Relevant bibliographies by topics / Language and languages Taal

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  3. Books
  4. Book chapters
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Academic literature on the topic 'Language and languages Taal'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Language and languages Taal"

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Kroon, Sjaak, and Jan Sturm. "Eigen Taal." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 147–59. http://dx.doi.org/10.1075/ttwia.70.13kro.

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The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own language', i.e. the object of immigrant minority language teaching) in a number of central policy papers of the ministry of education, and on the basis of an analysis of the linguistic, pedagogic and public discourse that developed in this context. In order of appearance, three main versions of eigen taal are distinguished: offiaéle taal van het land van herkomst (official language of the country of origin), allochtone levende taal (non-indigenous living language) and gekomen taal (chosen language). The analysis shows that the recent 2002 decision of the Dutch government to do away with immigrant minority language teaching and give priority to the teaching of Dutch, should not be considered a surprise: without a fundamental change in societal power relationships, immigrant minority languages have little prospect of becoming a legitimate part of the dominant curriculum.
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Aarts, Rian, and Jeanne Kurvers. "Ouders, Taal en Interactie in Opstap Opnieuw." Toegepaste Taalwetenschap in Artikelen 66 (January 1, 2001): 9–22. http://dx.doi.org/10.1075/ttwia.66.02aar.

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Home-based intervention programs should not only offer all those qualities that are required for every intervention program for youngsters, but also have to take care that they can be used by low-educated, sometimes illiterate parents. A fact that must also be taken into account is that parent-child interaction in many families of ethnic minorities take place in other languages than the dominant language of education at school. For these reasons, the Dutch home-based program Opstap Opnieuw (Step-up Anew) has tried to combine rich contents with simple procedures and has been developed in four different languages, Dutch, Turkish, Arabic, and Papiamentu. The focus in this article is on the criteria behind the combined requirements of high-quality interaction, suitability for low-educated parents, and versions in four different languages, especially for language development and emergent literacy. In addition, some outcomes of the first evaluations are presented.
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Eising, Wilma. "Verwerving Van Woordvolgorderegels In Het Nederlands Als Tweede Taal." Toegepaste Taalwetenschap in Artikelen 50 (January 1, 1994): 73–86. http://dx.doi.org/10.1075/ttwia.50.07els.

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This contribution discusses the research questions and preliminary results of a PhD-project carried out at the Free University of Amsterdam. The aim of the project is to gain more insight into the ways in which Turkish and Moroccan immigrants in the Netherlands learn word-order rules of Dutch. The main differen-ce between the languages spoken by the two groups of learners is that Turkish, like Dutch, is an SOV-language, whereas the Moroccan languages (Berber and Moroccan Arabic) are VSO/SVO languages. The central question to be answered is whether all learners, regardless of their mother tongue, go through three acquisitional stages, in which certain word-order rules are acquired as part of a cluster. The idea is that learners build an interlanguage system on the basis of structures they can process; once certain rules are acquired, restructuring of the interlanguage system takes place. This, in turn, may lead to the acquisition of another cluster of rules. In order to be able to answer the research questions, we decided to analyse spontaneous speech samples and to elicite lacking information by means of four experiments. Once the second part will be completed, we hope to be able to decide whether rules are learned as a cluster, which would indicate that restructuring of the interlanguage system has taken place. The first part of the project is mainly aimed at individual language development; this part has not yet been completed. The analysis of spontaneous speech samples was made possible by the Max-Planck Institut für Psycholinguistik in Nijmegen, which made available data of the European Science Foundation Second Language Databank; these data consisted of transcripts of speech samples of 4 Turks and 4 Moroccans, collected over a period of 30 months. The first part of the paper presents some of the theoretical notions employed in second language research, as well as the main rules of Dutch that have to be acquired. Also, the three languages involved in the project are compared. In the next sections the research questions, the design, the data analysis and some interim results are discussed. The main conclusion is that there are indications that certain rules are indeed clustered together, although the different stages are not strictly separated.
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Doetjes, Gerard. "De rol van Taal Variatie en Taalafstand in de Communicatie Tussen Zweden, Noren en Denen." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 131–42. http://dx.doi.org/10.1075/ttwia.69.11doe.

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The typological and lexical similarities between the major Scandinavian languages Danish, Norwegian and Swedish as well as a feeling of economic, political and cultural togetherness, facilitate direct interscandinavian communication. Communication participants use their own languages, both in speaking or writing and in decoding what is said or written. This specific situation is called semicommunication. There are, however, problems in semicommunication, too. The pronunciation of Danish has changed strongly over time, and English has strengthened its position as a global lingua franca. The question of how well Scandinavians really understand one another is, therefore, an interesting one. Research has shown that Norwegians have a better understanding than other Scandinavians. This can be accounted for by their language's intermediate position. Another explanation is the linguistic variation in Norway, making Norwegians more experienced in interpreting small differences between language variants. In my MA-thesis, I have focussed on the differences as regards Norwegian language variation experience between the smaller and more experienced Nynorsk group and the bigger and less experienced Bokmål group. Both groups' understanding of written Swedish was tested. A Danish control group took the same test. Results show that the Norwegian group in general had few problems understanding written Swedish. A difference between the Nynorsk group and the Bokmål group, however, could not be found.
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Spoelman, Marianne, and Marjolijn Verspoor. "De Ontwikkeling van Schrijfvaardigheid in het Fins als Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 81 (January 1, 2009): 121–32. http://dx.doi.org/10.1075/ttwia.81.12spo.

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Within Dynamic Systems Theory (DST), it is assumed that differences in the degree of variability can provide insight into the process of L2 development. This longitudinal case study investigates intra-individual variability in Finnish learner language, focusing on the development of accuracy and complexity. The study involves 54 writing samples, written by a Dutch student who learned Finnish as a foreign language. Finnish, a synthetic language of the agglutinating type, is very different from Indo-European languages and well known for its complex morphology. This complex morphology was investigated for accuracy in form and use. Word-, Noun Phrase-, clause- and sentence constructions were examined for complexity. The purpose of the study was to explain the fluctuations of intra-individual variability and complex relations between variables and to detect both supportive and competitive relationships between growers in order to provide valuable insights into the dynamic processes involved in L2 development.
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Verster, Pieter. "Challenges of the diversity of languages in churches: The unity of the church and language." Tydskrif vir Geesteswetenskappe 59, no. 2 (2019): 192–202. http://dx.doi.org/10.17159/2224-7912/2019/v59n2a2.

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Du Plessis, T. "Die taal of die cheetah? Perspektiewe op die belang van taalsigbaarheid by die nuwe Vrystaatse nommerplaat as openbare teken." Literator 28, no. 2 (July 30, 2007): 119–44. http://dx.doi.org/10.4102/lit.v28i2.162.

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The language or the cheetah? Perspectives on the importance of language visibility on the new Free State number plate as public sign This article investigates the importance of language visibility on the new Free State number plate, on the basis of a survey that was conducted during 2002 among a representative group of motor-vehicle owners in the province. This survey tested the opinions of respondents in respect of two aspects. On the one hand, opinions regarding the illustrated design of the new number plate which was introduced in 2002, were tested; and on the other hand, opinions concerning the linguistic features of the number plate were also investigated. In this article, selected responses to two sets of questions relating to the above will be compared, in order to determine the effect of the graphic design of the new number plate on respondents’ opinions regarding language visibility. A positive identification therewith would provide an indication of the degree to which the negative effect of reduced language visibility on the illustrated number plate in the province’s two main languages, by this minimised.
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de Grauwe, Luc. "“In Overlandsche ende in Duytsche sprake” und “Die alghemene Duytsche tael”." Amsterdamer Beiträge zur älteren Germanistik 77, no. 3-4 (October 19, 2017): 637–68. http://dx.doi.org/10.1163/18756719-12340096.

