Doctoral Degrees (Afrikaans and Dutch)

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Afrikaanse visserstaal
(Stellenbosch : Stellenbosch University, 1957-12) Heiberg, Lambertus Rautenbach; Kempen, W.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Afrikaans and Dutch.
AFRIKAANSE OPSOMMING: Met die oog op 'n verhandeling oor AFRIKAANSE VISSERSTAAL; en by gebrek aan enige literatuur oor hierdie onderwerp, was ek verplig om twee jaar lank veldwerk te doen. Met die tyd en middele tot my beskikking, was ek genoodsaak om my navorsingsgebied af te baken. Ek het as navorsingsveld gekies die gebied tussen Port Nolloth en Jeffreysbaai, wat die volgende vissersgemeenskappe (beginnende by Jeffreysbaai) insluit: Stormsrivier, Plettenbergbaai, Knysna; Stilbaai, Gansbaai, Hermanus, Somerset Strand, Vishoek, Kalkbaai, Houtbaai, Clifton; Die Kaapse Dokke, Paternoster, Velddrif, Laaiplek, Dwarskersbos, Lambertsbaai, Doringbaai, Hondeklipbaai, Port Nolloth.
Andre P. Brink as vertaler
(Stellenbosch : Stellenbosch University, 2023-12) De Roubaix, Lelanie; Feinauer, Ilse; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: André P. Brink (1935-2015) was one of the most famous literary figures in South Africa. His impressive oeuvre spanned more than five decades and comprised various different genres, including numerous translations. In the 1970s and 1980s, Brink gained international attention with political novels that brought the injustices of the apartheid regime in South Africa to the attention of readers across the world. In 1973, Brink’s novel Kennis van die aand became the first Afrikaans book to be banned in South Africa. He decided to translate the novel into English. After it was published (in English as Looking on darkness), Brink would continue to produce an Afrikaans and English version of each of his novels. This dissertation entails a qualitative descriptive analysis of André P. Brink as translator. Brink had a very distinct conception of translation, which can be deduced from his opinions on translation in various interviews, letters, and translators’ notes. He draws a clear distinction between translation, self-translation and bilingual writing respectively. In this study, the translation products of these processes are analysed in order to determine whether the distinction that Brink makes between the processes gives rise to differences in the translation products. Eight novels, examples of Brink’s translations between Afrikaans and English, are discussed with reference to a custom model and contextualised within Brink’s habitus. Ultimately, the study aims to determine whether Brink’s conception of translation, as deduced from extratextual sources, matches the translation approach and strategies apparent in his translations.
Aspekte van meerfunksionaliteit in Afrikaans
(Stellenbosch : Stellenbosch University, 1974-12) Theron, Anna Sophia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: No English Abstract available.
Breyten Breytenbach se (`yk') : 'n semiotiese ondersoek
(Stellenbosch : Stellenbosch University, 1988-12) Viljoen, Louise; Scholtz, H.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Afrikaans & Dutch .
ENGLISH ABSTRACT: no abstract available
Bybelse intertekste in resente Afrikaanse gedigte en lirieke, met spesifieke verwysing na identiteitsformasies in die (post)-postmoderniteit
(Stellenbosch : Stellenbosch University, 2012-12) Engelbrecht, Gertruida Cornelia; Foster, P. H.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: The 11 September 2001 terror attacks on America are regarded by many as the end of the postmodern era and as a landmark event that irrevocably changed the world. Similarly, the 1994 South African political revolution and transition to democracy was a milestone that had far-reaching effects on all population groups in the country. This study examines evolving identity formation among Afrikaans-speaking South Africans in a new political dispensation and (post-) postmodern era – and specifically the ways in which religion still finds expression in Afrikaans-speakers‟ identity. With theoretical grounding from, among others, Stuart Hall and Zygmunt Bauman, a variety of recent poems and lyrics – representative of various generations and backgrounds – are studied. The conclusion drawn is that religion still forms part of Afrikaans-speakers‟ identity in various ways, but this does not necessarily equate to affiliation with any church. In some instances church and religion are seen as part of the rejected apartheid establishment, but in many cases Afrikaans-speakers‟ religious affiliations are in line with Jacques Derrida‟s “religion without Religion” school of thought, and panentheism is increasingly gaining ground.
