'n Sentrale rol vir die leerarea taal, kommunikasie en geletterdheid in 'n uitkomsgerigte onderwysbenadering
- Authors: Marx, Susan Edelweiss
- Date: 2012-08-23
- Subjects: Language and languages -- Study and teaching -- South Africa , Competency based education -- South Africa , Multicultural education -- South Africa , Literature -- Study and teaching -- South Africa
- Type: Thesis
- Identifier: uj:3132 , http://hdl.handle.net/10210/6551
- Description: M.A. , Outcome-based education represents a new approach to education and training that includes an educational system of lifelong learner-centered education. The blueprint in which this approach is expounded, a document entitled Curriculum 2005, soon reveals that this approach is aimed at outcomes that, in turn, determine which skills a learner ought to acquire and hone. Thanks to the fact that all the foregoing facets are included and furthered by the said new approach, the marked difference in terms of previous approaches to education and training between academic and applied knowledge, between theory and practice and between knowledge and skills is now, to all intents and purposes, being abolished. The importance of language not only in the learning area Language, communication and literacy but also of language across the curriculum, is freshly emphasised by the outcome-based approach to education and training. In terms of this approach, language is deemed to be the primary condition for the individual's total development, as each learner's self-actualisation and thoughts are realised through language. In addition, in terms of this approach, command of language is of the utmost importance for intercurricular academic mastering in the course of the learning and teaching process. Language may, therefore, be deemed to be the tool with which the individual arranges, structures and constitutes his or her world. In the light of the fact that the "language learning situation" will, in terms of the outcome-based education approach, be presented in an integrated manner, the communicative and social nature of language must be placed at the hub of education. The process whereby a construction is placed on something hinges upon the meaningful use of language. According to this approach, the emphasis must, therefore, fall on the learners, so that they could become actively involved in gathering and interpreting information. The value of literature in its capacity as a medium of education should never be underestimated. Literature education could contribute to the optimum development of learners in preparing them for all facets of adultness in a multicultural society. Fullfledged adultness, however, also implies social commitment and subservience, not only to a certain cultural community, but also to a general multicultural public. The use of literature and literary texts could place learners in other population groups' positions and worlds and could thus engender empathy for and sensitivity to others. Learners are also exposed to a variety of contexts at different levels, so that they may practise effectively to use language. Additionally, interaction with a wide variety of authentic texts from newspapers, magazines, literary texts and other sources exposes learners to the various ways in which language may be used in different situations. The furtherance of multilingualism must be one of the main principles in the lifelong learning process, so that all learners could be afforded an opportunity to develop into fullfledged South African citizens. Learners must, above all, be taught in our multicultural country and also in international context to attach value to their mother tongue, culture and literacy, and to appreciate other languages and cultures. Knowledge is gained in the context of concepts, skills and attitudes. The essence of outcome-based education is the application of knowledge and skills in educational and learning situations that really matter, such as those in terms of which a meaningful contribution could be made to the development and upliftment of society.
- Full Text:
- Authors: Marx, Susan Edelweiss
- Date: 2012-08-23
- Subjects: Language and languages -- Study and teaching -- South Africa , Competency based education -- South Africa , Multicultural education -- South Africa , Literature -- Study and teaching -- South Africa
- Type: Thesis
- Identifier: uj:3132 , http://hdl.handle.net/10210/6551
- Description: M.A. , Outcome-based education represents a new approach to education and training that includes an educational system of lifelong learner-centered education. The blueprint in which this approach is expounded, a document entitled Curriculum 2005, soon reveals that this approach is aimed at outcomes that, in turn, determine which skills a learner ought to acquire and hone. Thanks to the fact that all the foregoing facets are included and furthered by the said new approach, the marked difference in terms of previous approaches to education and training between academic and applied knowledge, between theory and practice and between knowledge and skills is now, to all intents and purposes, being abolished. The importance of language not only in the learning area Language, communication and literacy but also of language across the curriculum, is freshly emphasised by the outcome-based approach to education and training. In terms of this approach, language is deemed to be the primary condition for the individual's total development, as each learner's self-actualisation and thoughts are realised through language. In addition, in terms of this approach, command of language is of the utmost importance for intercurricular academic mastering in the course of the learning and teaching process. Language may, therefore, be deemed to be the tool with which the individual arranges, structures and constitutes his or her world. In the light of the fact that the "language learning situation" will, in terms of the outcome-based education approach, be presented in an integrated manner, the communicative and social nature of language must be placed at the hub of education. The process whereby a construction is placed on something hinges upon the meaningful use of language. According to this approach, the emphasis must, therefore, fall on the learners, so that they could become actively involved in gathering and interpreting information. The value of literature in its capacity as a medium of education should