Research Articles (Afrikaans)

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Afrikaans huistaal die afgelope 100 jaar : die bysin as gevallestudie
(Suid Afrikaanse Akademie vir Wetenskap en Kuns, 2025-03) Fouché-Karsten, Nadine; Wierenga, Roné; Breed, Adri; Pilon, Suléne; sulene.pilon@up.ac.za
Die grense van grammatikale kategorieë wat op skoolvlak gebruik word, soos bysinne, behoort nie wollerig te wees nie. Tog wys Van der Merwe (1966) op die onduidelike grense van bysinkategorieë en op die feit dat Afrikaansonderwysers “skei waar nie geskei behoort te word nie”. Dit wil voorkom of hierdie verwarring steeds bestaan, soos blyk uit ’n meningsopname in 2024 op sosiale media. Omdat bysinne gesofistikeerde sinskonstruksies skep en taalgebruikers bemagtig om hul ervarings van die wêreld uit te druk, wou ons vasstel tot watter mate die bysinkategorieë wat in skoolhandboeke van die afgelope 100 jaar onderskei word, deur wollerigheid gekenmerk word. Hiervoor is ’n bestekopname gedoen, beginnende by Afrikaanse Spraakkuns (Bouman & Pienaar, 1924) tot by die resentste KABV-belynde handboeke vir graad 12. Daar is bevind dat die grense van die bysinkategorieë wat in hierdie bronne onderskei word, inderdaad “wollerig” is. Wollerige gre nse ontstaan, omdat: (i) bysinne wat dieselfde inleier het en logieserwys as dieselfde soort bysin beskou behoort te word, op grond van hul funksie as verskillende soorte bysinne gekategoriseer word; (ii) die kombinasie van verskillende kriteria vir kategorisering gebruik word; en (iii) die grense van verskillende subkategorieë van veral die bywoordelike bysin wollerig is, omdat betekenis as kategoriseringskriterium gebruik word en dieselfde bysin gevolglik as meer as een soort gekategoriseer kan word. Meerduidige kategorisering en ’n skeiding tussen bepalings en bysinne (wat as bepalings gebruik word) is ook aan die orde van die dag.
Sozialistische Großfamilie : die DDR und literarisch-verlegerische Verflechtungen im europäischen Ostblock
(De Gruyter, 2024-11) Zajas, Pawel
The article offers an analysis of transnational contacts as they developed in the GDR through cultural exchange within the Eastern Bloc and the international cultural policies of the socialist states. First, the archives of the German Writers Union are used to show how, paradoxically, the processes of transnational cooperation that began after 1956 led to a policy of isolation of the GDR. Secondly, it is demonstrated that the cultural exchange between the GDR and the socialist partners began to recover relatively quickly from the “Kahlschlag Plenum”, which took place in the late 1960 s, and that the rapidly developing interdependencies also resulted in certain innovations in the GDR’s literary scene. Finally, it is shown how the publishing cooperation between socialist publishers, which has intensified since the mid-1970s (through joint multilateral edition projects, transfer of translated literature) may be interpreted as a direct consequence of the Helsinki Final Act (1975).
Frequency and variability in the use of modal verbs in Zimbabwean English
(Springer, 2024-09) Chapwanya, Faith Chiedza; Nel, Joanine Hester; u12167160@tuks.co.za
This corpus-based exploratory study examines modal verbs in Zimbabwean English (ZimE), and British English, to determine whether there are variations in use between the two varieties. Data from the ZimE corpus and the International Corpus of English Great Britain (ICE-GB) were analysed quantitatively and statistically to gain insights into how the usage patterns of modal verbs might be influenced by the usage context. Results show variations in the frequency of can and will, with the ZimE corpus registering more frequencies compared to the ICE-GB. The frequencies of could, may, might, and would were higher in the ICE-GB compared to the ZimE corpus. Overall, the ICE-GB contained more modal verbs than the ZimE corpus. In the spoken registers, results indicate that could, may, might, shall, and would occurred more in the ICE-GB, while can and will were attested more in the ZimE corpus compared to the ICE-GB. In the written registers, the ICE-GB recorded more occurrences of could, may, might, and would. A qualitative analysis was done by means of semantic interpretations of the modal verbs in different contexts. Results show the use of can be able to occurring as a modal phrase. The effects of language contact also lead to code-switching. Both results serve as possible motivations for variation. Furthermore, the use of can and will in past time contexts, and the use of the habitual will in past contexts, account for the higher overall frequencies of can and will in the ZimE corpus.