A corpus-based theory and lexicographic process for the inclusion of neologisms, archaisms and foreign loanwords in lexicons of Qeqchi Mayan
(Stellenbosch : Stellenbosch University, 2024-03) Frazier, Jeffrey Brent; Gouws, Rufus H.; Gouws, R. H.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: All languages employ the processes of lexicogenesis to create new lexical items. Some of these lexical innovations successfully navigate the phases of lexical emergence and become stable words—initially gaining purchase in the mental lexicon before ultimately becoming eligible for lemmatization in print or digital lexicographic works. In the case of minority and indigenous languages there is often an acute need for the natural processes of lexicogenesis to be supplemented with coordinated programs of planned neology in order to fill lexical gaps and supply the languages with the vocabulary necessary to function in the modern world. Little research has been undertaken to systematically study these officially proposed lexical items and the degree to which they have become established in their speech communities and meet the criteria for inclusion in dictionaries of the language. In the present work I elaborate a lexicographic theory and decision-making process for the systematic inclusion, exclusion, and/or qualification of a variety of proposed lexical items with a particular focus on neologisms, archaisms, and loanwords from foreign languages. In addressing each of these topics I use Q’eqchi’, a member of the Mayan language family, as a model and living language laboratory to systematically analyze three distinct sets of officially proposed lexical items produced over the course of the past thirty years. Using the tools and methods of corpus linguistics, along with a multistage heuristic for determining lexical status and a multivariate model for assessing lexicographic value, I illustrate how the principles of cognitive linguistics and lexicographic theory can be used to produce better lexicographic data and an improved lexicographic process in pursuit of advancing indigenous language lexicography.
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.
Dictionaries as teaching instruments for mother tongue education : the case of Fang in Gabon
(Stellenbosch : University of Stellenbosch, 2006-03) Nyangone Assam, Blanche; Gouws, R. H.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This dissertation attempts a study in the design of school dictionaries for their use in the mother tongue or first language education. Pedagogical dictionaries have undergone changes, which are also due to changes, which had taken, place in the teaching of the mother tongue and in descriptive linguistics from the 1950s onwards. Features of the pedagogical model also have been affected by the development in language-teaching methodology. The teaching of the mother tongue is now less concerned with the knowledge and critical exploration of texts than with competence in oral and written expression.
Die diskoers van Antjie Krog se Lady Anne (1989)
(Stellenbosch : University of Stellenbosch, 2002-03) Crous, Matthys Lourens; Viljoen, Louise; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
AFRIKAANSE OPSOMMING: Die ondersoek in hierdie studie sentreer random die diskoers in Antjie Krog se sewende digbundel, Lady Anne (1989). Die ondersoekprableem is die vraag na die wyse waarop die diskoers van hierdie teks georden en' geproduseer word. Foucault se teorie oor diskoersanalise word as kritiese werktuig gebruik by die beantwoording van hierdie vraag. Foucault (1981) omskryf diskoers onder meer as die sosiale gebruik van taal gesitueer binne bepaalde kontekste en verbonde aan spesifieke instansies. Volgens Foucault vertoon diskoers 'n innerlike orde of formasie wat argeologies opgediep kan word; dit het 'n regulerende funksie wat nie net betekenis afbaken nie, maar betekenis praduseer in die positiewe sin van die woord (Foucault, 1981). Wanneer hierdie regulerende funksie genealogies ontleed word, blyk dit dat diskoers mag uitoefen deur die meganismes van kennis, waarheid en self (Foucault, 1980), Diskoers artikuleer kennis wat die self die waarheid oor die self toe-eien. Dit roep op sy beurt weer die prableem van vryheid en politieke verset op. Die ondersoek fokus op die volgende vraagstukke random die diskoers in Lady Anne: die diskursiewe patrone in die teks; die beperkinge wat op die diskoers geplaas word (Foucault, 1981); die outeursfunksie soos beskryf deur Foucault (1979); die fiksionalisering van die lady Anne Barnard-geskiedenis aan die hand van die genealogiese benadering (Foucault, 1970; 1972). Daar sal ook ingegaan word op die verestetisering van die politieke diskoers in Suid-Afrika, asook op die kwessie in watter mate daar sprake is van stemgewing aan die Ander. Die sentrale vraagstuk wat ondersoek word, is: wat is die posisie van die wit skeppende vrau in Suid-Afrika en hoe word hierdie posisie ingeskryf in die diskoers van die Afrikaanse letterkunde? In samehang hiermee word gelet op kwessies soos subjektiwiteit, beskrywing van die objek, asook die subjek se posisie met betrekking tot die tradisie waarin sy die teks inskryf.
Die gebruik van voorsienbaarhede in 'n taakgebaseerde gemengdeleermodel vir dowe taalverwerwingstudente van Afrikaans op universiteitsvlak : 'n gevallestudie
(Stellenbosch : Stellenbosch University, 2023-12) De Waal, Marthie Isabelle; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: In South Africa a shift is taking place towards inclusive education that emphasises a diversification in learning and teaching possibilities. One such example is the inclusion of blended learning models in course design, as well as the use of technological aids in classrooms. This can be beneficial for the language acquisition lecturer as well as for the student, as it promotes autonomy among students; it allows room for distance learning; it offers a variery of teaching possibilities to the lecturer, and it creates a variety of learning possibilities for students with physical disabilities such as deafness. As a result of this shift towards blended learning in teaching, I am researching the phenomenon, specifically for teaching Afrikaans Language Acquisition to deaf university students. Designing an effective blended language-learning model can be challenging for both the language acquisition lecturer and the student. One such a challenge is the lack of relevant studies for the design of Afrikaans langauge-acquisition courses. Although a variety of academic studies have discussed blended learning and language learning, these all relate to English as the target language. Another challenge is the lack of research on blended-learning models for deaf and hard-of-hearing students and for the lecturers who have to teach these students. The effectiveness of online and distance-learning course components for students and lecturers are unknown. Finally, little research has been done on blended learning in a task-based language-learning course; and the manner in which blended learning models would possibly be incorporated in TBLT is vague, as the task-based framework uses a set structure (namely pre-task, task and task focus). In this dissertation, I try to design a blended language-learning model for lecturers who teach deaf students who are learning Afrikaans as a second language. The blended language-learning model relies on Gibson’s (1977) theory of affordances to design an effective language-learning course that is relevant to the diverse needs of deaf students, which lecturers can consider for use in their teaching of these students. I also use the task-based approach in the practical design of lessons, after a thorough literature review has been completed. The goal of this study is to combine blended learning and language acquisition for lecturers who teach deaf students by merging the TBLT-approach with the affordance theory.
'n Direkte vertaling versus 'n abbavertaling met verwysing na kulturele oordrag
(Stellenbosch : Stellenbosch University, 2014-04) Steyn, Johanna E. T.; Feinauer, A. E.; Du Toit, Catherine; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Most Afrikaans novels that are translated into French are piggyback or relay translations, which means translations of translations. Although piggyback translations have been done since the earliest times and are still being done, they are at best seen as a necessary evil and little research is done on this phenomenon – in fact so little that there is not even a uniform term among scholars to refer to this practice. Translation is the ideal space for different cultures to meet and interact, especially when the translation strategy is to foreignise by retaining cultural elements form the source culture in the translated text. Each translation is however adapted to a certain extent to its own target culture in order for the target public to have a better understanding of the text. When a translator works directly with the source text, he is in control about the way in which cultural references will be conveyed and explained to the target public. In the case of a piggyback translation the translator has to translate a “source text” that has already been adapted, or not, for a specific target public. The piggyback translator has to deal with a text where some cultural references might have been retained and others not. If the piggyback translator has no first-hand knowledge of the source culture, it means that he will not be able to distinguish which references have been adapted, nor to what extent they have been adapted. This study is an investigation into the French translations of two novels by Etienne van Heerden, namely Toorberg and Die swye van Mario Salviati. Le Domaine de Toorberg is a piggyback translation of Toorberg and Un long silence has been translated directly from the Afrikaans source text. The aim is to determine in which of the two French translations cultural transfer was the most successful. In translation studies great emphasis is placed on the fact that translators should not only be bilingual, but also bicultural, which means that the translator should understand both source and target cultures. In the case of the direct translation investigated here, the translator is not only bilingual, but he shows a South African and French biculturality. In the case of the piggyback translation however, the translator’s cultures are French and North American. This means that the piggyback translator has no first-hand knowledge of the source culture with the result that the cultural references are unknown to her. I hope to determine through this study whether piggyback translations are a viable method to present Afrikaans novels to (in this case) French readers and if not, whether alternative methods should be investigated, for example using translators who do not necessarily translate into their first language, as often suggested in translation studies.
