Browsing by Author "Louw, Phillipus Adriaan"

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    Criteria for a multifunctional, monolingual dictionary in junior secondary education
    (Stellenbosch : Stellenbosch University, 2004-03) Louw, Phillipus Adriaan; Gouws, R. H.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: The decision to move away from a content-based education system to an outcomes-based system has necessitated a fresh look at the role of dictionaries in the South African classroom. The current metalexicographical literature clearly shows that there are two areas of particular concern. Firstly, the dictionary culture in schools needs to improve. The acquisition of better dictionary skills needs to be aggressively pursued, as dictionaries are not only vital instruments in the classroom but also in the life-long learning process. Teacher training will play an important role in the fulfilment of this vision. There are, however, also serious concerns regarding the user-friendliness of the current school dictionaries and other dictionaries employed in South African classrooms. In this dissertation the structural deficiencies of monolingual dictionaries with English as a treated language and used in the junior secondary learning stage will be discussed. Furthermore, a model for a new monolingual school dictionary that balances innovation with the adherence to dominant procedures and practices will be presented. Such a dictionary must not only be a powerful communicative tool, but will also have important pedagogical functions that, in adherence to the user perspective, shape its typological and structural profiles. Possible typological and structural profiles for the proposed dictionary will be discussed in detail in this dissertation. It is important that the lexicographer ensures that the user reaches the information he/she is looking for, as swiftly as possible. Accordingly, the role of the macrostructure will be discussed cursorily and the role of guide structures and accessory texts in more detail. The focal point of this dissertation will, however, be the role of the microstructure in ensuring both communicative and pedagogical success. The role and value of data on pronunciation and grammar, and pragmatic and etymological data will be discussed, but the transfer of semantic data will be emphasised. More comprehensive microstructural treatment than is found in the current school dictionaries will be pleaded for throughout. In this regard the findings of an empirical probe conducted in three schools will be employed to support some of the assumptions and proposals. The need for more comprehensive items giving the meaning paraphrase is one of the most prominent findings in this probe, and an innovative way of constructing such items scientifically, yet, with the user's needs in mind, will be presented. Ultimately the vision is for a junior secondary school dictionary that can function as a powerful communicative and pedagogical tool to aid in the linguistic empowerment of both mother-tongue and non-mother-tongue learners of English in an OBE-classroom context. An integration of a study of existing literature, analysis of material from the current school dictionaries and data obtained empirically should, however, not only lead to criteria useful for dictionaries with English as treated language. The criteria given in this dissertation also provide valuable guidelines for the broader South African and international pedagogical lexicography.
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    Kriteria vir 'n standaard vertalende woordeboek
    (Stellenbosch : Stellenbosch University, 1997) Louw, Phillipus Adriaan; Stellenbosch University. Faculty of . Dept. of .