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Abstract The first printed Dutch grammar was entitled Twe-spraack vande Nederduitsche letterkunst (1548). In many places, the grammar names its own language simply Duytsch, but the book also uses this term – depending on context or audience, not seldom melting one significance into another – for what now is known as ‘Continental (West) Germanic’ (“Ick spreeck int ghemeen vande duytse taal, die zelve voor één taal houdende”, p. 110), referring to the entire complex of linguistic varieties, which nowadays come under the cognate standard languages Dutch (formerly in English Low/Nether Dutch) and German (High Dutch). Many textbooks, grammars, dictionaries etc. in 16th- to 18th-century Netherlands and Flanders strikingly reserved simple Duytsch for their own language (hence Dutch), contrasting it with ‘marked’ Hoogduytsch or even Overland(t)sch (avoiding hyperonymic -duytsch!). In addition to a treatment of the term Duytsch, this article also deals with some other, strongly related cruces in the Twe-spraack.
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van de Craats, Ineke. "Taal(on)Bewustzijn en Tweede-Taalverwerving." Taal en bewustzijn 68 (January 1, 2002): 27–37. http://dx.doi.org/10.1075/ttwia.68.03cra.

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In this paper, the question is raised as to what extent language awareness can contribute to second-language acquisition. It is argued here that adults (without skills in any other language than their mother tongue) acquiring a second language undergo a process of increasing language awareness when they learn a second language without any formal instruction. Confronted with an unknown language the code of which they have to crack without any help, these learners seem to become aware of the features of their own language before they focus on the structure of the new language. There is no direct access to this process of language awareness, but I believe that double constructions and self-corrections produced by these learners provide evidence that they become aware of differences between L1 and L2. Finally, it is suggested that noticing and input enhancement, even some explicit contrastive information on L1-L2 differences (which spontaneous learners try out to find for themselves) might benefit L2 learners who are unaware of the fact that they still use an L1 grammatical system.
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van de Craats, Ineke, and Anne Kerkhoff. "Tweede Taal en Moedertaal bij Laagopgeleiden." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 129–36. http://dx.doi.org/10.1075/ttwia.64.13cra.

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On the basis of the results in spontaneous second language acquisition research it is argued that, in second language teaching, the learner's first language is used to a lesser extent than is useful for the adult learner who has no other language learning experience than learning his mother tongue. Examples are given of learners, who after having been exposed to Dutch for three years, still construct their L2 expressions on the basis of the grammatical structure of their L1. The problem is that (1) teachers do not recognize these L2 expressions as such, (ii) the course material is made from the perspective of the L2 and does not take into account the specific problems of a language group, and (iii) the instruction in the classroom is in a language that is insufficiently understood.
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Dissertations / Theses on the topic "Language and languages Taal"

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Voorsluis, Bart. "Taal en relationaliteit over de scheppende en verbindende kracht van taal volgens Eugen Rosenstock-Huessy /." Kampen : J.H. Kok, 1988. http://catalog.hathitrust.org/api/volumes/oclc/21906879.html.

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Phaladi, Tswaledi John. "Woordeskataanleer in die onderrig van Afrikaans as addisionele taal." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09252008-091756.

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De, Varennes Fernand Joseph. "Language, minorities and human rights." Proefschrift, Maastricht : Maastricht : Rijksuniversiteit limburg ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=7024.

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Dickinson, Connie S. "Complex predicates in Tsafiki /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072578.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 415-437). Also available for download via the World Wide Web; free to University of Oregon users.
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Fouche, Michele. "'n Evaluering van die semantiese inligting in die verklarende handwoordeboek van die Afrikaanse taal." Thesis, Stellenbosch : University of Stellenbosch, 1990. http://hdl.handle.net/10019.1/4612.

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Thesis (MA (Afrikaans Language))--University of Stellenbosch, 1990.
199 leaves single sided printed, preliminary pages and numbered pages 1-187. Includes bibliography. Digitized using a Bizhub 250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT: An evaluation of semantic information in a dictionary must take into account all aspects of meaning of lexical items. Therefore the different homonyms and polysemous senses of lexical items and the underlying semantic relations between lexical items are accounted for. A description should be given of the lexical items which form the macrostructure of HAT. These lexical items include sublexical, multilexical and free lexical items. The treatment of multilexical items in HAT is not satisfactory at present and suggestions are made for the improvement of the situation. Possible solutions for distinguishing between homonymy and polysemy are given. Suggestions to determine the possible polysemous senses of a lexical item are also made. The ordering of polysemous senses and different homonyms are discussed. It is essential to make use of a synchronic criterion to distinguish between homonymy and polysemy. The HAT's treatment of semantic relations between lexical items is not always very succesfull. The semantic relation which receives the most substantial treatment is that of semantic inclusion between lexical items. The HAT's treatment of synonyms is not without problems. More attention should be given to semantic linking and semantic opposition between lexical items. An evaluation of the system of cross-references in HAT is given, with special reference to the function of cross-references. Sometimes indistinct typographical conventions are used and they confuse the user of the dictionary. The indistinct use of typographical conventions has a detrimental influence on the transfer of information. The cross-reference system of HAT can be improved by an informative explanation in the general introduction, focusing on ways and means to use it more specifically, unambiguously and consistently. A distinction is made between various types of definitions used to define lemmas. Well known lexicographic definitions such as definitions per genus et differentia, synonymdefinitions, example definitions, circular definitions and descriptive definitions are discussed. The usage definition and two definitions which explicate a semantic plus value, the contrast and diminutive definitions, are identified. Attention is also given to the role of the general introduction in a standard synchronic dictionary. Suggestions are made to improve the general introduction of HAT.
AFRIKAANSE OPSOMMING: Wanneer semantiese inligting in 'n woordeboek ondersoek word, word alle aspekte van leksikale items se betekenis in ag geneem. Dit sluit homonimiese vorme en polisemiese onderskeidinge van leksikale items in, asook die semantiese betrekkinge wat leksikale items onderling met mekaar aangaan. Die leksikale items wat die makrostruktuur van die HAT vorm, word beskryf. Dit sluit subleksikale, multileksikale en vrye leksikale items in. Verskillende tipes multileksikale en subleksikale items word onderskei. Tans word multileksikale items in HAT nie na wense hanteer nie en voorstelle word aan die hand gedoen hoe die stelsel verbeter kan word. Moontlike oplossings vir die onderskeidingsprobleem tussen homonimie en polisemie, asook maniere waarop 'n leksikale item se polisemiese onderskeidinge vasgestel kan word, word verskaf. Aandag word ook aan die ordening van polisemiese onderskeidinge en homonimiese vorme gegee. Dit is belangrik dat 'n sinchroniese maatstaf gebruik word om tussen homonimie en polisemie te onderskei. Semantiese betrekkinge tussen leksikale items word met 'n wisselende mate van sukses deur HAT hanteer. Semantiese insluiting tussen leksikale items word die meeste beskryf. Daar bestaan egter probleme by die hantering van sinonimie tussen leksikale items. Semantiese aansluiting tussen leksikale items word min deur die woordeboek aangedui. Semantiese opposisie tussen leksikale items kan ook meer deur die HAT aangedui word. Die kruisverwysingstelsel van die HAT word ondersoek. Funksies van kruisverwysings word beskryf. Kruisverwysings word wel deur die HAT redaksie gebruik, maar hulle kan nog meer gebruik word. Soms word onduidelike tipografiese konvensies gebruik en dit het swak inligtingsoordrag tot gevolg. Die kruisverwysingstelsel van die HAT kan verbeter word deur dit in die toeligtende aantekeninge te verduidelik, spesifiek en ondubbelsinnig toe te pas en deur dit konsekwent te gebruik. Verskillende tipes definisies waarmee leksikale items gedefinieer word, word onderskei. Bekende leksikografiese definisies soos genus-differentia-definisies, sinoniemdefinisies, voorbeelddefinisies, sirkeldefinisies en deskriptiewe definisies word bespreek. Die gebruiksdefinisie en twee definsies wat semantiese pluswaardes ekspliseer, naamlik die teenstellingsdefinisie en die verkleiningsdefinisie,word geidentifiseer. Die rol van toeligtende aantekeninge in 'n handwoordeboek word bespreek. Daar word gewys op die swak toeligtende aantekeninge van die HAT. Voorstelle word gedoen oor hoe die hantering van semantiese inligting in die toeligtende aantekeninge verduidelik moet.
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Botha, Willem. "Die impak van die leksikografieteorie op die samestelling van die Woordeboek van die Afrikaanse Taal." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53377.

