Metaleksikografiese kriteria vir woordeboekpedagogie binne ’n omvattende woordeboekkultuur
Date
2023-03
Authors
Journal Title
Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
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.
ENGLISH SUMMARY : A great amount of research has been done these past decades on dictionary skills and dictionary pedagogy. Despite all this research, nothing practical has come of it. Dictionary pedagogy has particularly been researched in South Africa at school level. The National Curriculum and Assessment Policy Statement (NCPA) of South African schools does not seem to pay serious attention to the importance of dictionary skills and dictionary pedagogy, thus it cannot be expected that things will change in the near future. It is time to turn the attention to and focus on tertiary institutions. Students studying at a tertiary institution are part of Generation Z and therefore it is important that dictionary pedagogy is focused on both printed and online dictionaries. The main objective of this dissertation is to establish a metalexicographical curriculum framework for a dictionary pedagogy program which can possibly be used in the future to draw up a curriculum for dictionary pedagogy for all eleven official languages of South Africa. The focus of this framework is not only directed at dictionary users, but also at dictionaries and lexicographers. This dissertation argues for the fixed position of dictionary skills and dictionary pedagogy in an extended theory of lexicography. This study has the General Lexicography Theory and the Function Theory as its point of departure, but attention is constantly paid to multiple metalexicographic contributions. The user group of this study is Generation Z and the dictionaries that are focused on are Pharos Afrikaans-English/English-Afrikaans Woordeboek Dictionary and PharosOnline/PharosAanlyn as well as the Handwoordeboek van die Afrikaans Taal (sixth edition) and HAT Online. These dictionaries were chosen because they are general Afrikaans dictionaries with which the wider community is familiar. South African online dictionaries are not up to standard compared to the online dictionaries of other countries and thus use has been made of multiple other online dictionaries to point out different aspects of an online dictionary. The ideal is to have users who are not only dictionary literate, but also information literate. Online dictionaries give access to a search universe of which many external sources are part. The user must therefore know which information to choose and how to use it. The problem is that South Africa is a developing country and that much of the population does not even have access to a computer. Therefore, the focus of a dictionary pedagogy program must be placed especially on primary dictionary pedagogy. This type of pedagogy refers to pedagogy that is explicitly taught by the educator to the user. Focus must also be placed on secondary dictionary pedagogy. This type of pedagogy refers to the user guide as explicit guidance by the lexicographer, but also to the accessibility and user-friendliness with which data in the dictionary are given to the user. The terms primary and secondary dictionary pedagogy are innovative terms that have not yet been established in any theory. Based on these terms, a curriculum framework for a dictionary pedagogy program is proposed.
ENGLISH SUMMARY : A great amount of research has been done these past decades on dictionary skills and dictionary pedagogy. Despite all this research, nothing practical has come of it. Dictionary pedagogy has particularly been researched in South Africa at school level. The National Curriculum and Assessment Policy Statement (NCPA) of South African schools does not seem to pay serious attention to the importance of dictionary skills and dictionary pedagogy, thus it cannot be expected that things will change in the near future. It is time to turn the attention to and focus on tertiary institutions. Students studying at a tertiary institution are part of Generation Z and therefore it is important that dictionary pedagogy is focused on both printed and online dictionaries. The main objective of this dissertation is to establish a metalexicographical curriculum framework for a dictionary pedagogy program which can possibly be used in the future to draw up a curriculum for dictionary pedagogy for all eleven official languages of South Africa. The focus of this framework is not only directed at dictionary users, but also at dictionaries and lexicographers. This dissertation argues for the fixed position of dictionary skills and dictionary pedagogy in an extended theory of lexicography. This study has the General Lexicography Theory and the Function Theory as its point of departure, but attention is constantly paid to multiple metalexicographic contributions. The user group of this study is Generation Z and the dictionaries that are focused on are Pharos Afrikaans-English/English-Afrikaans Woordeboek Dictionary and PharosOnline/PharosAanlyn as well as the Handwoordeboek van die Afrikaans Taal (sixth edition) and HAT Online. These dictionaries were chosen because they are general Afrikaans dictionaries with which the wider community is familiar. South African online dictionaries are not up to standard compared to the online dictionaries of other countries and thus use has been made of multiple other online dictionaries to point out different aspects of an online dictionary. The ideal is to have users who are not only dictionary literate, but also information literate. Online dictionaries give access to a search universe of which many external sources are part. The user must therefore know which information to choose and how to use it. The problem is that South Africa is a developing country and that much of the population does not even have access to a computer. Therefore, the focus of a dictionary pedagogy program must be placed especially on primary dictionary pedagogy. This type of pedagogy refers to pedagogy that is explicitly taught by the educator to the user. Focus must also be placed on secondary dictionary pedagogy. This type of pedagogy refers to the user guide as explicit guidance by the lexicographer, but also to the accessibility and user-friendliness with which data in the dictionary are given to the user. The terms primary and secondary dictionary pedagogy are innovative terms that have not yet been established in any theory. Based on these terms, a curriculum framework for a dictionary pedagogy program is proposed.
Description
Thesis (PhD)--Stellenbosch University, 2023.
Keywords
Dictionary skills -- Generation Z