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Oor strategiee vir die verbetering van die onderrig en assessering van mondelinge vaardighede in Afrikaans tweede taal.Marais, Eugene Patrick. January 2001 (has links)
This article researches the attitude of learners to the oral activities in the
Afrikaans Second Language classroom. The apparent discrepancy between
learners' communicative competence and the oral year mark awarded by
school-based educators is looked at.
It seems as though neither educators nor learners participate very
enthusiastically in oral activities in the classroom. Educators on the one
hand appear to be preoccupied with assessment and the completion of a
syllabus rather than with developing the communicative competence of
learners. Learners on the other hand fear being censured and mocked by
their peers and the assessment process most commonly used in the
classroom compounds this anxiety.
In Section 4 suggestions are made for reducing assessment anxiety so as to
encourage learners to communicate spontaneously in Afrikaans. Learners of
an additional language need to be provided with the opportunity to engage in
oral activities that elicit the use of the target language in such a way that the
learner's enthusiasm to participate neutralises the fear of using linguistic
structures that they feel they have not yet mastered. OPSOMMING
In hierdie artikel word leerders se houding !eenoor die mondelinge akliwiteite
in die Afrikaans Tweede Taal klaskamer ondersoek. Die klaarblyklike
wanverhouding lussen die leerders se kommunikaliewe vaardigheid en die
mondeiinge jaarpunt wat deur onderwysers toegeken word, word ondersoek.
Uit die studie blyk dit dat nog die leerders nog die onderwysers baie
entoesiasties deelneem aan mondelinge aktiwiteite in die klaskamer. Die
onderwysers blyk behep te wees met die insamel van punte en die voltooiing
van leerplan items sonder om aandag te skenk aan die ontwikkeling van
leerders se kommunikatiewe vaardighede. Die vrees wat leerders het vir die
sensuur deur hulle portuurgroep, word versterk deur die evalueringsangs
wat die assesseringsmetodes skep.
Voorstelle word gemaak om leerders se kommunikasievrees en toelsangs te
verminder om sodoende leerders aan te moedig om sponlaan in Afrikaans te
kommunikeer. Leerders van 'n Tweede Taal moet die geleentheid gegun
word vir mondelinge aktiwiteite wat taal-in-gebruik sal ontlok, waar die
entoesiasme vir die taak die leerder sal laat vergeet van die taalkennis wat
nog nie bemeester is nie en wat deur deelname aan die aktiwiteit ontdek
word. / Thesis (M.A.)-University of Natal, 2001.
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Funksies van taalvariasie in die Afrikaanse toneelkunsErasmus, Denene 12 1900 (has links)
Thesis (MDram (Drama))—University of Stellenbosch, 2006. / The spoken language usually consists of the formal and standardised component and an informal colloquial language. The colloquial language may include some language variants. These variants are forms of the language that show deviations when compared to the standardised form of the language and are usually spoken by a specific group of people.
Sometimes these colloquial variants are used in writing. This study looks at the use of these colloquial variants in theatre scripts. The variants are implemented for various functions in these scripts, which include the metaphoric, the comic, the realistic, the poetical and the political uses as well as the documentation of specific variants.
In this research project I discuss the use and functions of a few Afrikaans variants in plays. Other areas of interest include sociolinguistics, the influence of English on Afrikaans and its impact on the future of Afrikaans, as well as a brief discussion of the problematic term Standard Afrikaans.
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Afrikaans as kommunikasietaal in sy elementêre vorm by derdetaalsprekers by Hoërskool WestonVraagom, Elvin 03 1900 (has links)
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007. / Over the past three years, Weston High School has received an increasing number of
Xhosa-speaking learners. They come from remote rural towns in the Eastern Cape. At
present, there are approximately forty Xhosa-speaking learners at the school. Many of
these learners understand very little English or Afrikaans while others speak “broken”
Afrikaans and / or English. They have a lack op prior knowledge and their exposure to
Afrikaans was limited.
As part of this project, a computer programme was designed to support the Afrikaans
language needs of these learners. The programme endeavours to develop the limited
vocabulary and language abilities of these learners in elementary Afrikaans. The
emphasis is on Afrikaans as a medium of communication. The programme has been
developed according to the language needs of these learners.
The design and composition of the project is based on general theoretical principals of
computer-assisted language learning (CALL). The project is discussed and analysed
within the CALL environment.