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Thesis (PhD)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Although work on the Woordeboek van die Afrikaanse Taal started in the pretheoretic era of lexicography, it was originally the wish of the editorial staff to involve linguists in the compilation of the dictionary. They were, however, reluctant to implement suggestions of the critics after the first volumes had been published. A few adaptations were made, but a high premium was placed on the uniformity of the dictionary so that no meaningful changes were considered. The increasing harshness of the critisism as well as growing doubt whether the dictionary would be completed at the ever slowing pace, motivated the editorial staff to make a radical about-turn at the halfway mark. In an unprecedented step in lexicography the dictionary was redesigned during 1989 and 1990. Metalexicographers were involved and critisism on the completed volumes as well as the insights of lexicographic theory were taken into account in the designing of the new generation WAT volumes. The interaction between theory and practice should however be an ongoing process and more adaptations should be made if the ideal remains that the dictionary should reflect the state of metalexicography.
AFRIKAANSE OPSOMMING: Alhoewel die Woordeboek van die Afrikaanse Taal uit die voorteoretiese era van die leksikografie stam, was daar aanvanklik die begeerte by die redaksie om taalkundiges by die woordeboek te betrek. Daar was egter 'n traagheid om uitvoering te gee aan die voorstelle van die kritici met die verskyning van die eerste dele van die WAT. Enkele veranderinge is wel aangebring, maar die eenheidsbeeld van die woordeboek is steeds vooropgestel sodat geen diepgaande wysigings oorweeg is nie. Die feller wordende kritiek asook twyfel of die woordeboek ooit voltooi sou word teen die traer wordende pas, het die redaksie laat besluit om by die halfpadmerk 'n radikale omkeer te maak. In 'n ongeëwenaarde stap in die leksikografie is die woordeboek gedurende 1989 en 1990 herontwerp. Metaleksikograwe is betrek en die kritiek op die vorige dele en die insigte van die leksikografieteorie is verreken in die ontwerp van die nuwe-generasie- WAT-dele. Die wisselwerking tussen teorie en praktyk duur egter voort en meer aanpassings sal gemaak moet word indien dit steeds die ideaal is dat die woordeboek die stand van die metaleksikografie weerspieël.
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Adendorff, Elbie Maria. "Kompleksiteit in taakgebaseerde onderrig en leer van Afrikaans as tweede taal binne universiteitskonteks." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20188.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans.
AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.
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Daniel, Jolinda. "Die verband tussen leesbegrip en akademiese prestasie in die leerarea taal van graad 10-leerders / Jolinda Daniel." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1125.

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This study focused on the relationship between reading comprehension and academic achievement of grade 10 learners in the learning area Language and attempted to address the following primary research question: What is the relationship between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language ? The researcher also addressed the following secondary questions: Is them a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language)? Is there a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language) ? A total of seventy-seven (77) grade 10 learners for whom English is a second language were included in this study. The learners' reading comprehension abilities in the first language (Afrikaans and Sesotho) and the second language (English) were tested and correlated with their achievements in the learning area Language (first and second language). The reading comprehension and language achievements of Afrikaans and Sesotho-speaking learners respectively and male and female learners were compared. Resulting from the findings of this study, the following conclusions were made: A significant relationship exists between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language. There is a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). There is a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language).
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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Van, Zijl George Clifford. "n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development.
AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.
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Häggblom, Charlotta. "Young EFL-pupils reading multicultural children's fiction : an ethnographic case study in a Swedish language primary school in Finland /." Åbo : Pargas : Åbo Akademi University Press ; distribution, Tibo-Trading, 2006. http://www.loc.gov/catdir/summary/eng0801/2007358492.html.

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Books on the topic "Language and languages Taal"

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Gezichtspunten op taal en taalontwikkeling. Lisse: Swets & Zeitlinger, 1986.

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Vandamme, Fernand J. Spraak en taal: Ontwikkeling, stoornissen. Ghent: Communication & Cognition, 1986.

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Kousbroek, Rudy. De logologische ruimte: Opstellen over taal. Amsterdam: Athenaeum Boekhandel Canon, 2008.

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Het verschijnsel taal: Een kennismaking. Bussum: Coutinho, 1995.

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Voorsluis, Bart. Taal en relationaliteit: Over de scheppende en verbindende kracht van taal volgens Eugen Rosenstock-Huessy. Kampen: J.H. Kok, 1988.

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Janssen, Theodorus Albertus Johannes Maria. Communiceren: Over taal en taalgebruik. Den Haag: Sdu, 1997.

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All about language. Oxford: Oxford University Press, 2008.

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Mens, taal en wereld. Assen: Van Gorcum, 1985.