Distopiese toekomsromans in die Afrikaanse literatuur na 1999
(Stellenbosch : Stellenbosch University, 2013-03) Barendse, Joan-Mari; Viljoen, Louise; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This dissertation investigates the increase in Afrikaans novels set in the future at the time of publication in the period after 1999. The following seven Afrikaans futuristic novels were published in this time: Oemkontoe van die nasie (2001) by P.J. Haasbroek, Hotel Atlantis (2002) and Raka die roman (2005) by Koos Kombuis, Miskruier (2005) by Jaco Botha, Die nege kerse van Magriet (2006) by Barend P.J. Erasmus, Horrelpoot (2006) by Eben Venter and Wederkoms – Die lewe en geskiedenis van Jannes Hoop (2009) by Louis Krüger. These novels are discussed within the framework of dystopian literature since they all portray a future South Africa that is worse off than it was at the time of the novels’ publication. It is discussed whether the socio-political climate in South Africa after 1999 contributed to the increasing popularity of the dystopian genre in Afrikaans in this time. Dystopian literature in general comments on the present rather than the future. The social commentary in these novels is therefore also discussed. The following aspects of dystopian literature, as identified by critics such as Raffaella Baccolini, Fredric Jameson, Tom Moylan, Lyman Tower Sargent and Brian Stableford, is focused on in the analysis of the seven novels: the typical narrative in dystopian works; the distinction between the classical dystopia, critical dystopia and pseudo-dystopia; the connection between dystopian literature and apocalyptic literature, and common themes within dystopian literature (for example the control of language and the media, history and ecological issues). This dissertation highlights the similarities to as well as differences between the seven Afrikaans dystopian novels and typical dystopian works. It is also discussed how the context of a postcolonial and post-apartheid South Africa makes these novels unique.
Ensiklopediese fiksie in die oeuvre van Marlene van Niekerk
(Stellenbosch : Stellenbosch University, 2016-03) Loots, Sonja; Viljoen, Louise; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch
ENGLISH ABSTRACT: This research investigates the prevalence of encyclopedic elements in three Afrikaans novels by Marlene van Niekerk: Triomf (1994), Agaat (2004) and Memorandum: ’n Verhaal met skilderye (2006). Definitions of “encyclopedic fiction”, “encyclopedic forms” and “encyclopedic narrative” by Northrop Frye (1957), Edward Mendelson (1976), Hilary Clark (1990 and 1992) and Leo Bersani (1990) are considered. I investigate the relationship between Enlightenment encyclopedias and the novels of early fictional encyclopaedists such as Miguel de Cervantes, François Rabelais, Robert Burton and Laurence Sterne; and argue that the historical relationship between the factual and the encyclopedic novel is still influential. I point out connections between early modern encyclopedic novels and Van Niekerk's novels. I argue that her novels display features of encyclopedic narrative, but that in local context it alters this genre in dynamic and innovative ways. With reference to Mikhail Bakhtin’s (1965) work on Rabelais, I explore the meaning of scatological images and the appearance of monsters and giants in Van Niekerk's novels. Other oeuvre patterns related to encyclopedism are also explored. The rewriting of the Faustus myth is analyzed and associated with the figure of the heir. The metafictional importance of characters wrestling with encyclopedic knowledge, and their teachers are discussed. I postulate that the reprocessing of encyclopedic sources and source material is a creative strategy and illustrate that this strategy is thematised in the novels themselves. I note differences in the use of sources and source material in the various novels and conclude that Van Niekerk's work speaks of ambivalence toward the Afrikaans and South African contexts in which it originated.