Guidelines for the evaluation of language-learning software : evidence from a research project
(South African Association for Language Teaching, 1998-12) Carstens, Adelia
Weens finansiële en tydsbeperkinge word daar toenemende druk op onderwysers en dosente geplaas om ook van ander onderrigmodusse as kontakonderrig gebruik te maak, byvoorbeeld rekenaaronderrig. Die hoofnavorsingsvraag wat gestel word, is hoe die seleksie van toepaslike rekenaarprogramme deur leerlinge, ouers en onderwysers benader moet word. Hierdie vraag word beantwoord deur riglyne te bespreek wat voortvloei uit teorieë van taalonderrig en taalaanleer, die nuwe onderwysbedeling, en instruksionele ontwerp. Op basis hiervan is evalueringsinstrumente opgestel en aangewend om die menings en houdings van drie groepe belanghebbendes te toets oor 'n Duitse taalaanleerprogram vir beginners. Hoewel die program volgens die verpakking al die dinamiese en interaktiewe kenmerke van die jongste generasie rekenaarsagteware vertoon, is dit op verouderde onderrigstyle en -metodes gebaseer is en deurspek is met tegniese foute. Die evaluering beklemtoon die belangrikheid van onderwysersopleiding op die gebied van RGO en bepleit die publikasie van resensies oor sagtewareprogramme in vaktydskrifte.
Optimalisering van onderwysereffek in taalonderrig aan die hand van geoperasionaliseerde leerdoelwitte
(South African Association for Language Teaching, 1983-09) Snyman, Rykie
'n Belangrike uitspraak van die taalonderrigsteorie wat vir die doel van hierdie onderwerp geld, is dat die sin van enige saak in die inhoud te vind is. Die doelstellings van die taalonderrig kan dus alleen vanuit die eie aard van die vak self geformuleer word. Uit hierdie doelstellings kan die onderrig en leer beplan word. Onderrig en leer kan nie lukraak of toevallig geskied nie, daarom is dit noodsaaklik dat daar uit die algemene onderrigs- en leerkundighede besondere vakkundighede uitgelig word vir die optimalisering van onderwyseffek by die onderrig en leer van taal.
Die taalkunde-opleiding van die Afrikaansonderwyser op universiteit
(South African Association for Language Teaching, 1983-09) Webb, Victor N.
Daar word betreklik algemeen beweer dat taalonderrig op skool in 'n swak toestand verkeer. Die Komitee van Universiteitshoofde beweer byvoorbeeld dat gematrikuleerdes nie in hul moedertaal kan kommunikeer nie en dat hulle hul gedagtes nie duidelik en logies op skrif kan stel nie (R.G.N.- verslag, p.2). Werkgewers en dosente aan tersieêre onderwysinrigtings kla oor dieselfde saak (vgl. bv. 148, par.5.4.4.1 van die R.G.N. se verslag oor Tale en Taalonderrig vir kollegedosente se menings), terwyl taalkundedosente byvoeg dat gematrikuleerdes se kennis van selfs elementêre taalkundige sake te kort skiet. Daarby het studente oor die algemeen 'n volkome negatiewe houding teenoor taalstudie.
Taaldidaktiek met besondere verwysing na skryfvaardighede in die sekondêre skoolfase
(South African Association for Language Teaching, 1989-07) Snyman, Rykie
Dit is allerweë bekend dat die didaktiek die terrein van die onderrig ondersoek en beskryf en die taaldidaktiek die verbesondering daarvan is. Teen die agtergrond van die twee dissiplines is dit die doel van die referaat om 'n aspek van stelwerkonderrig uit te lig en te bespreek. Die doel is verder om deur die bespreking riglyne te verskaf vir die opleiding van Afrikaansonderwysers ten opsigte van stelwerk- of skryfonderrig. Die taaldidaktiek is 'n verbesondering van die didaktiek in die sin dat die taaldidaktiek die onderrig en wese van taal navors en volledig probeer beskryf. Die taaldidaktiese uitsprake ten opsigte van skryfwerkonderrig in die referaat het ook segwaarde vir skryfonderrig wat in en deur ander vakke aangebied word.
Rolspel as aanvullende onderwysmetode vir kreatiewe onderrig en leer van taalvaardighede
(South African Association for Language Teaching, 1987-09) Snyman, Rykie
Probleme in verband met die skool se onderrig van Afrikaans as eerste taal is op 'n verantwoorde wyse in 'n memorandum ( Bylae A : Professionele komitee TOD 1987) uitgelig. In algemene opmerkings van onderwyskundiges oor die probleme is daar kommentaar in die dokument wat kan dien as motivering vir die onderhawige studie, ek haal aan: "Om die onderrig van Afrikaans weer op die regte spoor te bring, is dit nodig dat wegbeweeg moet word van stereotipe onderrigmetodes". Voorts word dit ook genoem dat onderwysers van Afrikaans aan bande gelê word deur die byna verpligte najaag van eksamenresultate. Gevolglik beperk die sg. "papegaaiwerk" die skeppende uitlewingsgeleenthede wat effektiewe taalonderrig kenmerk.
Metodologie vir die beskrywing van konstruksionaliseringsnetwerke : konstruksies met [in] as gevallestudie
(Stellenbosch University, Department of General Linguistics, 2023) Van Huyssteen, Gerhard B.; Breed, Adri; Butler, Anneke; Botha, Lande; Partridge, Maristi; Pilon, Suléne; sulene.pilon@up.ac.za
No abstract available.
Gender stereotyping in Indlela yababi and Kuxolelwa abanjani? : a corpus linguistics approach
(NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group), 2023) Mncwango, Lungile; Van Niekerk, Jacomien (Jacomina); Taljard, Elsabe (Elizabeth); lungile.mncwango@up.ac.za
In this article, we use corpus linguistics and critical discourse analysis to examine gender stereotyping in three isiZulu novels, namely Indlela yababi (‘The path of the wicked’) by RRR Dhlomo, Inkinsela yaseMgungundlovu (‘The tycoon of Pietermaritzburg’) by CLS Nyembezi, and Kuxolelwa abanjani? (‘Who deserves to be forgiven?’) by NG Sibiya. Our investigation regarding Inkinsela yaseMgungundlovu failed to deliver significant results, therefore our analysis is centred around the other two novels. Our focus is on the ways in which the body parts of female and male characters are used and described in the chosen texts. The article focuses on the following body parts: isandla and izandla (‘hand’ and ‘hands’), amehlo (‘eyes’), ikhanda (‘head’) and ubuso (‘face’). We investigate whether the ways in which female and male characters use their body parts and the ways in which they are described represent male and female characters stereotypically, as well as whether they reveal aspects of power relations between men and women. Our study employs the theoretical framework of gender studies. The results reveal that female characters are depicted as caring and supportive, emotional and beautiful, whereas male characters are depicted as courageous, in control of their emotions, aggressive and dangerous.
Taallandskap van die vrou in rooi rose (1948– 2020)
(Suid Afrikaanse Akademie vir Wetenskap en Kuns, 2024-06) Pelser, Hermie; Bosman, Nerina; nerina.bosman@up.ac.za
The objective of this study was to assess the prevalence of linguistic sexism in Afrikaans and its evolution over seven decades, reflecting possible societal changes. More specifically, the inquiry sought to investigate the presence of sexism in Afrikaans women’s magazines from 1948 to 2020. To achieve this, a corpus was constructed using 57 editions of the Afrikaans women’s magazine, rooi rose. The data was then analysed by means of the #LancsBox corpus software tool. Situated within the domain of language and gender, the study delved into the intricate interplay between linguistic and societal norms. We accept that there is a symbiotic and reciprocal relationship between language and the way humans experience the external world. This also applies to the relationship between a (specific) language and the way in which the concept of gender is embodied by speakers of the language. In particular, linguistic sexism, a subfield of the language and gender field, can be seen as the lens through which possible discrimination against women can be made visible. Linguistic sexism manifests inter alia through lexical items of the following types: forms of address and titles; gendered nouns like skryfster (“female author”) and sekretaresse (“female secretary”); the generic he and the frequency of co-occurrence of the pronouns hy (“he”), hom (“him”) and sy (“his”) with gender-neutral nouns like baba (“baby”), kind (“child”) and mens (“humankind”, “man”). The findings from the rooi rose corpus paint a nuanced picture. While the prevalence of mevrou outweighs that of mejuffrou, suggesting a lingering gender bias, the diminishing gap between their usage indicates a gradual shift. However, traditions like beauty competitions perpetuate linguistic sexism, with titles like Mejuffrou Persoonlikheid (“Miss Personality”) and Mejuffrou Glimlag (“Miss Smile”) reinforcing traditional gender norms. Me, the Afrikaans equivalent of “Ms”, appears so infrequently in the corpus that its frequency is negligible. The analysis of professional and personal names reveals a changing landscape, with certain terms evolving into gender-neutral descriptors, albeit with remnants of gender stereotypes persisting in certain contexts. The generic use of masculine pronouns (“hy”, “hom”, “sy”) when referring to gender neutral nouns underscores linguistic bias. GraphColl (a function of #LancsBox) was used to ascertain how many times hy (“he”), hom (“him”) and the possessive pronoun sy (“his”) refer to mens (“person”), kind (“child” and baba (“baby”) where the gender of these words is uncertain. An example of such occurrences is the following: Wie kan werklik begryp wat die kind dink en voel en glo daar waar hy in sy eie betowerde wêreldjie verlore raak? (“Who can really understand what the child thinks and feels and believes where he gets lost in his own enchanted little world?”) References to baba (“baby”), kind (“child”) and mens (“person”) in most cases show a clear preference for the male personal or possessive pronouns. To conclude, while the linguistic landscape of Afrikaans women in rooi rose demonstrates strides towards inclusivity, traces of entrenched linguistic biases endure, illustrating the complex interplay between language and societal norms.
