'n Evaluasie van Pharos aanleerderwoordeboek vir skole/learner's dictionary for schools en Longman-HAT Afrikaans dictionary and grammar for English speakers in 'n Afrikaanse taalverwerwingskursus op universiteitsvlak
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Bureau of the WAT
Abstract
Navorsing toon dat 'n goed gekose woordeboek, naas die opvoeder, 'n belang-rike hulpmiddel is om die taalverwerwingsproses te verryk. Daar bestaan tans nie 'n eentalige of tweetalige aanleerderwoordeboek wat spesifiek gerig is op nultaalsprekers wat Afrikaans op tersiêre vlak aanleer nie. Taalverwerwingsdosente en taalfasiliteerders moet dus die gaping ten beste pro-beer vul deur aanleerderwoordeboeke soos Pharos se Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools en Longman-HAT se Afrikaans Dictionary and Grammar for English Speakers vir hierdie aan-leerders voor te skryf. In hierdie artikel word dié twee aanleerderwoordeboeke empiries en kwalitatief geëvalueer ten einde vas te stel of daar wel ruimte is vir die samestelling van 'n aanleerderwoorde-boek wat spesifiek gerig is op nultaalsprekers wat Afrikaans aanleer op 'n universiteitsvlak. Hierdie spesifieke twee woordeboeke word geëvalueer omdat dit onderskeidelik voorgeskryf word vir nul-taalsprekers by die Universiteit van Stellenbosch en die Nelson Mandela Metropolitaanse Universi-teit. Die mate waarin 'n spesifieke woordeboek voldoen aan die bevrediging van 'n sekere teiken-groep se leksikografiese behoeftes word nie slegs deur die leksikograaf bepaal nie, maar ook deur die teikengebruiker. Die huidige woordeboekkultuur, soos geformuleer in die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKAV) wat tans in die Suid-Afrikaanse skoolsisteem gevolg word, word onder die vergrootglas geplaas. Op grond hiervan word voorstelle vir formele woordeboek-onderrig op universiteitsvlak gemaak, wat beide algemene en spesifieke woordeboekonderrig insluit.
Research shows that a well-chosen dictionary is the next best resource after the facilitator to enhance the language learning process. There are currently no monolingual or bilingual learner's dictionaries specifically targeting foreign learners who are learning Afrikaans at a tertiary level. Educators and facilitators must thus compensate by prescribing learner's dictionaries such as Pharos's Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools and Longman-HAT's Afrikaans Dictionary and Grammar for English Speakers for these learners. In this article these two dictionaries are being evaluated empirically and qualitatively to determine if there is a need for the composition of a learner's dictionary which specifically targets foreign learners learning Afrikaans at a university level. These specific two learner's dictionaries are being evaluated because they are prescribed for foreign students respectively at, the University of Stellenbosch and the Nelson Mandela Metropolitan University. The degree to which a certain dictionary succeeds in satisfying the lexicographical needs of a specific target group does not only depend on the lexicographer, but also on the target group itself. The current dictionary culture in South Africa is brought to light through reviewing the Curriculum Assessment Policy Statements (CAPS), which is currently being followed in the South African school system. On this basis, suggestions are made for formal dictionary education at tertiary level which includes general and specific dictionary education.
Research shows that a well-chosen dictionary is the next best resource after the facilitator to enhance the language learning process. There are currently no monolingual or bilingual learner's dictionaries specifically targeting foreign learners who are learning Afrikaans at a tertiary level. Educators and facilitators must thus compensate by prescribing learner's dictionaries such as Pharos's Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools and Longman-HAT's Afrikaans Dictionary and Grammar for English Speakers for these learners. In this article these two dictionaries are being evaluated empirically and qualitatively to determine if there is a need for the composition of a learner's dictionary which specifically targets foreign learners learning Afrikaans at a university level. These specific two learner's dictionaries are being evaluated because they are prescribed for foreign students respectively at, the University of Stellenbosch and the Nelson Mandela Metropolitan University. The degree to which a certain dictionary succeeds in satisfying the lexicographical needs of a specific target group does not only depend on the lexicographer, but also on the target group itself. The current dictionary culture in South Africa is brought to light through reviewing the Curriculum Assessment Policy Statements (CAPS), which is currently being followed in the South African school system. On this basis, suggestions are made for formal dictionary education at tertiary level which includes general and specific dictionary education.
Description
CITATION: Claassen, D. 2015. 'n Evaluasie van Pharos aanleerderwoordeboek vir skole/learner's dictionary for schools en Longman-HAT afrikaans dictionary and grammar for English speakers in 'n Afrikaanse taalverwerwingskursus op universiteitsvlak. Lexikos, 25:31-55, doi:10.5788/25-1-1290.
The original publication is available at http://lexikos.journals.ac.za
The original publication is available at http://lexikos.journals.ac.za
Keywords
Afrikaans language -- Learner's dictionary, Afrikaans language -- Study and teaching (Higher) -- Foreign speakers, Language and languages -- Study and teaching, Second language acquisition
Citation
Claassen, D. 2015. 'n Evaluasie van Pharos aanleerderwoordeboek vir skole/learner's dictionary for schools en Longman-HAT Afrikaans dictionary and grammar for English speakers in 'n Afrikaanse taalverwerwingskursus op universiteitsvlak. Lexikos, 25:31-55, doi:10.5788/25-1-1290