Afrikaanse tienertaal.
- Authors: Marais, Salome
- Date: 2007-12-07T07:42:48Z
- Subjects: teenager language , afrikaans language , slang , South Africa
- Type: Thesis
- Identifier: uj:14708 , http://hdl.handle.net/10210/169
- Description: It is a well-known fact that the speech of young people is in many respects different from the speech of older speakers. This also applies to Afrikaans as spoken by the younger generation. The difference in speech is recognized to such an extent that the media and literature aimed at teenagers make use of the same words and phrases. That creates the impression that these publications are making use of a specific variety of Afrikaans. In the present study the researcher has endeavoured to describe the specific nature of teenage language as spoken by Afrikaans teenagers in a bid to establish whether Tienerafrikaans could be considered a variety of Afrikaans. The dissertation first looks at the linguistic research on teenage language in countries like Germany,England and the Scandinavian countries as the existing sociolinguistic descriptions of the speech of teenagers in South Africa are inadequate while no study has yet been carried out on Afrikaans teenage speech. The characteristics of teenage language, such as the use of slang, the use of English words by non-English speakers and the use of pragmatic markers, as observed by researchers such as Androutsopoulos, Andersen and Stenström, served as a starting point for this study. Other characteristics of teenage speech that were emphasised, were the function of socialisation and that teenagers use speech to set them apart from adults and to indicate their membership of the peer group. In an attempt to describe the non-standard forms used in media and literature aimed at teenagers, an in-depth study was made of language forms that appear in Tienerafrikaans. The data for the study came from lists of words supplied by teenagers, questionnaires, letters to Jip, a teenage supplement to Beeld, and interviews with teenagers. The results indicated the following: • Tienerafrikaans is an informal register of Afrikaans making use of certain linguistic phenomena, like slang, code switching, borrowing and calque. • The wide range of non-Afrikaans lexical items that are used by Afrikaans teenagers are mostly derived from English. • Afrikaans teenagers are capable of creating new words and slang expressions in Afrikaans. The study also indicated that the claim by critics that authors made use of teenage language in books aimed at teenage readers, is justified. To a certain extent authors made use of the same lexical items and informal style that was identified from the data.The conclusion drawn is that the term Tienerafrikaans could be applied to the mixed language spoken by a significant number of Afrikaans teenagers and that Tienerafrikaans is a variety of Afrikaans. , Prof. A.E. Coetzee
- Full Text:
- Authors: Marais, Salome
- Date: 2007-12-07T07:42:48Z
- Subjects: teenager language , afrikaans language , slang , South Africa
- Type: Thesis
- Identifier: uj:14708 , http://hdl.handle.net/10210/169
- Description: It is a well-known fact that the speech of young people is in many respects different from the speech of older speakers. This also applies to Afrikaans as spoken by the younger generation. The difference in speech is recognized to such an extent that the media and literature aimed at teenagers make use of the same words and phrases. That creates the impression that these publications are making use of a specific variety of Afrikaans. In the present study the researcher has endeavoured to describe the specific nature of teenage language as spoken by Afrikaans teenagers in a bid to establish whether Tienerafrikaans could be considered a variety of Afrikaans. The dissertation first looks at the linguistic research on teenage language in countries like Germany,England and the Scandinavian countries as the existing sociolinguistic descriptions of the speech of teenagers in South Africa are inadequate while no study has yet been carried out on Afrikaans teenage speech. The characteristics of teenage language, such as the use of slang, the use of English words by non-English speakers and the use of pragmatic markers, as observed by researchers such as Androutsopoulos, Andersen and Stenström, served as a starting point for this study. Other characteristics of teenage speech that were emphasised, were the function of socialisation and that teenagers use speech to set them apart from adults and to indicate their membership of the peer group. In an attempt to describe the non-standard forms used in media and literature aimed at teenagers, an in-depth study was made of language forms that appear in Tienerafrikaans. The data for the study came from lists of words supplied by teenagers, questionnaires, letters to Jip, a teenage supplement to Beeld, and interviews with teenagers. The results indicated the following: • Tienerafrikaans is an informal register of Afrikaans making use of certain linguistic phenomena, like slang, code switching, borrowing and calque. • The wide range of non-Afrikaans lexical items that are used by Afrikaans teenagers are mostly derived from English. • Afrikaans teenagers are capable of creating new words and slang expressions in Afrikaans. The study also indicated that the claim by critics that authors made use of teenage language in books aimed at teenage readers, is justified. To a certain extent authors made use of the same lexical items and informal style that was identified from the data.The conclusion drawn is that the term Tienerafrikaans could be applied to the mixed language spoken by a significant number of Afrikaans teenagers and that Tienerafrikaans is a variety of Afrikaans. , Prof. A.E. Coetzee
- Full Text:
Rekenaargebruik vir die aanleer van Afrikaans.
- Authors: Lawrence, Donovan Charles
- Date: 2007-12-07T07:42:29Z
- Subjects: afrikaans language , language and languages , computer-assisted instruction
- Type: Thesis
- Identifier: uj:14697 , http://hdl.handle.net/10210/168
- Description: The 21st century is commonly referred to as the computer age. This term characterises the important place computers have in our everyday lives and the increasingly crucial role they will play in the future, determining the way we work, play, learn and teach. Computers are also slowly – but surely – finding their way into South African classrooms. In Gauteng, for example, the number of schools equipped with computers have grown from 24% in 1998 to 89% in 2003. This increase can be attributed directly to the concerted efforts of the National Education Department and other non-governmental organisations to close the digital divide between South Africa and the rest of the world. Apart from launching various projects to supply schools with computers, the National Education Department has further committed itself to the implementation of E-learning in a Draft White Paper on E-Learning in September 2003. The integration of computers in learning and teaching has, thus, now become a reality. This situation neccesitates much needed empirical research on how the use of computers can be effectively integrated into the teaching and learning of, inter alia, languages. The purpose of this study is to investigate the effectiveness of the use of computers in teaching Afrikaans as an Additional Language. To do this, an extensive literature study has been undertaken to investigate international best practices of Computer Assisted Language Learning (CALL). Subsequently, an empirical study – in the form of a quasi-experiment – was undertaken to investigate the effectiveness of CALL in the teaching and learning of Afrikaans as an Additional Language, by comparing it with conventional language teaching methods. A longitudinal study was done with two groups of Grade 9 learners at the Bishops Diocesian College in Cape Town and the development of their language skills was assessed by using a standardised language proficiency test (EVAT – Evaluering van Afrikaans Taalvaardigheid) as pre and post tests. The literature review indicates that computers possess certain unique characteristics that can enhance the language learning process. The results of the empirical study, furthermore, indicates that computers can be used in the teaching and learning of Afrikaans as an Additional Language and in such a way that learners’ language skills can develop in a similar way to using conventional language teaching. It further shows that learners can improve certain language skills better when using computers. This study also suggests that these results could be used as guidelines for the integration of computers in the teaching and learning of Afrikaans as an Additional Language. , Prof. A.E. Coetzee
- Full Text:
- Authors: Lawrence, Donovan Charles
- Date: 2007-12-07T07:42:29Z
- Subjects: afrikaans language , language and languages , computer-assisted instruction
- Type: Thesis
- Identifier: uj:14697 , http://hdl.handle.net/10210/168
- Description: The 21st century is commonly referred to as the computer age. This term characterises the important place computers have in our everyday lives and the increasingly crucial role they will play in the future, determining the way we work, play, learn and teach. Computers are also slowly – but surely – finding their way into South African classrooms. In Gauteng, for example, the number of schools equipped with computers have grown from 24% in 1998 to 89% in 2003. This increase can be attributed directly to the concerted efforts of the National Education Department and other non-governmental organisations to close the digital divide between South Africa and the rest of the world. Apart from launching various projects to supply schools with computers, the National Education Department has further committed itself to the implementation of E-learning in a Draft White Paper on E-Learning in September 2003. The integration of computers in learning and teaching has, thus, now become a reality. This situation neccesitates much needed empirical research on how the use of computers can be effectively integrated into the teaching and learning of, inter alia, languages. The purpose of this study is to investigate the effectiveness of the use of computers in teaching Afrikaans as an Additional Language. To do this, an extensive literature study has been undertaken to investigate international best practices of Computer Assisted Language Learning (CALL). Subsequently, an empirical study – in the form of a quasi-experiment – was undertaken to investigate the effectiveness of CALL in the teaching and learning of Afrikaans as an Additional Language, by comparing it with conventional language teaching methods. A longitudinal study was done with two groups of Grade 9 learners at the Bishops Diocesian College in Cape Town and the development of their language skills was assessed by using a standardised language proficiency test (EVAT – Evaluering van Afrikaans Taalvaardigheid) as pre and post tests. The literature review indicates that computers possess certain unique characteristics that can enhance the language learning process. The results of the empirical study, furthermore, indicates that computers can be used in the teaching and learning of Afrikaans as an Additional Language and in such a way that learners’ language skills can develop in a similar way to using conventional language teaching. It further shows that learners can improve certain language skills better when using computers. This study also suggests that these results could be used as guidelines for the integration of computers in the teaching and learning of Afrikaans as an Additional Language. , Prof. A.E. Coetzee
- Full Text:
'n Semanties-sintaktiese begronding van hoofwerkwoordkategoriee in Afrikaans.
