'n Aanleerderwoordeboek vir nultaalsprekers in ʼn Afrikaanse taalverwerwingskursus op universiteitsvlak
Date
2015-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
AFRIKAANSE OPSOMMING: ’n Groot hoeveelheid navorsing is die afgelope paar dekades gedoen oor aanleerderwoordeboeke as tipologiese woordeboekonderafdeling. Ondanks al hierdie navorsing is die rol van aanleerderwoordeboeke in tersiêre taalleer met nultaalsprekers as teikengroep nog nie naastenby na behore ondersoek nie. Navorsing toon dat ’n goed gekose woordeboek, naas die opvoedkundige, ’n belangrike hulpmiddel is om die taalverwerwingsproses te verryk. Daar bestaan tans nie ’n eentalige of tweetalige aanleerderwoordeboek wat spesifiek gerig is op nultaalsprekers wat Afrikaans op tersiêre vlak aanleer nie. Taalverwerwingsdosente en taalfasiliteerders moet dus die gaping ten beste probeer vul deur woordeboeke soos Pharos se Aanleerderswoordeboek vir skole/Learner’s dictionary for schools en Longman-HAT se Afrikaans Dictionary and Grammar for English speakers vir hierdie aanleerders voor te skryf.
Die hoofdoelwitte van hierdie studie kan soos volg opgesom word: om die mate te meet waarin hierdie “kompenserende” woordeboeke die leksikografiese behoeftes van nultaalsprekers op tersiêre vlak bevredig, om terugvoer van die teikengebruikers self te kry en om voorstelle te maak vir die moontlike samestelling van ’n aanleerderwoordeboek vir nultaalsprekers wat Afrikaans as derde of verdere taal op universiteitsvlak aanleer.
Die studie is aanvanklik uitgevoer met die Funksieteorie as uitgangspunt, maar ook later gekombineer met die Algemene Teorie van Leksikografie, byvoorbeeld Wiegand (1998), as raamwerk. Taalverwerwingskursusse verskil van universiteit tot universiteit en dus is slegs die algemene en belangrikste leksikografiese behoeftes van hierdie nultaalsprekers bepaal.
Die rede vir die analisering van hierdie spesifieke twee woordeboeke is omdat dit onderskeidelik voorgeskryf word by die Universiteit van Stellenbosch en die Nelson Mandela Metropolitaanse Universiteit. Die mate waarin ’n spesifieke woordeboek voldoen aan die bevrediging van ’n sekere teikengroep se leksikografiese behoeftes word nie slegs deur die leksikograaf bepaal nie, maar ook deur die teikengebruiker. Die huidige woordeboekkultuur is vasgestel deur die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (NKAV), wat tans in die Suid-Afrikaanse skoolsisteem gevolg word, onder die vergrootglas te bring. Op grond hiervan word voorstelle vir formele woordeboekonderrig op universiteitsvlak gemaak, wat beide algemene en spesifieke woordeboekonderrig insluit.
ENGLISH ABSTRACT: A great amount of research has been done during the past few decades on the typological dictionary subsection of learner’s dictionaries. Despite all of this research, the role of learner’s dictionaries in tertiary language teaching with foreign learners as the target group has not been researched quite enough. Research shows that a well-chosen dictionary is the next best resource after the facilitator to enchance the language learning process. There are currently no monolingual or bilingual learner’s dictionaries specifically targeting foreign learners who are learning Afrikaans at a tertiary level. Educators and facilitators must thus compensate by prescribing learner’s dictionaries such as Pharos’s Aanleerderswoordeboek vir skole/Learner’s dictionary for schools and Longman-HAT’s Afrikaans Dictionary and Grammar for English speakers for these learners. The main goals of the undertaken study can be summarized as follows: to measure to what extent these types of “compensating” dictionaries can succeed in satisfying the lexicographical needs of foreign learners at a tertiary level, to get feedback from the target users themselves and to make suggestions for the possible composition of a learner’s dictionary for foreign students learning Afrikaans as third language at university level. The study was initially conducted using the Function Theory as point of departure, and later combined with the General Theory of Lexicography, e.g. Wiegand (1998), as framework. Language acquisition courses differ from university to university and thus only the general, most important lexicographical needs of these foreign learners were determined. The reason for the analyses of these specific two learner’s dictionaries is because they are prescribed for foreign students learning Afrikaans as third language respectively at, the University of Stellenbosch and the Nelson Mandela Metropolitan University. The degree to which a certain dictionary succeeds in satisfying the lexicographical needs of a specific target group does not only depend on the lexicographer, but also on the target group itself. The current dictionary culture in South Africa was brought to light through reviewing the Curriculum Assessment Policy Statements (CAPS), which is currently being followed in the South African school system. On this basis, suggestions are made for formal dictionary education at tertiary level which includes general and specific dictionary education.
ENGLISH ABSTRACT: A great amount of research has been done during the past few decades on the typological dictionary subsection of learner’s dictionaries. Despite all of this research, the role of learner’s dictionaries in tertiary language teaching with foreign learners as the target group has not been researched quite enough. Research shows that a well-chosen dictionary is the next best resource after the facilitator to enchance the language learning process. There are currently no monolingual or bilingual learner’s dictionaries specifically targeting foreign learners who are learning Afrikaans at a tertiary level. Educators and facilitators must thus compensate by prescribing learner’s dictionaries such as Pharos’s Aanleerderswoordeboek vir skole/Learner’s dictionary for schools and Longman-HAT’s Afrikaans Dictionary and Grammar for English speakers for these learners. The main goals of the undertaken study can be summarized as follows: to measure to what extent these types of “compensating” dictionaries can succeed in satisfying the lexicographical needs of foreign learners at a tertiary level, to get feedback from the target users themselves and to make suggestions for the possible composition of a learner’s dictionary for foreign students learning Afrikaans as third language at university level. The study was initially conducted using the Function Theory as point of departure, and later combined with the General Theory of Lexicography, e.g. Wiegand (1998), as framework. Language acquisition courses differ from university to university and thus only the general, most important lexicographical needs of these foreign learners were determined. The reason for the analyses of these specific two learner’s dictionaries is because they are prescribed for foreign students learning Afrikaans as third language respectively at, the University of Stellenbosch and the Nelson Mandela Metropolitan University. The degree to which a certain dictionary succeeds in satisfying the lexicographical needs of a specific target group does not only depend on the lexicographer, but also on the target group itself. The current dictionary culture in South Africa was brought to light through reviewing the Curriculum Assessment Policy Statements (CAPS), which is currently being followed in the South African school system. On this basis, suggestions are made for formal dictionary education at tertiary level which includes general and specific dictionary education.
Description
Thesis (MA)--Stellenbosch University, 2015
Keywords
Afrikaans language -- Dictionaries -- Reserach, Lexicography, Afrikaans language -- Acquisition, UCTD