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Roeffaers, Hugo. Taal en woordkunst: Een filosofische verkenning. 2nd ed. Leuven: Garant, 1997.

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Theodorus Albertus Johannes Maria Janssen. Taal in gebruik: Een inleiding in de taalwetenschap. Den Haag: Sdu Uitgevers, 2002.

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Book chapters on the topic "Language and languages Taal"

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Lambert, Richard D. "Horizon Taal and Language Planning in the United States." In Perspectives on Foreign Language Policy, 79. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.07lam.

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Moser, John E. "‘Ties of Blood and Language’." In Twisting the Lion's Tail, 122–48. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230376762_7.

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Sakamura, Ken. "TACL: TRON Application Control-flow Language." In TRON Project 1988, 79–92. Tokyo: Springer Japan, 1988. http://dx.doi.org/10.1007/978-4-431-68081-9_6.

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Clements, John, and Matthias Felleisen. "A Tail-Recursive Semantics for Stack Inspections." In Programming Languages and Systems, 22–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-36575-3_3.

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Matoušek, Jiří, and Raimund Seidel. "A tail estimate for Mulmuley's segment intersection algorithm." In Automata, Languages and Programming, 427–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55719-9_94.

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Dal Zilio, Silvano, and Régis Gascon. "Resource Bound Certification for a Tail-Recursive Virtual Machine." In Programming Languages and Systems, 247–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11575467_17.

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Li, Wenbin, Jane Huffman Hayes, and Mirosław Truszczyński. "Temporal Action Language (TAL): A Controlled Language for Consistency Checking of Natural Language Temporal Requirements." In Lecture Notes in Computer Science, 162–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28891-3_16.

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Debray, Saumya K. "Optimizing almost-tail-recursive prolog programs." In Functional Programming Languages and Computer Architecture, 204–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/3-540-15975-4_38.

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Wright, Sue. "Endangered Languages." In Language Policy and Language Planning, 272–301. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-57647-7_12.

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Wright, Sue. "Endangered Languages." In Language Policy and Language Planning, 218–43. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230597037_11.

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Conference papers on the topic "Language and languages Taal"

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Alexander, Jennifer, and Yue Wang. "Cross-language Lexical-tone Identification." In Tonal Aspects of Languages 2016. ISCA, 2016. http://dx.doi.org/10.21437/tal.2016-6.

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Li, Xin, René Kager, and Wentao Gu. "Surface vs. Underlying Listening Strategies for Cross-Language Listeners in the Perception of Sandhied Tones in the Nanjing Dialect." In Tonal Aspects of Languages 2016. ISCA, 2016. http://dx.doi.org/10.21437/tal.2016-7.

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Gao, Jiayin, and Takayuki Arai. "F0 perturbation in a "pitch-accent" language." In TAL2018, Sixth International Symposium on Tonal Aspects of Languages. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/tal.2018-12.

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Wu, Aming, and Yahong Han. "Multi-modal Circulant Fusion for Video-to-Language and Backward." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/143.

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Multi-modal fusion has been widely involved in focuses of the modern artificial intelligence research, e.g., from visual content to languages and backward. Common-used multi-modal fusion methods mainly include element-wise product, element-wise sum, or even simply concatenation between different types of features, which are somewhat straightforward but lack in-depth analysis. Recent studies have shown fully exploiting interactions among elements of multi-modal features will lead to a further performance gain. In this paper, we put forward a new approach of multi-modal fusion, namely Multi-modal Circulant Fusion (MCF). Particularly, after reshaping feature vectors into circulant matrices, we define two types of interaction operations between vectors and matrices. As each row of the circulant matrix shifts one elements, with newly-defined interaction operations, we almost explore all possible interactions between vectors of different modalities. Moreover, as only regular operations are involved and defined a priori, MCF avoids increasing parameters or computational costs for multi-modal fusion. We evaluate MCF with tasks of video captioning and temporal activity localization via language (TALL). Experiments on MSVD and MSRVTT show our method obtains the state-of-the-art for video captioning. For TALL, by plugging into MCF, we achieve a performance gain of roughly 4.2% on TACoS.
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Ramachers, Stefanie, Susanne Brouwer, and Paula Fikkert. "Perception and lexical encoding of tone in a restricted tone language: Developmental evidence from Limburgian." In TAL2018, Sixth International Symposium on Tonal Aspects of Languages. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/tal.2018-22.