never be underestimated. Literature education could contribute to the optimum development of learners in preparing them for all facets of adultness in a multicultural society. Fullfledged adultness, however, also implies social commitment and subservience, not only to a certain cultural community, but also to a general multicultural public. The use of literature and literary texts could place learners in other population groups' positions and worlds and could thus engender empathy for and sensitivity to others. Learners are also exposed to a variety of contexts at different levels, so that they may practise effectively to use language. Additionally, interaction with a wide variety of authentic texts from newspapers, magazines, literary texts and other sources exposes learners to the various ways in which language may be used in different situations. The furtherance of multilingualism must be one of the main principles in the lifelong learning process, so that all learners could be afforded an opportunity to develop into fullfledged South African citizens. Learners must, above all, be taught in our multicultural country and also in international context to attach value to their mother tongue, culture and literacy, and to appreciate other languages and cultures. Knowledge is gained in the context of concepts, skills and attitudes. The essence of outcome-based education is the application of knowledge and skills in educational and learning situations that really matter, such as those in terms of which a meaningful contribution could be made to the development and upliftment of society.
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Developing a critical reader training programme for a bridging course for first year tertiary students of literature
- Authors: Phillips, Elaine Mary
- Date: 2012-08-27
- Subjects: Literature - Study and teaching (Higher) , Reading (Higher education) , Reading comprehension.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365587 , uj:3149 , http://hdl.handle.net/10210/6567
- Description: M.A. , In the pages that follow, a reader training model is presented (in chapter one) which may be used to implement a training programme for tertiary students of literature. Many students enrolling for literature courses do not have sufficient background knowledge required to become critical readers; they often lack the linguistic ability and the literary insight needed to deal with texts in a meaningful manner. Research into reading plays a significant role in teaching students how to activate background knowledge, and how to become skilled, critical readers. The reader training model presented deals with reading on three levels. The first phase deals with the recognition of textual conventions and the activation of schemata and basic links. Technical skills are involved in reading at this level. During the second phase, the reader moves into the comprehensibility of language and the interpretation oftext. Reading activities focus on naturalisation and higher order integration. To read on this level students require integrative cognitive skills and strategies in order to establish links and recognise parallels in the text. The third phase of the reader training model is the focus of this study. Creative and critical cognitive skills and strategies are required to interpret, criticise and contextualise the text. Relevant literary (and non-literary) texts are essential to the reader, since meaningful interaction with the text cannot take place at an advanced level if the reader is unable to contextualise the discourse. The aim of this study is to equip the literature facilitator with practical guidelines for the implementation of a bridging course for literature students at tertiary level. In chapter three the practical component of the study outlines a number of ways in which literature can be creatively explored at an advanced level of reading and interpretation. Guidelines are provided as a basic structure on which the literature facilitator can build. Ways of reading critically are examined within a feminist framework.
- Full Text:
- Authors: Phillips, Elaine Mary
- Date: 2012-08-27
- Subjects: Literature - Study and teaching (Higher) , Reading (Higher education) , Reading comprehension.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365587 , uj:3149 , http://hdl.handle.net/10210/6567
- Description: M.A. , In the pages that follow, a reader training model is presented (in chapter one) which may be used to implement a training programme for tertiary students of literature. Many students enrolling for literature courses do not have sufficient background knowledge required to become critical readers; they often lack the linguistic ability and the literary insight needed to deal with texts in a meaningful manner. Research into reading plays a significant role in teaching students how to activate background knowledge, and how to become skilled, critical readers. The reader training model presented deals with reading on three levels. The first phase deals with the recognition of textual conventions and the activation of schemata and basic links. Technical skills are involved in reading at this level. During the second phase, the reader moves into the comprehensibility of language and the interpretation oftext. Reading activities focus on naturalisation and higher order integration. To read on this level students require integrative cognitive skills and strategies in order to establish links and recognise parallels in the text. The third phase of the reader training model is the focus of this study. Creative and critical cognitive skills and strategies are required to interpret, criticise and contextualise the text. Relevant literary (and non-literary) texts are essential to the reader, since meaningful interaction with the text cannot take place at an advanced level if the reader is unable to contextualise the discourse. The aim of this study is to equip the literature facilitator with practical guidelines for the implementation of a bridging course for literature students at tertiary level. In chapter three the practical component of the study outlines a number of ways in which literature can be creatively explored at an advanced level of reading and interpretation. Guidelines are provided as a basic structure on which the literature facilitator can build. Ways of reading critically are examined within a feminist framework.