- Authors: Larkins, Herhannah
- Date: 2007-12-07T07:42:19Z
- Subjects: afrikaans language , verb , semantics , syntax
- Type: Thesis
- Identifier: uj:14686 , http://hdl.handle.net/10210/167
- Description: Much has been written on the Afrikaans verb system and verb categories. This, however, has been unconnected research which does not define the complete picture of the Afrikaans verb system. In research reports various categories of verbs are referred to comprehensively, while only five to six primary categories such as transitive, intransitive, copulative, prepositional and reflexive verbs, and to a lesser degree, "assistant" verbs, are referred to in some textbooks. In addition, research reports indicate that conventional identical verbs are sometimes named differently which raises the question whether the same verb can simultaneously belong to different verb categories. Sometimes the categorization results from a syntactical approach, while the naming of Afrikaans main verbs often result from a semantic perspective. In this study two different approaches of categorization are researched in order to establish which approach should apply as primary principle. The relevant approaches to categorization taken under scrutiny are the traditional or classic approach according tot which the limits of categories are relatively limited, and the prototype approach which provides for typical as well as peripheral categorical examples. The study aims to highlight the great number of Afrikaans verb categories and to place these in a semantic-syntactic framework. Two relevant models of categorization are taken as a basis to systemize the Afrikaans verb system. The method employed is to present an alphabetical exposition of the verb categories and then to establish within which semantic-cognitive image schemata such verbs are found. The part which metaphorical transfer, as principle of classification plays in the process of categorization is reviewed and illustrated. In addition, the semantic and syntactic characteristics of specific main verb categories are highlighted. From this study the following can be concluded: ▪ Afrikaans main verbs may simultaneously belong to different categories. Different 'categories' of main verbs are sometimes a single category with different names. ▪ Categorization from a syntactic perspective is systematic and simplistic and should be used as a point of departure. Verbs are firstly transitive, intransitive, copulative, prepositional, reflexive or "assistant" verbs, and may then be simultaneously connected to different semantic categories such as communicative verbs, verbs of weather conditions or process verbs. ▪ Categorization based only on semantic grounds provides a magnitude of categories which can be reduced by means of syntactic categorization. ▪ The traditional and prototype approaches to categorization do not exclude but complement each other and should be used interdependently as a categorical approach, the semantic subordinate to the syntactic. , Prof. A.E. Coetzee
- Full Text:
- Authors: Larkins, Herhannah
- Date: 2007-12-07T07:42:19Z
- Subjects: afrikaans language , verb , semantics , syntax
- Type: Thesis
- Identifier: uj:14686 , http://hdl.handle.net/10210/167
- Description: Much has been written on the Afrikaans verb system and verb categories. This, however, has been unconnected research which does not define the complete picture of the Afrikaans verb system. In research reports various categories of verbs are referred to comprehensively, while only five to six primary categories such as transitive, intransitive, copulative, prepositional and reflexive verbs, and to a lesser degree, "assistant" verbs, are referred to in some textbooks. In addition, research reports indicate that conventional identical verbs are sometimes named differently which raises the question whether the same verb can simultaneously belong to different verb categories. Sometimes the categorization results from a syntactical approach, while the naming of Afrikaans main verbs often result from a semantic perspective. In this study two different approaches of categorization are researched in order to establish which approach should apply as primary principle. The relevant approaches to categorization taken under scrutiny are the traditional or classic approach according tot which the limits of categories are relatively limited, and the prototype approach which provides for typical as well as peripheral categorical examples. The study aims to highlight the great number of Afrikaans verb categories and to place these in a semantic-syntactic framework. Two relevant models of categorization are taken as a basis to systemize the Afrikaans verb system. The method employed is to present an alphabetical exposition of the verb categories and then to establish within which semantic-cognitive image schemata such verbs are found. The part which metaphorical transfer, as principle of classification plays in the process of categorization is reviewed and illustrated. In addition, the semantic and syntactic characteristics of specific main verb categories are highlighted. From this study the following can be concluded: ▪ Afrikaans main verbs may simultaneously belong to different categories. Different 'categories' of main verbs are sometimes a single category with different names. ▪ Categorization from a syntactic perspective is systematic and simplistic and should be used as a point of departure. Verbs are firstly transitive, intransitive, copulative, prepositional, reflexive or "assistant" verbs, and may then be simultaneously connected to different semantic categories such as communicative verbs, verbs of weather conditions or process verbs. ▪ Categorization based only on semantic grounds provides a magnitude of categories which can be reduced by means of syntactic categorization. ▪ The traditional and prototype approaches to categorization do not exclude but complement each other and should be used interdependently as a categorical approach, the semantic subordinate to the syntactic. , Prof. A.E. Coetzee
- Full Text:
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