Doctoral Degrees (Afrikaans and Dutch)

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    Andre P. Brink as vertaler
    (Stellenbosch : Stellenbosch University, 2023-12) De Roubaix, Lelanie; Feinauer, Ilse; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: André P. Brink (1935-2015) was one of the most famous literary figures in South Africa. His impressive oeuvre spanned more than five decades and comprised various different genres, including numerous translations. In the 1970s and 1980s, Brink gained international attention with political novels that brought the injustices of the apartheid regime in South Africa to the attention of readers across the world. In 1973, Brink’s novel Kennis van die aand became the first Afrikaans book to be banned in South Africa. He decided to translate the novel into English. After it was published (in English as Looking on darkness), Brink would continue to produce an Afrikaans and English version of each of his novels. This dissertation entails a qualitative descriptive analysis of André P. Brink as translator. Brink had a very distinct conception of translation, which can be deduced from his opinions on translation in various interviews, letters, and translators’ notes. He draws a clear distinction between translation, self-translation and bilingual writing respectively. In this study, the translation products of these processes are analysed in order to determine whether the distinction that Brink makes between the processes gives rise to differences in the translation products. Eight novels, examples of Brink’s translations between Afrikaans and English, are discussed with reference to a custom model and contextualised within Brink’s habitus. Ultimately, the study aims to determine whether Brink’s conception of translation, as deduced from extratextual sources, matches the translation approach and strategies apparent in his translations.
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    Die gebruik van voorsienbaarhede in 'n taakgebaseerde gemengdeleermodel vir dowe taalverwerwingstudente van Afrikaans op universiteitsvlak : 'n gevallestudie
    (Stellenbosch : Stellenbosch University, 2023-12) De Waal, Marthie Isabelle; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: In South Africa a shift is taking place towards inclusive education that emphasises a diversification in learning and teaching possibilities. One such example is the inclusion of blended learning models in course design, as well as the use of technological aids in classrooms. This can be beneficial for the language acquisition lecturer as well as for the student, as it promotes autonomy among students; it allows room for distance learning; it offers a variery of teaching possibilities to the lecturer, and it creates a variety of learning possibilities for students with physical disabilities such as deafness. As a result of this shift towards blended learning in teaching, I am researching the phenomenon, specifically for teaching Afrikaans Language Acquisition to deaf university students. Designing an effective blended language-learning model can be challenging for both the language acquisition lecturer and the student. One such a challenge is the lack of relevant studies for the design of Afrikaans langauge-acquisition courses. Although a variety of academic studies have discussed blended learning and language learning, these all relate to English as the target language. Another challenge is the lack of research on blended-learning models for deaf and hard-of-hearing students and for the lecturers who have to teach these students. The effectiveness of online and distance-learning course components for students and lecturers are unknown. Finally, little research has been done on blended learning in a task-based language-learning course; and the manner in which blended learning models would possibly be incorporated in TBLT is vague, as the task-based framework uses a set structure (namely pre-task, task and task focus). In this dissertation, I try to design a blended language-learning model for lecturers who teach deaf students who are learning Afrikaans as a second language. The blended language-learning model relies on Gibson’s (1977) theory of affordances to design an effective language-learning course that is relevant to the diverse needs of deaf students, which lecturers can consider for use in their teaching of these students. I also use the task-based approach in the practical design of lessons, after a thorough literature review has been completed. The goal of this study is to combine blended learning and language acquisition for lecturers who teach deaf students by merging the TBLT-approach with the affordance theory.
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    Reis as tema en metafoor in die egoliteratuur van Elsa Joubert
    (Stellenbosch : Stellenbosch University, 2023-03) Du Plessis, Annette; Visagie, Andries Gerhardus; Visagie, A. G.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    AFRIKAANSE OPSOMMING : Elsa Joubert (1922-2020) het met ʼn reisverhaal haar skrywersloopbaan in 1957 ingelui en sedertdien wye erkenning verdien as ʼn belangrike reisverhaalskrywer in die Afrikaanse letterkunde. Sy het egter veral bekendheid verwerf weens haar duidelike standpuntinname oor politieke en sosiale vraagstukke wat sy vreesloos in haar romans (1963-2002), asook in haar egoliteratuur (2005-2017) aangepak het. Reis is ʼn deurlopende tema in haar oeuvre, maar vir die doeleinde van hierdie studie is die ondersoekveld afgebaken tot die outobiografiese drieluik in haar egoliteratuur: ʼn Wonderlike geweld. Jeugherinneringe (2005); Reisiger: Die Limietberge oor (2009), en Spertyd (2017). Die sterk verband tussen Joubert se persoonlike lewe en die breër kulturele en sosiopolitieke samelewing, haar Afrika-gerigtheid, haar rol as vroueskrywer in die veranderende politieke klimaat in Suid-Afrika, en haar ouderdomsbelewing, word in haar egoliteratuur gereflekteer. Heersende konseptuele beskouings van die outobiografie, fiksionaliteit in die egoliteratuur, identiteit, die outoetnografie, die feminisme, en die literêre gerontologie is die teoretiese hoek van waaruit Joubert se tekste in hierdie studie beskou word. Haar lewensgeskiedskrywing verloop parallel met reis as ʼn lewenservaring wat haar van jongs af gefassineer het. Sy is uiteraard op verskillende vlakke getransformeer deur haar reise oor verskeie kontinente heen. Aspekte van die reisliteratuur wat vir hierdie studie relevant is, is die postkoloniale diskoers en die rol van die ruimte en die metafoor in die kreatiewe herskepping van die reisgegewe. In haar egoliteratuur is reis ʼn metafoor vir “binnereise” – reise waarin jy nuwe aspekte van jouself ontdek. Dié soort reis, deur Joubert beskryf as haar “geleefde ervaring van een mens”, spruit uit die outobiograaf se perspektief vanuit die hede, waarmee sy haar jonger self se optrede, denke en aspirasies herbeleef. Dit word in haar nadenke ʼn nuwe reis, met ander betekenisse, en in Spertyd word dit afgesluit met ʼn spirituele besinning oor die mens se bestaan. In hierdie studie word ondersoek ingestel na die wyse waarop Afrikanerskap, patriotisme, skrywerskap, identiteit, spiritualiteit, en veroudering figureer as metaforiese reise. Reis as ʼn spesifieke tema, asook die metaforiese aard van reis as ʼn selfopenbarende element in ʼn outobiografie in die algemeen, en in die besonder in Elsa Joubert se egoliteratuur, word in hierdie studie as skering en inslag van Joubert se tekste beskou. Die fokus op die samehang tussen Joubert se drie outobiografiese werke, en die rol van Spertyd as eenheidsvormende sluitstuk van die drieluik, sowel as van haar oeuvre, sluit die navorsing af.
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    Metaleksikografiese kriteria vir woordeboekpedagogie binne ’n omvattende woordeboekkultuur
    (Stellenbosch : Stellenbosch University, 2023-03) Claassen, Dane; Gouws, R. H.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    AFRIKAANSE OPSOMMING : ’n Groot hoeveelheid navorsing is die afgelope paar dekades oor woordeboekvaardighede en woordeboekpedagogie gedoen. Ondanks al hierdie navorsing het niks prakties daaruit gespruit nie. Woordeboekpedagogie is veral op skoolvlak in Suid-Afrika ondersoek. Omdat die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKAV) van Suid-Afrikaanse skole nie in die nabye toekoms ernstig aandag gaan skenk aan die belang van woordeboekvaardighede en woordeboekpedagogie nie, is dit tyd om die aandag op tersiêre instellings te rig en daarop te fokus. Studente wat aan ’n tersiêre instelling studeer, is deel van Generasie Z en daarom is dit belangrik dat woordeboekpedagogie gerig is op gedrukte en aanlyn woordeboeke. Die hoofdoelwit van hierdie proefskrif is om metaleksikografiese kriteria vir ’n woordeboekpedagogieprogram daar te stel, wat moontlik in die toekoms gebruik kan word om ’n kurrikulum vir woordeboekpedagogie vir al elf amptelike tale van Suid-Afrika saam te stel. Die fokus van hierdie kriteria is nie slegs op woordeboekgebruikers nie, maar ook op