexico-grammatical variation in the expression of meaning, being therefore considered as more complex than congruent forms. These transformations within linguistic structures start to appear in early adolescence, varying according to new contexts that require specific uses of the language. In order to study the use of nominalized forms in school writing, fifty argumentative essays in Portuguese were collected among 12th grade students from public and private secondary schools. Research participants also answered a socioeducational questionnaire that generated quantitative data so that social and/or individual features could be associated with students textual production. Qualitative analysis led into the identification of nominalizations (Basilio, 2003) with different discursive functions. Concerning the thematic structure, it was observed that nominalizations establish logical relations and help develop the flow of information in texts. A comparison between texts pointed out variation in metaphorical language use in different school contexts. These results indicate that it is important to make students and teachers aware of the textual and discursive effects that some linguistic mechanisms can produce, and based on this knowledge possibly avoid the production of texts that are not adequate to their intended purpose.

Summary: This thesis builds on current research about image schema PATH in Czech language. After a theoretical introduction of the cognitive-linguistic theory of conceptual, or image schemas and about iconic and iconic-metaphorical (double) mapping of sign language existing theoretical and methodological knowledge is compared with language material that captures expressions schema PATH in the Czech sign language. For these purposes a corpus of signs of Czech sign language that make use of the schema of PATH was acquired. Analyzed signs are categorized by target areas (semantic circuits) and also according to the criteria of phonological structure. Key words: cognitive linguistics, Czech sign language, metaphor, iconic mapping, iconic-metaphoric (double) mapping, image schema, image schema PATH

Includes bibliographical references (leaves 292-313) : illustrations / This thesis examines the Experience of God in the Fourth Gospel (in this research, it is also called the Johannine Experience of God) by perceiving it from the perspective of the metaphoric Familia Dei, found in this Gospel. This examination is done in a three-step process: The first step consists of a literary review and a presentation of the methodology and approach employed in this research. It intends to set the thesis within the Johannine studies. The second step involves the articulation of essential considerations on Religious Experience, the Johannine Community, and the Fourth Gospel. This articulation has two aims: First, to acquire a deeper understanding of the background of the Johannine Experience of God, and second, to point out the functionality of this Gospel’s narrative in constituting this experience. The third step comprises the following suggestion and the elaboration on its constituents: - The Johannine Experience of God consists of two components: the first one is the initiative of God the Father conveyed by Jesus Christ, perpetuated by the Holy Spirit, and as it is recorded in the Fourth Gospel. And the second one is the response of the believers (John’s readers) to this initiative by accepting the Son and journeying spiritually under the guidance of the Holy Spirit. - The Johannine Experience of God can be perceived from the perspective of the Familia Dei metaphoric found in the Fourth Gospel. - The narrative of the Fourth Gospel has the ability to constitute an experience of God and accordingly creates spirituality, once it is read or heard. This thesis aims to generate a deeper understanding of the spirituality of the Fourth Gospel at one level, and to offer an acceptable general insight about the Johannine Spirituality at another, hoping that its findings become an inspiration for future studies. / Christian Spirituality, Church History and Missiology / D. Th. (Christian spirituality)