Die rol van 'n veeltalige selfoonvakwoordeboek in die ontwikkeling van konsepgeletterdheid vir onderwysstudente in die ekonomiese en bestuurswetenskappe
Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
Van die vele uitdagings van nuwelingstudente aan universiteite is nie net om ’n meer algemene akademiese woordeskat te ontwikkel nie, maar ook om die vakwoordeskat van hulle studierigting te bemeester. Vir baie studente blyk die ontwikkeling van konsepgeletterdheid ’n besondere uitdaging te wees. Die doel van hierdie studie is om te beskryf hoe die gebruik van ’n veeltalige selfoonwoordeboek, MobiLex,1 kan bydra tot die verbetering van die konsepgeletterdheid van onderwysstudente in die ekonomiese en bestuurswetenskappe. Die geletterdheidsbehoeftes van nuwelingstudente in ’n ekonomiese en bestuurswetenskappe-klas word beskryf deur melding te maak van die studente se verskillende huistale, asook die onderrigtaal van dosente. Daar word aangevoer dat MobiLex in die leksikografiese behoeftes van Afrikaanssprekende en Xhosasprekende ekonomiese en bestuurswetenskappe-onderwysstudente in ’n veeltalige omgewing kan voorsien. Die belangrikheid van die onderrig van ’n gespesialiseerde vakwoordeskat word ondersteun binne die teoretiese raamwerk van die leksikografiese gebruikersperspektief, woordeboekfunksies en konsepgeletterdheid. Die nut van ’n selfoonvakwoordeboek in ’n veeltalige tersiêre-onderwysmilieu word ondersoek en bespreek. Dit is veral studente wat in hulle tweede of derde taal moet studeer wat toenemende steun benodig in die ontwikkeling van ’n vakwoordeskat. Die metodologie in dié beskouingsartikel is ’n dokumentontleding van elektroniese woordeboeke en tersaaklike woordeboekfunksies. Verskeie elektroniese woordeboeke word ondersoek en woordeboekartikels word krities bespreek om te verifieer of hulle aan die bepaalde vereistes van ekonomiese en bestuurswetenskappe-onderwysstudente kan voldoen. Dit blyk uit die bespreking dat nie een van dié woordeboeke aan die uiteenlopende leksikografiese vereistes van ’n klas veeltalige studente kan voldoen nie. As oplossing vir dié probleem word ’n pasgemaakte, veeltalige selfoonvakwoordeboek, naamlik MobiLex, voorgestel. Dié vakwoordeboek is drietalig, naamlik Afrikaans, Xhosa en Engels.
Novice students at universities do not only need to develop a more general academic vocabulary, they also need to master the subject vocabulary of their chosen course of study. This entails having access to tools and methods to decode subject vocabulary, and thereby developing a deeper understanding of its concepts. For many students, the development of concept literacy remains a huge challenge. Concept literacy can be described as the ability to read and understand subject-specific vocabulary and language forms as part of how knowledge is constructed in the discipline (Young 2005:8). The purpose of this study is to illustrate how the use of a multilingual mobile dictionary, MobiLex, can be beneficial for the improvement of concept literacy for economic and management sciences (EMS) education students. The article elaborates on EMS students’ literacy needs within a multilingual context where the language of teaching and learning is not necessarily the home language of the students. The students’ lexicographical needs are further deliberated on and it is argued that dictionaries, and especially LSP dictionaries, have an important role to play in the clarification of subject vocabulary. Students that receive university education in a language other than their mother tongue need considerably more support with the development of concept literacy. The importance of concept literacy with reference to MobiLex is advocated, underpinned by the theoretical framework of lexicographical user perspective, dictionary functionality and concept literacy.
Novice students at universities do not only need to develop a more general academic vocabulary, they also need to master the subject vocabulary of their chosen course of study. This entails having access to tools and methods to decode subject vocabulary, and thereby developing a deeper understanding of its concepts. For many students, the development of concept literacy remains a huge challenge. Concept literacy can be described as the ability to read and understand subject-specific vocabulary and language forms as part of how knowledge is constructed in the discipline (Young 2005:8). The purpose of this study is to illustrate how the use of a multilingual mobile dictionary, MobiLex, can be beneficial for the improvement of concept literacy for economic and management sciences (EMS) education students. The article elaborates on EMS students’ literacy needs within a multilingual context where the language of teaching and learning is not necessarily the home language of the students. The students’ lexicographical needs are further deliberated on and it is argued that dictionaries, and especially LSP dictionaries, have an important role to play in the clarification of subject vocabulary. Students that receive university education in a language other than their mother tongue need considerably more support with the development of concept literacy. The importance of concept literacy with reference to MobiLex is advocated, underpinned by the theoretical framework of lexicographical user perspective, dictionary functionality and concept literacy.
Description
CITATION: America, C. & Van der Merwe, M. 2017. Die rol van 'n veeltalige selfoonvakwoordeboek in die ontwikkeling van konsepgeletterdheid vir onderwysstudente in die ekonomiese en bestuurswetenskappe. LitNet Akademies, 14(1):213-234.
The original publication is available at https://www.litnet.co.za
The original publication is available at https://www.litnet.co.za
Keywords
Multilingual education, Encyclopedias and dictionaries, Business education, Mobile communication systems in education
Citation
America, C. & Van der Merwe, M. 2017. Die rol van 'n veeltalige selfoonvakwoordeboek in die ontwikkeling van konsepgeletterdheid vir onderwysstudente in die ekonomiese en bestuurswetenskappe. LitNet Akademies, 14(1):213-234.