The helpfulness of code-switching in teaching Afrikaans as a first additional language
(NISC (Pty) Ltd and Informa UK Limited (trading as Taylor and Francis Group), 2024) Rust, Melissa; Nel, Joanine Hester; joanine.nel@up.ac.za
This study aimed to establish the different perceptions that teachers of Afrikaans First Additional Language (FAL) hold towards the helpfulness of different teaching strategies and their effectiveness in the language learning process of Afrikaans FAL in a high school setting. Code-switching has been proven to be a common strategy used by teachers in teaching languages to learners in bilingual and multilingual situations that can serve as a resource to help learners acquire proficiency in a second language (SL). The study was conducted at a single-sex English-medium high school in Pretoria among the teachers of Afrikaans FAL. A mixed method approach was employed, using (i) a language background questionnaire, (ii) a Likert-type scale questionnaire and (iii) an open-ended interview schedule to collect data, which was analysed quantitatively and qualitatively. The theoretical framework used in this study was social constructivism, as conceived by Vygotsky (1968). The study focused on the helpfulness of different teaching strategies in terms of teacher-learner interactions during instruction, as well as guided peer interactions, and concluded that the teachers perceive the use of the monolingual approach in certain circumstances to be beneficial, while the use of code-switching is better in other circumstances.
Vernacular Afrikaans : descriptions and attitudes
(Department of General Linguistics, Stellenbosch University, 2023) Maritz, Ansie; ansie.maritz@up.ac.za
No abstract available.
‘Helsinki sind Wir’: Sozialistische Transnationalität im Literaturbetrieb der DDR
(Routledge, 2023) Zajas, Pawel
The forced integration of European socialist states following WWII is usually viewed as a history of political misunderstandings and genuine social failures. From the early modernism and avant-garde periods onwards, socialism was also a common experience for the whole of East and Central Europe. Since the late 1950s, the densifying network of relations among culture departments of socialist parties, culture ministries of individual countries, writer associations, publishers or literary journals has resulted in thus far unknown transnational literature circulation. This article analyzes the transnational links between the GDR literary system and the literatures and literary institutions of the European Eastern Bloc. The paper aims to discuss two specific research questions. First, the international literature published in the GDR is examined statistically and regarding the prevailing concepts and practices of transnationality. Second, the transnationally networked places of socialist literature planning are presented. Documents preserved in East German archives form the basis for the research.
Material evaluation of communicative competence in a Setswana beginner language learning course
(Routledge, 2023) Jordaan, Mari; Nel, Joanine Hester; joanine.nel@up.ac.za
This study investigated the possible facilitation of communicative competence development in adult beginner learners of Setswana in a set of self-access course materials. The overarching aim was to evaluate this set of self-access course materials to determine whether, and how, it facilitated the successful development of everyday communicative competence. Following a material evaluation procedure, a mixed method of data evaluation was used, including qualitative and quantitative data. New criteria were created to evaluate the set of self-access course materials. Results suggest that successful communicative competence development in Setswana is only possible if the self-access set of course materials is tailored to emphasise communication within varying social and cultural contexts. This can be accomplished by focusing on both form and function, while equipping learners with the necessary strategies to combat any external factors that might inhibit their language development.
The comprehension of ellipsis in isiXhosa-speaking Grade 1 learners
(NISC (Pty) Ltd and Informa UK Limited (trading as Taylor and Francis Group), 2023) Nel, Joanine Hester; joanine.nel@up.ac.za
Ellipsis occurs on and above sentence level, forming a part of the discourse-internal linguistic devices that children need to access and comprehend narratives and other classroom discourse for literacy and academic literacy development A dearth exists in the knowledge about the development and mastery of ellipsis in child language, specifically for speakers of African languages regarding both first and second language acquisition timetables and contexts. This study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners,with isiXhosa as their language of learning and teaching (LOLT) compared to other Grade 1 isiXhosa L1 learners with English as their LOLT; while evaluating if gaps exist in the possible mastery and development of ellipsis with regard to the LOLT. The isiXhosa LOLT group mastered both noun and verb ellipsis by time 2, while the English LOLT group showed no mastery by time 2; although statistically significant development occurred between time 1 and 2 for the English LOLT group. A statistically significant difference is apparent in the comparison between the isiXhosa and English LOLT groups for both times and ellipsis types, which points to a lack of comprehension of ellipsis in a non-mother tongue LOLT, which may impact future literacy development.
Articles in Zimbabwean English : a corpus-based analysis
(NISC (Pty) Ltd and Informa UK Limited (trading as Taylor and Francis Group), 2024) Chapwanya, Faith Chiedza; Nel, Joanine Hester; joanine.nel@up.ac.za
This study investigated the usage frequency of articles in the Zimbabwean English (ZE) corpus and the International corpus of English Great Britain (ICE-GB) for British English (BrE) to determine whether there are variations between the two corpora. A log-likelihood test was used to determine whether the observed variations were statistically significant. In addition, eight morphosyntactic features that are reported to show variation by Kortmann, Lunkenheimer and Ehret (2020) were used to determine whether innovation and nativisation occur in ZE and to ascertain the stage of ZE in the dynamic model (DM). A comparative analysis revealed statistically significant variations in the normalised frequency (per 10 000 words) of the indefinite article, with the ICE-GB recording a higher normalised frequency. Regarding the zero article, the normalised frequency was higher in the ZE corpus compared to the ICE-GB. There were no significant differences in the usage frequencies of the definite article in the two corpora. The findings indicate that the eight features belong to different categories from A to D. Data analysis showed that ZE is at stage 2 of the DM because features 62, 63 and 65 existed, but were extremely rare, and at stage 3 since feature 67 was neither pervasive nor extremely rare.
The comprehension and production of passive constructions by Afrikaans and isiXhosa first language Grade 1 children
(Routledge, 2024) Nel, Joanine Hester; Southwood, Frenette; White, Michelle Jennifer
The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages spoken in South Africa. Comprehension and production data were collected from first language speakers (27 Afrikaans; 29 isiXhosa) from low socioeconomic backgrounds at the beginning and end of their Grade 1 year (aged 6;0 to 7;6). Picture selection and sentence completion tasks of the Receptive and Expressive Activities for Language Therapy were used to collect comprehension and production data, respectively, on short/full passives with actional verbs, reversible passives, and passives containing perceptual and psychological verbs. Comprehension of short passives with actional verbs were fully acquired by the isiXhosa L1 groups and reversible passives were approaching mastery by the beginning of Grade 1, but not the comprehension or production of any other types of passives constructions, by neither the isiXhosa nor the Afrikaans L1 group. By the end of the Grade 1 year, the isiXhosa group had acquired full comprehension and production of all passive types, whereas the Afrikaans group had fully acquired comprehension of both short and full passives with actional verbs but not yet passive production. Language group differences are thought to be related, in part, to differences in passive morphosyntax.
Literatur im Ministerium des Innern. Die Villa Massimo in den Debatten der bundesrepublikanischen Kulturpolitik (1957-1974)
(De Gruyter, 2023-06) Zajas, Pawel
The Rome Prize of the German Academy Villa Massimo is by far the most important award for German artists. It is awarded to renowned artists from the fields of fine arts, composition, literature, and architecture. Despite the award’s significant status, its position in the German literary and cultural-political system and the selection policy on which it is based remains largely under-researched. This article examines institutional and personal networks of the Rome Prize, the objectives of the respective actors and the mechanisms of selection. The major aim of the study is to analyse archival material on writers who have received grants. The period of investigation begins in 1957 and ends in 1974 with the institutional reorganization of the Villa Massimo.
Onderhoud met Kirby van der Merwe oor Eugene
(Tydskrif vir Letterkunde Assosiasie, 2022) Van der Merwe, Kirby; Willemse, Hein (Heinrich Stephen Samuel); hein.willemse@up.ac.a
No abstract available.

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