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Die berymde fabels van La Fontaine: uitdagings en riglyne vir 'n nuwe Afrikaanse teikengehoor
- Authors: Neser, Lilian Christien
- Date: 2009-01-08T13:01:25Z
- Subjects: Jean de la Fontaine , Fables
- Type: Thesis
- Identifier: uj:14744 , http://hdl.handle.net/10210/1825
- Description: M.A. , La Fontaine is universally known for his revival of the classic Latin, Indian and Greek fables. He originally translated and reworked the fables from Latin prose to French poetry (1668). The target audience was the courtiers of Louis XIV’s court, the King and the literary society of the day. Despite the charm of the animal characters, the lively illustrations and the obvious didactic value of his fables, he did not have a juvenile audience in mind. These fables were intended to make social and political comment, to criticize, to warn and to transmit his own brand of humour, philosophy and rhetoric. The modern day translator is faced with a multitude of problems when attempting to translate these 17th century poems. Some of the difficulties stem from historical and moral conventions to which La Fontaine adhered. The idiosyncratic intervention of the poet in his fables, is another issue that needs to be reflected upon. The very first translation into English, in 1729, was done in prose format, destined for the children’s market. This pattern was followed wherever the fables were translated: the target audience of the original fables changed within a few decades from an elite, adult circle to a juvenile audience. Since the late 19th century, when Afrikaans began emerging as a formal language, these fables were also translated as prose. The first poetry collection, by E.P. du Plessis, appeared in 1970. The 16 poetry translations beg for more of the same. The need for children’s poetry in Afrikaans will thus be catered for. Moreover, La Fontaine’s poems with their universal appeal and well-known characters, should become an integral part of prescribed school literature. The format and content of the fabled poem is the ideal vehicle for the creation of satire. But for satire to succeed, the target reader should know the original text. La Fontaine’s fables have the possibility to extend the genre of satire in prose, poetry and drama in South Africa. An appeal is thus made to translators and poets to translate more of La Fontaine’s poetry into Afrikaans. An appeal is also directed at the Education Departments to reconsider the fable, with La Fontaine’s version in mind, as compulsory literary study. The ancient mythology, from which Aesop and La Fontaine richly drew inspiration, is another genre that should be better known by the general public. The school syllabi would have to be revised in order to accommodate these two genres, which would not only enrich the literature background of the learners, but would also serve to enhance their moral education in a non-judgmental way: ideally suited for the multi-cultural classroom. The study is concluded with a selection of translations, using different translating styles to suit different target audiences.
- Full Text:
- Authors: Neser, Lilian Christien
- Date: 2009-01-08T13:01:25Z
- Subjects: Jean de la Fontaine , Fables
- Type: Thesis
- Identifier: uj:14744 , http://hdl.handle.net/10210/1825
- Description: M.A. , La Fontaine is universally known for his revival of the classic Latin, Indian and Greek fables. He originally translated and reworked the fables from Latin prose to French poetry (1668). The target audience was the courtiers of Louis XIV’s court, the King and the literary society of the day. Despite the charm of the animal characters, the lively illustrations and the obvious didactic value of his fables, he did not have a juvenile audience in mind. These fables were intended to make social and political comment, to criticize, to warn and to transmit his own brand of humour, philosophy and rhetoric. The modern day translator is faced with a multitude of problems when attempting to translate these 17th century poems. Some of the difficulties stem from historical and moral conventions to which La Fontaine adhered. The idiosyncratic intervention of the poet in his fables, is another issue that needs to be reflected upon. The very first translation into English, in 1729, was done in prose format, destined for the children’s market. This pattern was followed wherever the fables were translated: the target audience of the original fables changed within a few decades from an elite, adult circle to a juvenile audience. Since the late 19th century, when Afrikaans began emerging as a formal language, these fables were also translated as prose. The first poetry collection, by E.P. du Plessis, appeared in 1970. The 16 poetry translations beg for more of the same. The need for children’s poetry in Afrikaans will thus be catered for. Moreover, La Fontaine’s poems with their universal appeal and well-known characters, should become an integral part of prescribed school literature. The format and content of the fabled poem is the ideal vehicle for the creation of satire. But for satire to succeed, the target reader should know the original text. La Fontaine’s fables have the possibility to extend the genre of satire in prose, poetry and drama in South Africa. An appeal is thus made to translators and poets to translate more of La Fontaine’s poetry into Afrikaans. An appeal is also directed at the Education Departments to reconsider the fable, with La Fontaine’s version in mind, as compulsory literary study. The ancient mythology, from which Aesop and La Fontaine richly drew inspiration, is another genre that should be better known by the general public. The school syllabi would have to be revised in order to accommodate these two genres, which would not only enrich the literature background of the learners, but would also serve to enhance their moral education in a non-judgmental way: ideally suited for the multi-cultural classroom. The study is concluded with a selection of translations, using different translating styles to suit different target audiences.