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Investigating language shift in two semi-urban Western Cape communitiesThutloa, Alfred Mautsane 12 1900 (has links)
Thesis (MPhil (General Linguistics))--university of Stellenbosch, 2010. / Bibliography
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Korpuslinguistiese ondersoek na pragmatiese merkers in OmgangsafrikaansFourie, Annamarie 01 1900 (has links)
Text in Afrikaans with summaries in Afrikaans, English and Tshwana / Includes bibliographical references (leaves 183-193) / Pragmatiese merkers in Omgangsafrikaans dien as belangrike kontekstualiseringswenke. Dit rig gespreksgenote in terme van uitingrelevansie en stel die spreker in staat om, op bondige wyse, ’n houding teenoor die proposisie van die uiting te openbaar. Dit dra ook by tot die gesprekstruktuur. Die sistematiese ondersoek na pragmatiese merkers volg ’n eklektiese benadering: die relevansieteorie, grammatikalisasieteorie, diskoersanalise, sosiopragmatiek en korpuslinguistiek word ingespan om die verskynsel te bestudeer en te verklaar. Die pragmatiese merkers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” is bestudeer aan die hand van die Pretoriakorpus van Omgangsafrikaans (PO) vanweë hul hoë gebruiksfrekwensie in die korpus. ’n Vergelyking van die gebruiksfrekwensies van hierdie pragmatiese merkers onder verskillende groeperinge van sprekers toon aan dat jong, volwasse en bejaarde mans en vroue dit verskillend gebruik. Die onderskeie funksies bied voorts leidrade waardeur die grammatikalisasie van pragmatiese merkers nagespeur kan word. Dit wil voorkom asof jong vroulike sprekers die voortou neem in die gebruik en ontwikkeling van pragmatiese merkers teenoor jong manlike sprekers. Die studie het verder bevind dat veral volwasse vroulike sprekers aktief bydra tot die ontwikkeling van hierdie pragmatiese merkers. / Pragmatic markers in interactional Afrikaans serve as important contextualising cues. They guide interlocutors as to the relevance of utterances and equip the speaker to signal an attitude towards the proposition of the utterance in a succinct way. They also contribute to the conversation structure. The systematic investigation of pragmatic markers follows an eclectic approach: relevance theory, grammaticalisation theory, discourse analysis, sociopragmatics and corpus linguistics are engaged in order to study and explain the phenomenon. The pragmatic markers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” are studied on the basis of the Pretoriakorpus van Omgangsafrikaans (PO) owing to their high frequency in the corpus. A comparison of the usage frequencies of these pragmatic markers among various groups of speakers indicates that young, adult and elderly men and women use them differently. The respective functions offer clues by which the grammaticalisation of pragmatic markers may be traced. It appears that young female speakers take the lead in the use and development of pragmatic markers compared to young male speakers. The study further found that especially adult female speakers contribute actively to the development of these pragmatic markers. / Matshwao a puo mo puong ya kgolagano ya Afrikaans a dira jaaka matshwao a botlhokwa a bokao. A kaela babui ka bomaleba jwa dipuo le go thusa sebui go bontsha maikutlo malebana le polelo e e tshitshinngwang ka boripana. Gape a tshwaela mo sebopegong sa puisano. Tshekatsheko e e rulaganeng ya matshwao a puo e ne e dirisa mekgwa e e farologaneng: tiori ya bomaleba, tiori ya tiriso ya thutapuo, tshekatsheko ya puisano, matshwao a puoloago le thuto ya dipuo e e lebelelang dikwalo tse di gona (corpus linguistics) di dirisitswe go batlisisa le go tlhalosa dikgakgamatso tseo. Matshwao a puo a “rêrig/regtig”, “oukei”, “soos”, “hoor” le “weet” a batlisisitswe go lebeletswe Pretoriakorpus van Omgangsafrikaans (PO) ka ntlha ya go nna teng ga ona thata mo dikwalong. Tshwantshanyo ya seelo sa tiriso ya matshwao ano a puo magareng ga ditlhopha tsa dibui e supa gore bašwa, bagolo le bagodi ba banna le basadi ba a dirisa ka ditsela tse di farologaneng. Ditiro tse di rileng di bontsha disupi tse ka tsona go ka latedisiwang tiriso ya thutapuo ya matshwao a puo. Go bonala fa dibui tsa bašwa ba basadi di eteletse pele mo tirisong le kgodisong ya matshwao a puo fa di ntshwantshanngwa le dibui tsa banna. Thutopatlisiso e fitlheletse gape gore dibui tsa bagolo ba basadi bogolosegolo di tshwaela ka botlhaga mo kgodisong ya matshwao ano a puo. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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