Department of Afrikaans and Dutch

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Browsing Department of Afrikaans and Dutch by Author "Adendorff, Elbie Maria"

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    Digdebute teen die milleniumwending : 'n polisistemiese ondersoek
    (Stellenbosch : University of Stellenbosch, 2003-12) Adendorff, Elbie Maria; Foster, P. H.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    AFRIKAANSE OPSOMMING: Die doelstelling met hierdie studie is om die verskyning en ontvangs van Afrikaanse dig-debuutbundels teen die millenniumwending met behulp van die polisisteemteorie te bestudeer. Dié teorie behels dat die literatuur as 'n sisteem tussen ander sisteme in die samelewing beskryf word. In hierdie geval word die sisteemgrens tot die Afrikaanse poësie beperk. Die resepsies van die ses debuutbundels wat in 1999–2000 verskyn het en wat vir die Ingrid Jonker-prys in aanmerking geneem is, word ondersoek. Binne die polisisteemverband word 'n studie onderneem na die marginalisering van die Afrikaanse poësie; dít terwyl die poësie as sodanig reeds 'n gemarginaliseerde genre is. Dié marginalisering is grootliks die gevolg van ekonomiese oorwegings – hoofstroomuitgewers dink twee maal daaroor voordat hulle 'n digbundel uitgee, veral 'n debuutdigbundel. Terwyl die poësie in die orale vorm toenemend gewild blyk te wees, is daar nie veel publikasie-moontlikhede vir debuutdigters nie. Hierdie toestand gaan veral die opkomende digters nadelig tref. In hoofstuk 1 word 'n uiteensetting van die studie gegee. Die stand van sake in die Afrikaan-se poësiesisteem teen die millenniumwending word voorlopig beskryf. Die doel van die navorsing, die afbakening van die studie-objek en die hoofstukindeling van die tesis word uiteengesit. Hoofstuk 2 bied 'n uiteensetting van die polisisteemteorie, wat gegrond is op die werk van die Russiese Formaliste. Verder word aandag bestee aan 'n omskrywing van die poli-sisteem, die struktuur van die polisisteem en die toepassingsmoontlikhede van die teorie. 'n Teoretiese oorsig van kanonisering in die literatuur word in hoofstuk 3 onderneem. In dié hoofstuk word die verskillende definisies van die konsep kanon gegee, die verskillende soorte kanons en die proses van kanonvorming word bespreek. Laastens word die invloede van kanonisering vermeld. Die Afrikaanse literêre veld is die fokuspunt in hoofstuk 4, waar die poësie as gemargina-liseerde genre, die voorkoms van die Afrikaanse poësieveld, die Ingrid Jonker-prys en die rol van die uitgewer bespreek word. Die vraag na die afwesigheid van die "nuwe stemme" in die letterkunde word ook ondersoek. Die toekoms van die Afrikaanse poësie word verder onder die soeklig geplaas. In hoofstuk 5 word 'n studie onderneem van die resepsies van die ses debuutbundels van 1999–2000. Die resensent as kritikus en die taak van resensente word eerstens ondersoek. Kwalitatiewe en kwantitatiewe ondersoeke word onderneem ten einde na te gaan welke van die debutante moontlik die kanondrempel kan oorsteek. In die slothoofstuk, hoofstuk 6, word die bevindinge van die ondersoek saamgevat ten einde die gesprek oor die Afrikaanse poësie verder te voer. Verdere moontlike navorsingsterreine word uitgestippel.
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    Kompleksiteit in taakgebaseerde onderrig en leer van Afrikaans as tweede taal binne universiteitskonteks
    (Stellenbosch : Stellenbosch University, 2012-03) Adendorff, Elbie Maria; Visser, M. W.; Foster, P. H.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans.