Doctoral Degrees (Afrikaans and Dutch)

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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.
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.
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.
Die ontwerp van ’n model vir ’n toepassing vir Afrikaanse uitspraak in ’n taakgebaseerde leer-en-onderrigprogram
(Stellenbosch : Stellenbosch University, 2022-03) Sass, Jaydey; Adendorff, Elbie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study focuses on designing a pronunciation application model for students of the modules Afrikaanse Taalverwerwing (Afrikaans Language Acquisition) 178 and Afrikaanse Taalverwerwing 278 of the Department Afrikaans and Dutch at Stellenbosch University. The ultimate purpose of this application is to serve as a supporting aid outside of the classroom to help students improve their Afrikaans pronunciation (segmental features). In the current presentation of the task-based language learning and teaching approach, pronunciation does not receive sufficient attention since the primary focus of task-based language learning and teaching is meaning. Furthermore, classroom time for ensuring listener-friendly pronunciation is limited. Participants in this study confirmed this statement in their answers to the questionnaire. This time limit prevents students from improving their pronunciation to listener-friendly pronunciation. This is one of the main reasons for the decision to design a pronunciation application model. The theoretical framework for the design of the study is supported by mobile-assisted language learning, with specific reference to the principles for the development and implementation of mobile-assisted teaching by Stockwell and Hubbard (2013); guidelines for a user-friendly user interface by Clearbridge Mobile (2020) and user experience by Babich (2018); the gamification model by Huang and Soman (2013); the guidelines for pronunciation teaching (Smith and Conti, 2016 and Conti, 2016) and the guidelines for ethical gamification as proposed by Rootman-Le Grange, Barnard and Adams (2016). I used a mixed-methods approach. Observations and deductions were made from the data recorded in the form of answers to the questionnaire, as well as from sound recordings and previous studies. The use of these sources ensured triangulation and therefore increased the validity and credibility of the findings. Twenty-two students participated in this study The participants first completed a questionnaire. The aim of the questionnaire was to determine the participants’ needs and opinions with regards to their pronunciation, while also investigating their cell phone and application usage. Data on the participants’ language background were also collected in this way. Sound recording data was used in conjunction with the questionnaire data in order to determine which sounds are not pronounced as listener-friendly. The contribution of this study includes, among others, a user-centred pronunciation application model that can be used by all interested parties. Furthermore, guidelines for the execution of a needs analysis for the design of a pronunciation application is provided. A list of sounds that can help foreign language speakers of Afrikaans with their pronunciation is also provided. The study discusses how games can help students become aware of pronunciation differences between their first language and their target language. Other findings include participants’ language priorities, preferences and needs for a pronunciation application. In addition, the study reports on Afrikaans sounds that English-speaking students do not pronounce as listener-friendly. These findings can be applied in the foreign-language learning classroom as well as in the mobile-assisted language learning field.
Wilma Stockenström as digter van die donker ekologie
(Stellenbosch : Stellenbosch University, 2021-12) Van den Heever, Aletta Jacoba; Viljoen, Louise; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: This study uses the theoretical field of ecocriticism, and specifically Morton’s environmental philosophy of dark ecology as point of departure to do a qualitative, text-based investigation of Wilma Stockenström as dark ecopoet. Using Morton’s dark ecology, as set out in Dark Ecology. For a Logic of Future Coexistence (2016), three characteristics of the dark ecopoet are identified. Firstly, the dark ecopoet’s thinking springs from ecognosis. Ecognosis is knowing and letting be known in a strange loop (Morton, 2016:5). The dark ecopoet’s coexistence is characterized by an embrace of this strange loop of knowing and a hermeneutics without closure that accompanies it. Secondly, the dark ecopoet undermines agrilogistics. Agrilogistics is a technical and logical approach to space that tries to straighten out the loop structure of things and thought (Morton, 2016:109), partly by presenting the law of non-contradiction as inviable (Morton, 2016:47). Agrilogistics promises to get rid of fear, anxiety and contradictions – social, physical and ontological – by putting up thin and rigid boundaries between the human and non-human world (Morton, 2016:43). To undermine agrilogistics, the dark ecopoet has to let the arche-lithic flicker – that is the third characteristic. The arche-lithic is the primordial connection between human and non-human that has never disappeared (Morton, 2016:63). Agrilogistics supresses the arche- lithic flickering, the anxiety born from the fact that we don’t know everything and that we can’t know the future (Morton, 2016:82). The dark ecopoet embraces these gaps. Wilma Stockenström’s poetry is not only discussed in relation to the concept of the dark ecopoet; her work is also used to give further form to this concept. Except for the fact that the characteristics of the dark ecopoet will be traced in her poetic oeuvre, there will also be a specific focus on the way in which she embodies the ethical dimension of the dark ecopoet. To do this, the work of Latour and Purdy will be used. Particularly due to the ethics of uncertainty, openness and unfathomable ambiguity (Snyman, 2015:219) that characterises her work, her metapoetics does not lend itself to identify a “role” for the dark ecopoet. Instead, Stockenström helps us to think anew about coexistence: while she shouts out the unsayability of the earth, she continues – in her stammering and self-deprecating way – to give voice to the unrevealable surplus of being and meaning. As dark ecopoet she has no illusions that her poetry has the potential to save the “atmosphere rich one” (Stockenström, 1988:21) or the “other little noses”, but she honours the “coexistence” with “fellow animals” (Stockenström, 1984:60).

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