woordeboeke en leksikograwe. Hierdie proefskrif pleit vir die vaste staanplek van woordeboekvaardighede en woordeboekpedagogie in ’n uitgebreide leksikografieteorie. Die studie het die Algemene Leksikografieteorie en die Funksieteorie as uitgangspunt, maar daar word deurentyd aandag geskenk aan veelvuldige metaleksikografiese bydraes. Die gebruikersgroep van hierdie studie is Generasie Z en die woordeboeke waarop daar gefokus word, is Pharos Afrikaans-Engels/English-Afrikaans Woordeboek Dictionary en PharosOnline/PharosAanlyn asook die Handwoordeboek van die Afrikaanse Taal (sesde uitgawe) en HAT Aanlyn. Hierdie woordeboeke is gekies omdat hulle algemene Afrikaanse woordeboeke is waarmee die breër gemeenskap vertroud is. Omdat Suid-Afrikaanse aanlyn woordeboeke nie op dieselfde vlak is as dié van baie ander lande nie, is daar gebruik gemaak van verskeie ander aanlyn woordeboeke om verskillende aspekte van ’n aanlyn woordeboek uit te wys. Die ideaal is om gebruikers te hê wat nie slegs woordeboekgeletterd is nie, maar ook inligtinggeletterd. Aanlyn woordeboeke gee toegang tot ’n soekuniversum waarvan baie eksterne naslaanbronne deel is. Die gebruiker moet dus weet watter inligting om te kies en hoe om dit te gebruik. Die probleem is dat Suid-Afrika ’n ontwikkelende land is en dat ’n groot gedeelte van die bevolking nie eers toegang tot ’n rekenaar het nie. Daarom moet die fokus van ’n woordeboekpedagogieprogram veral geplaas word op primêre woordeboekpedagogie. Hierdie tipe pedagogie verwys na pedagogie wat eksplisiet deur die opvoedkundige vir die gebruiker aangeleer word. Daar moet ook gefokus word op sekondêre woordeboekpedagogie. Hierdie tipe pedagogie verwys na die gebruikersgids as eksplisiete leiding deur die leksikograaf, maar ook na die toeganklikheid en gebruikersvriendelikheid waarmee data in die woordeboek vir die gebruiker aangebied word. Die terme primêre en sekondêre woordeboekpedagogie is innoverende terme wat nog nie in enige teorie vasgelê is nie. Op grond van hierdie terme word kriteria vir ’n woordeboekpedagogieprogram voorgestel.
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    Die verband tussen kontekstuele en buitetekstuele faktore en die doeltreffende aanwending van gewone taal
    (Stellenbosch : Stellenbosch University, 2023-03) Burger, Johanna Maria; Marais, Amanda; Lourens, Amanda; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH SUMMARY : The focus of this study is the use of plain language in different contexts. The study wanted to determine if the understanding, usability and respondents’ experience of plain language documents are affected by the context in which the document is situated, as well as the respondent’s qualification level, income, home language, variety of Afrikaans that they speak and involvement with the document. For this research, legal, medical and financial contexts were studied. The empirical research was conducted with brochures, information sheets and forms that are available in the three contexts. In the survey research-based study, 506 respondents completed a quantitative questionnaire that recorded the usability and understandability of the brochures, information sheets and forms, and recorded respondents’ experience of the different documents. The questionnaire also recorded respondents’ demographic information. The results of the study indicate that there is a relationship between the context in which a plain language document is situated and the usability, understandability and experience of the respondents of plain language documents. The complex nature of the financial and legal contexts played a tempering role on the understandability and experience of the respondent of plain language documents, while plain language documents in the medical context were the most understandable and respondents had the best experience with the documents in the medical context. The analyses of the relationship between extratextual factors and usability, understandability and experience indicate that there is not a relationship between usability and any of the extratextual factors, but that there is a relationship between qualification level, variety of Afrikaans and involvement and understandability, and that there is a relationship between qualification level, involvement and home language and experience. Future studies can examine these relationships further.