Entanglements of the English and Afrikaans literary systems : reading epitexts on the works of Marlene van Niekerk
(Stellenbosch : Stellenbosch University, 2020-03) Fourie, Reinhardt; Visagie, A. G.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study investigates the entanglements of the Afrikaans and the South African English literary systems. Sarah Nuttall’s notion of “entanglement” (2009) is utilised as an analytical metaphor within a combined framework that draws on the polysystems theory of Itamar Even-Zohar (1990) and the concept of the cultural field of Pierre Bourdieu (1993). The primary sites of analysis are the series of “epitexts” (Gérard Genette, 1997) surrounding the work of author, poet and playwright, Marlene van Niekerk. These epitexts take the form of popular and critical reviews of her work, interviews with and opinion pieces or essays by the author, as well as scholarly research that has been published on her work (including academic articles and essays, book chapters, and theses and dissertations). Van Niekerk made her literary debut in 1977, and her most recent work was published in 2019. As such, her literary work spans a period of remarkable political, social and cultural change, includes three literary genres, and stretches across the literary systems of both Afrikaans and English. This offers an epitextual archive that is well suited, in scope and depth, to a comparative systemic approach. Following an overview of the theory employed, the positions of Van Niekerk in the respective Afrikaans literary system and the South African English literary system are discussed. Within this frame, the author is considered as both an author writing in Afrikaans and an author translated into English, with a concomitant focus on her related position in the larger system of a “national” South African literature, in addition to the circulation of her work in the bigger, transnational Anglo-American literary system and the system of world literature. The predominant discourses within the popular and scholarly reception of Van Niekerk’s work – and how these have influence her positioning in the different literary systems – are charted and interrogated, after which they are compared and discussed in order to understand the reciprocal influences, overlaps and imbrications – i.e. entanglements – that can be observed between the literary systems in question. Utilising Van Niekerk’s oeuvre as analytical lens, this study observes the nature of the interconnectedness between two of South Africa’s literary systems, and what this means for understanding the country’s dynamic literary landscape as it developed into and exists in the present. Finally, this study offers a view as to the possibilities of comparative literary studies in South Africa.
Formaliteit in bedryfstekste met verwysing na bepaalde grammatikale veranderlikes
(Stellenbosch : University of Stellenbosch, 2009-03) Smith, Wanda; De Stadler, Leon; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
This study about formality in business texts is situated within the field of document design. For this reason, the definition of formality and the operasionalisation thereof in business texts are approached from a functional framework, which can lead to the realisation of useful guidelines to text producers based on the conclusions drawn from the research. With these guidelines, informed decisions can be made about formality in texts. In this study formality is defined and operasionalised in terms of the two notions context (in)dependency and deixis. Formality and deixis both involve distance. Greater distance between die text/writer and the reader or interlocutors mutually is associated with a higher degree of formality. On the other hand, a higher frequency deictic referential words such as personal pronouns (you, he, we, they), adverbs of place (here, there), direction (forwards, outside) and time (just now, only just, at present) implies a shorter social and spatio-temporal distance, and therefore a higher degree of informality. The reason for this is that deictic referential words (you, here, outside, now) and the reference to which such words refer should be deduced from the context immediately in order for the message to be understood unambiguously. For this reason, deictic referential words are context dependent in this study and because the context is immediately available and the distance thus shorter, these words are markers of informality. On the other hand, nondeictic referential words imply a greater distance and therefore a higher degree of formality. Grammatical variables that possibly have an effect on the degree of formality in annual reports and brochures, such as nouns, objective and subjective adjectives, verbs and pronouns, are divided in terms of their context dependence or context independence into one of two categories, namely a nondeictic category that is associated with context independence and formality, or a deictic category that is associated with context dependence and informality. Based on the frequencies of the various language variables in the two categories (context independent, nondeictic category and context dependent, deictic category) an empirical measure of formality is proposed with which formality (F-index) can be measured in Afrikaans business texts. Although the proposed measure should be refined, the study illustrates, among others, that the measure exhibits the capacity to point out variation based on differences in formality between the text types. The study further indicates that advice based on intuition should be regarded with caution. A survey aimed at readers showed that variables such as subject, tone, style, word choice and language usage play a greater role in the evaluation of the degree of formality of texts than grammatical variables such as the passive voice. In conclusion, the study gives clear guidelines as to how the language variables that were part of this study should be dealt with and in a sense be manipulated to ensure a suitable degree of formality of a text and thus the effective transfer of communication.
Gebruikersperspektief in die Afrikaanse leksikografie
(Stellenbosch : University of Stellenbosch, 1999-03) Fouche-Van der Merwe, Michele; Gouws, R. H.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: The purpose of this study is to investigate the user perspective in Afrikaans lexicography. Placing the user and his needs first, research was done to determine the user-friendliness of Afrikaans dictionaries. In order to conduct such research user target groups had to be identified. This was problematic, since until now, almost no research on Afrikaans dictionary users had been done. An overview of the research on the user perspective is given in the first chapter. Since the teaching of dictionary use in schools forms a substantial part of the user perspective, the present state was investigated. As a result the necessity of teaching of dictionary use in schools has been emphasized and some improvements in this regard have been suggested. The following Afrikaans dictionaries were studied to determine their userfriendliness: Verklarende Handwoordeboek van die Afrikaanse Taal (HAT) and Verklarende Afrikaanse Woordeboek (VAW), Basiswoordeboek van Afrikaans (BA), Reader's Digest Afrikaans-Engelse Woordeboek/English-Afrikaans Dictionarv (RD) and Groot Tesourus van Afrikaans (GT). These dictionaries were investigated with regard to their functions, textual segments and transfer of information. Some more user-friendly models for dictionaries have been suggested. The study is aimed at the metalexicographer, since it has been approached from a theoretical point of view, but also at the practical lexicographer because practical dictionary use has been investigated. Ultimately, it is hoped that this study will contribute towards more user-friendly dictionaries that put the user first.