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Die beskikbaarstelling van aanvangsleesreekse : 'n uitdaging aan transponeerders en vertalers
- Jansen van Vuuren, Elizabeth Susanna Magdalena
- Authors: Jansen van Vuuren, Elizabeth Susanna Magdalena
- Date: 2012-08-28
- Subjects: Basal reading instruction , Translation , Readers (Elementary)
- Type: Thesis
- Identifier: uj:3294 , http://hdl.handle.net/10210/6699
- Description: M.A. , The purpose of basal readers is to teach children to read. When a child has the opportunity to learn to read in his native language, his chances on success in learning and reading increase, because the language is known to him. The current policy on education determines that children should receive instruction in their mother-tongue, especially in the first year. Keeping this in view, this study considers the possibility of making translated basal readers available to African languages, and more specifically, to Northern Sotho. Chapter 1 discusses criteria set for proper basal readers and evaluates existing Afrikaans readers accordingly. In Chapter 2, children's literature are discussed in terms of characteristics and background. The development of children's literature in Northern Sotho is briefly discussed as well. Theoretical issues concerning transposition and translation are discussed in Chapter 3 to determine what are involved in transposition and translation and what aspects are transposed and translated. Chapter 4 deals with the empirical application of the theory. Problems transposers and translators are faced with are discussed with the aid of applicable examples.
- Full Text:
- Authors: Jansen van Vuuren, Elizabeth Susanna Magdalena
- Date: 2012-08-28
- Subjects: Basal reading instruction , Translation , Readers (Elementary)
- Type: Thesis
- Identifier: uj:3294 , http://hdl.handle.net/10210/6699
- Description: M.A. , The purpose of basal readers is to teach children to read. When a child has the opportunity to learn to read in his native language, his chances on success in learning and reading increase, because the language is known to him. The current policy on education determines that children should receive instruction in their mother-tongue, especially in the first year. Keeping this in view, this study considers the possibility of making translated basal readers available to African languages, and more specifically, to Northern Sotho. Chapter 1 discusses criteria set for proper basal readers and evaluates existing Afrikaans readers accordingly. In Chapter 2, children's literature are discussed in terms of characteristics and background. The development of children's literature in Northern Sotho is briefly discussed as well. Theoretical issues concerning transposition and translation are discussed in Chapter 3 to determine what are involved in transposition and translation and what aspects are transposed and translated. Chapter 4 deals with the empirical application of the theory. Problems transposers and translators are faced with are discussed with the aid of applicable examples.
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Die verrekening van 'n tydgees in die vertaling van die sprokies van Hermann Hesse
- Potgieter, Marianne Katharina Elizabeth
- Authors: Potgieter, Marianne Katharina Elizabeth
- Date: 2009-01-08T13:05:57Z
- Subjects: Translating fairy tales , Hermann Hesse
- Type: Thesis
- Identifier: uj:14763 , http://hdl.handle.net/10210/1842
- Description: M.A. , Hermann Hesse is one of the most widely read and translated German authors of our time. The potential problems for the translator posed by the time gap between the original publication of the source text and a contemporary Afrikaans translation is illustrated by means of an analysis and periodisation of some of his fairy tales. Hesse's fairytales were mainly written during the first quarter of the twentieth century and are in many ways representative of the spirit of the times. The radical changes and developments in a modern age touched all aspects of society and its influence on the corresponding German literary movement of the time, the expressionism, is best summarised by the motto: "Change, renewal and intensification" (Best, 1978:11). The diverse literary styles of this movement can be attributed to the different ways writers responded to these changes. Whereas some writers wanted to bring about change by means of ecstatic destruction, others like Hesse had a more moderate view that change could be brought about by means of an inner process. Alienation was another popular expressionist theme. Hesse did not restrict its use to theme only, but applied it as an alienation technique by using historical romanticism in a modern context. Knowledge of genre, hermeneutics, structuralism, formalism and stylistics is a useful tool for the analysis of the fairytales. An analysis of the potential post modern Afrikaans target reader's philosophy of life will further aid the translator in bridging the gap between source and target cultures. In response to the language crisis at the beginning of the twentieth century, Hesse applied a number of non-verbal style techniques. The musical nature of his prose can be seen as an expressive way of dealing with this problem. His narrative style shows influences of modernism in the way he experiments with perspective and focus in order to distinguish between inner and outer world. Change of focus and perspective often goes hand in hand with a change in register. Hesse's use of archetypes and symbols reflects expressionist bias towards abstraction as does his use of irony as an alienation technique. André Lefevere's emphasis on the importance of the ideology, poetics, frame of reference and language (in this sequence) of the target audience, is illustrated and discussed by means of a comparison of selected source text examples with English and Afrikaans translations. These methods of analysis for the fairytales are then applied to the Afrikaans translation of "Piktors Verwandlungen" and "Der Europäer".
- Full Text:
- Authors: Potgieter, Marianne Katharina Elizabeth
- Date: 2009-01-08T13:05:57Z
- Subjects: Translating fairy tales , Hermann Hesse
- Type: Thesis
- Identifier: uj:14763 , http://hdl.handle.net/10210/1842
- Description: M.A. , Hermann Hesse is one of the most widely read and translated German authors of our time. The potential problems for the translator posed by the time gap between the original publication of the source text and a contemporary Afrikaans translation is illustrated by means of an analysis and periodisation of some of his fairy tales. Hesse's fairytales were mainly written during the first quarter of the twentieth century and are in many ways representative of the spirit of the times. The radical changes and developments in a modern age touched all aspects of society and its influence on the corresponding German literary movement of the time, the expressionism, is best summarised by the motto: "Change, renewal and intensification" (Best, 1978:11). The diverse literary styles of this movement can be attributed to the different ways writers responded to these changes. Whereas some writers wanted to bring about change by means of ecstatic destruction, others like Hesse had a more moderate view that change could be brought about by means of an inner process. Alienation was another popular expressionist theme. Hesse did not restrict its use to theme only, but applied it as an alienation technique by using historical romanticism in a modern context. Knowledge of genre, hermeneutics, structuralism, formalism and stylistics is a useful tool for the analysis of the fairytales. An analysis of the potential post modern Afrikaans target reader's philosophy of life will further aid the translator in bridging the gap between source and target cultures. In response to the language crisis at the beginning of the twentieth century, Hesse applied a number of non-verbal style techniques. The musical nature of his prose can be seen as an expressive way of dealing with this problem. His narrative style shows influences of modernism in the way he experiments with perspective and focus in order to distinguish between inner and outer world. Change of focus and perspective often goes hand in hand with a change in register. Hesse's use of archetypes and symbols reflects expressionist bias towards abstraction as does his use of irony as an alienation technique. André Lefevere's emphasis on the importance of the ideology, poetics, frame of reference and language (in this sequence) of the target audience, is illustrated and discussed by means of a comparison of selected source text examples with English and Afrikaans translations. These methods of analysis for the fairytales are then applied to the Afrikaans translation of "Piktors Verwandlungen" and "Der Europäer".