’n Genregebaseerde benadering tot die ontwikkeling van skryfvaardighede in Afrikaans as tweede taal op universiteitsvlak
(Stellenbosch : Stellenbosch University, 2018-03) Binneman, Arne; Adendorff, E. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: Degree programs offered by universities prepare students for their target professions. The preparation includes enabling students to effectively cope with the texts that form part of their target contexts. It often happens that students first need to be prepared to function effectively within the university context even before they can be prepared for their target professions. Within the South African context, students who are second language speakers of Afrikaans often come from parts of South Africa where Afrikaans is the minority language. Therefore, the classroom in which they receive their school education is at times not fully equipped with sufficient Afrikaans input. When these students arrive at an Afrikaans university, they are in a more difficult situation than their classmates who are native speakers and who have sufficient access to appropriate Afrikaans inputs. In this dissertation, I propose the genre-based approach from the systemic functional linguistic perspective for the development of writing skills in Afrikaans as a second language. Three research questions are examined. Firstly, research has been conducted into the nature and characteristics of texts from the response genre, which form part of an Afrikaans as a second language writing course. The second aspect researched is how the analysis of the latter texts can be used in an Afrikaans language acquisition module to develop second language writing skills. Thirdly, the concept of affordances was involved in order to identify language affordances within the context of a course for Afrikaans as a second language. Regarding the methodology, model texts from the response genre are analysed using a custom genre-analytical questionnaire (based on the functional language model) as well as by textual analysis. Each of the texts are analysed with reference to the context, the ideational meta function, the interpersonal meta function and the textual meta function. The genre-analytical questionnaire – updated from Paltridge (2001) – is adapted to focus on each of the latter aspects. The questionnaire is supplemented by a textual analysis focusing on, inter alia, the nature of the sentences and the types of processes present. Conclusions on the nature of each of the subgenres of responses (reviews, character analyses and thematic interpretations) are made following the genre analyses. I argue that the deductions from the genre-analytical questionnaire as well as the textual analyses can be adapted for use in the second language classroom for development of second language writing skills. Thus, the genre-analytical questionnaire has been further adapted to serve as a practical classroom worksheet. Another argument presented in this dissertation is that the teaching and learning cycle (the practical application of the genre-based approach) allows space for lecturers to assist students in the awareness of language affordances. The assumption that awareness of language affordances leads to higher motivation with regard to the development of writing skills is examined in the dissertation. I find that multilingual students potentially possess more affordances and that lecturers can facilitate students with regard to goal setting for writing skills development. I also find that students need to be made aware of the usability and relevance of all classroom activities, and that sufficient opportunity should be given to second language students to practice and develop their skills. The research undertaken for this dissertation is of the first in which the systemic functional linguistic view of the genre-based approach is applied to Afrikaans as a second language. Furthermore, this study links the three research areas of the genre-based approach, second language writing skills and affordances – something that has not been done before in the field of Afrikaans as a second language.
’n Geokrities-vergelykende analise van Afrikaans- en Engelstalige Suid-Afrikaanse stedelike romans
(Stellenbosch : Stellenbosch University, 2016-12) Burger, Barbara; Viljoen, Louise; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: In this dissertation, “’n Geokrities-vergelykende analise van Afrikaans- en Engelstalige stedelike romans” (“A geocritical comparative analysis of Afrikaans and English urban novels”) I argue that Afrikaans and English novels set in South African cities are received in different ways by, respectively, Afrikaans and English literary theorists. Afrikaans literary theorists tend to focus on the ways these novels intertextually refer back to previous depictions of the city (especially in the genre of the plaasroman [the farm novel]). English literary theorists mainly focus on the implication of the urban representations for the interpretation of the agency of city dwellers, as well as on the representation of social issues. My aim is to determine whether a comparative approach leads to different insights on the representation of South African cities. I decided on a geocritical approach (as theorised by Bertrand Westphal) as it is i) comparative, ii) geocentric (in other words aimed at the comparison of spaces rather than the comparison of other aspects) and iii) compatible with my own new materialist-influenced view that text and context are inextricably connected. I use Westphal’s theory as a framework to compare the representation of urban spaces in six specific novels, namely Room 207 (2006) by Kgebetli Moele, Werfsonde (2012) by Kleinboer, Thirteen cents (2000) by K. Sello Duiker, Siegfried (2007) by Willem Anker, Nineveh (2011) by Henrietta Rose-Innes and Vlakwater (2015) by Ingrid Winterbach. My geocritical comparative approach does lead to a perspective that differs from previous studies of these specific novels, especially in my focus on the representation of characters’ movements and domesticity, the presence of non-human organisms and the natural environment within urban spaces and the influence of the past on the present of these spaces.
A grammatical framework for the computational parsing of written Afrikaans sentences
(Stellenbosch : Stellenbosch University, 2019-12) Swarts, Johannes Jacobus; Gouws, R. H.; Van Rooyen, G-J.; Oosthuizen, J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This dissertation investigates which grammatical framework is best suited to computationally represent and parse written Afrikaans sentences. This knowledge is necessary to build a large scale Afrikaans treebank – a resource which does not yet exist, but is a critical prerequisite for advanced endeavours in Afrikaans natural language processing. To gain this knowledge, we formally describe the building blocks of written Afrikaans from the perspectives of two major grammatical frameworks: constituency grammar and dependency grammar. Using these formal descriptions, we construct the first linguistically motivated treebank for Afrikaans, annotated with both constituency and dependency graphs. We perform k-fold cross-validation on multiple variations of this treebank with four state of the art sentence parsers, and fine-comb the results. Combining insights from the formal descriptions of written Afrikaans with the data obtained during parser evaluation, we conclude that dependency grammar outperforms constituency grammar at computationally representing the syntactic structure of written Afrikaans sentences under the conditions tested.
Die herstandaardisering van Afrikaans : 'n praktiese benadering met die AWS as gevallestudie
(Stellenbosch : Stellenbosch University, 2012-12) Odendaal, Beatrix Gertruida; Feinauer, A. E.; Alexander, N. E.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study comprises an investigation into the restandardisation of Afrikaans. Since the 1980s, there have been various calls from the Afrikaans speech community for the democratisation of Afrikaans by making it representative of the whole Afrikaans speech community. Despite these calls for the restandardisation of Afrikaans, a matter which has been brought to the fore in recent years, there are still no real theoretically-based and practical suggestions for such a project. The practical approach to the restandardisation of Afrikaans suggested in this study, with a specific focus on the restandardisation of the orthography of Afrikaans, informs the suggestion of a model by which such a planned restandardisation programme for Afrikaans could be carried out. This is done based on existing theories of standardisation and restandardisation, as well as a thorough investigation into the history of the standardisation of Afrikaans in order to determine the reasons underlying this need for its restandardisation. Firstly, relevant theories of standardisation are considered in order to determine which aspects of language standardisation give rise to restandardisation and play the most important role in it. The history of the standardisation of Afrikaans is also considered, in order to indicate the factors which gave rise to the calls for the restandardisation of Afrikaans. The world-wide phenomenon of destandardisation – an increasing trend by which the validity of standardised languages is called into question – is subsequently considered. Following this, restandardisation is considered in greater detail. Although the term is used widely, there are not yet thorough theoretical descriptions of the nature of the process itself. Therefore, this study provides a theoretical consideration of what restandardisation comprises. An investigation into various examples of attempts at the restandardisation of languages in South Africa, Africa, and the rest of the world serves as a backdrop against which the need for the restandardisation of Afrikaans is discussed. The standardisation of the orthography of Afrikaans, as outlined in the ten issues of the Afrikaanse woordelys en spelreëls (“Afrikaans word list and spelling rules”) which have been published to date, is the next research focus. The purpose of this critical evaluation of the primary source for orthographic standardisation of Afrikaans is to point out the weaknesses in the current standardisation process which necessitate a new approach to the standardisation of Afrikaans (and by extension, its restandardisation). Finally, a model is presented for the restandardisation of the orthography of Afrikaans, but also Afrikaans as a whole, based on various theoretical and practical considerations contained in the study.

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