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Oorklankingsvertaling : 'n vertaalteoretiese besinning aan die hand van die vertaling van rolprente in Afrikaans
- Authors: Calitz, Louis Hendrik
- Date: 2012-08-20
- Subjects: Dubbing of motion pictures , Translating and interpreting
- Type: Thesis
- Identifier: uj:2863 , http://hdl.handle.net/10210/6297
- Description: D.Litt et Phil. , This thesis constitutes an investigation into the specific nature of translation for the screen and television. To this end, three films, dubbed into Afrikaans from English, French and German respectively, are studied. The language dubbing translator is faced with specific challenges such as extra-linguistic and paralinguistic factors, the most important of which is the synchronization of target language solutions with the visible lip movements of characters. These constraints compel the translator to employ various translation strategies, such as insertion, deletion and substitution. The study argues that, in view of the number of deviations from the source text, the term equivalence cannot be used to describe the relationship between the source and target text. Since the task of the dubbing translator is to create dialogue that has to be spoken by dubbing actors, the study further argues that playability can be the only true test for the success of a dubbing translation. No single definition exists for the term playability. Whereas most actors and directors can distinguish a playable text or translation from one that is not, owing to their drama training, only some dubbing translators have an instinctive feel for it. As drama training for dubbing translators is not an option, the study takes the most salient aspect of playability, namely character dialogue, as starting point and sets as its main objective the development of an instrument that would enable translators, without the above-mentioned intuitive unconscious competence, to create playable character dialogue for individual characters. Using Bateson's theory of Logical Types and Dilts's theory of Logical Levels, a congruence model is developed. Adding insights from various disciplines, such as Visual Communication and Semiotics, the model is expanded to consist of three components: visual, paralinguistic and linguistic. The model is tested next by being used for the analysis of the corpus of films. The study finds that by analysing the visual, paralinguistic and linguistic components, and their relations to one another, according to focus areas such as Environment, Behaviour, Skills and Capabilities, Values and Beliefs, and Identity, not only are the intentions of characters clearly established, but the intention of the original sender is also revealed. This enables the dubbing translator to create character dialogue that achieves congruence among all the different levels. The study argues in conclusion that the model can also be used for the analysis and translation of other text types. Whereas the objective of the study is to make a contribution to the field of Translation Theory, the various applications suggest that the thesis also contributes to the following fields of study: Applied Linguistics, Literary Theory and Communication Studies
- Full Text:
- Authors: Calitz, Louis Hendrik
- Date: 2012-08-20
- Subjects: Dubbing of motion pictures , Translating and interpreting
- Type: Thesis
- Identifier: uj:2863 , http://hdl.handle.net/10210/6297
- Description: D.Litt et Phil. , This thesis constitutes an investigation into the specific nature of translation for the screen and television. To this end, three films, dubbed into Afrikaans from English, French and German respectively, are studied. The language dubbing translator is faced with specific challenges such as extra-linguistic and paralinguistic factors, the most important of which is the synchronization of target language solutions with the visible lip movements of characters. These constraints compel the translator to employ various translation strategies, such as insertion, deletion and substitution. The study argues that, in view of the number of deviations from the source text, the term equivalence cannot be used to describe the relationship between the source and target text. Since the task of the dubbing translator is to create dialogue that has to be spoken by dubbing actors, the study further argues that playability can be the only true test for the success of a dubbing translation. No single definition exists for the term playability. Whereas most actors and directors can distinguish a playable text or translation from one that is not, owing to their drama training, only some dubbing translators have an instinctive feel for it. As drama training for dubbing translators is not an option, the study takes the most salient aspect of playability, namely character dialogue, as starting point and sets as its main objective the development of an instrument that would enable translators, without the above-mentioned intuitive unconscious competence, to create playable character dialogue for individual characters. Using Bateson's theory of Logical Types and Dilts's theory of Logical Levels, a congruence model is developed. Adding insights from various disciplines, such as Visual Communication and Semiotics, the model is expanded to consist of three components: visual, paralinguistic and linguistic. The model is tested next by being used for the analysis of the corpus of films. The study finds that by analysing the visual, paralinguistic and linguistic components, and their relations to one another, according to focus areas such as Environment, Behaviour, Skills and Capabilities, Values and Beliefs, and Identity, not only are the intentions of characters clearly established, but the intention of the original sender is also revealed. This enables the dubbing translator to create character dialogue that achieves congruence among all the different levels. The study argues in conclusion that the model can also be used for the analysis and translation of other text types. Whereas the objective of the study is to make a contribution to the field of Translation Theory, the various applications suggest that the thesis also contributes to the following fields of study: Applied Linguistics, Literary Theory and Communication Studies
- Full Text:
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