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Hussein, Hussein, Burkhard Meyer-Sickendiek, and Timo Baumann. "Tonality in Language: The Generative Theory of Tonal Music as a Framework for Prosodic Analysis of Poetry." In TAL2018, Sixth International Symposium on Tonal Aspects of Languages. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/tal.2018-36.

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Hanson, Chris. "Efficient stack allocation for tail-recursive languages." In the 1990 ACM conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/91556.91603.

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Gao, Jiyang, Chen Sun, Zhenheng Yang, and Ram Nevatia. "TALL: Temporal Activity Localization via Language Query." In 2017 IEEE International Conference on Computer Vision (ICCV). IEEE, 2017. http://dx.doi.org/10.1109/iccv.2017.563.

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Dian Savitri, Agusniar, Dianita Indrawati, and Suhartono Mr. "Language and Dialect Boundaries in Local Content of Regional Language in Tapal Kuda." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.20.

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Dudy, Shiran, and Steven Bedrick. "Long-Tail Predictions with Continuous-Output Language Models." In Proceedings of the The Fourth Widening Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.winlp-1.31.

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Reports on the topic "Language and languages Taal"

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Lamb, Paul. Comparison of two receptive language tests (PPVT and TACL) used with the developmentally delayed. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2977.

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Arnold, H. G., W. B. Dress, and R. S. Loffman. An investigation of very high level languages and their implementation on a Forth language microprocessor. Office of Scientific and Technical Information (OSTI), November 1987. http://dx.doi.org/10.2172/5606643.

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Bekmyrzaev, Nurbek. Language Policies of the Central Asian States. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, November 2020. http://dx.doi.org/10.46950/202004.

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This work outlines the formation of state languages in the Central Asian countries, analyzes their functioning alongside the Russian language, draws conclusions and forecasts for the future, and provides recommendations for improving language policies. The publication is intended for young experts and consultants, researchers, decision-makers, as well as a wide range of readers interested in the policies of the Central Asian countries.
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Hoinkes, Ulrich. Indexicality and Enregisterment as Theoretical Approaches to the Sociolinguistic Analysis of Romance Languages. Universitatsbibliothek Kiel, November 2019. http://dx.doi.org/10.21941/hoinkesindexenregromlang.

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Social indexicality and enregisterment are basic notions of a theoretical model elaborated in the United States, the aim of which is to describe the relationship between the use of language variation and patterns of social behavior at the level of formal classification. This analytical approach is characterized by focusing on the interrelation of social performance and language awareness. In my contribution, I want to show how this modern methodology can give new impetus to the study of today’s problem areas in Europe, such as migration and language or urban life and language use. In particular, I am interested in the case of Catalan, which has been studied for some time by proponents of the North American enregisterment theory. This leads me to indicate that explicit forms of social conduct, such as language shift or the emblematic use of linguistic forms, can be interpreted with regard to the social indexicality of Catalan. I thus analyze them in a way which shows that authenticity and integration in Catalan society can be achieved to a considerable extent by practicing forms of linguistic enregisterment.
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Sayers, Dave, Rui Sousa-Silva, Sviatlana Höhn, Lule Ahmedi, Kais Allkivi-Metsoja, Dimitra Anastasiou, Štefan Beňuš, et al. The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies. Open Science Centre, University of Jyväskylä, May 2021. http://dx.doi.org/10.17011/jyx/reports/20210518/1.

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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Avellán, Leopoldo, Claudia Calderón, Giulia Lotti, and Z’leste Wanner. Knowledge for Development: the IDB's Impact in the Region. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003387.

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By analyzing a novel dataset on publications by the Inter-American Development Bank (IDB), we shed light on the extent to which the knowledge production of a multilateral development bank can reach its beneficiaries. We find that IDB publications are downloaded mostly in the American continent, with Colombia, Peru, Mexico and the United States leading the ranking. Moreover, during the COVID-19 pandemic downloads of IDB publications increased, both in the world and in Latin America and the Caribbean. Some characteristics of publications are significantly associated with higher numbers of downloads, such as the language of publications: documents in at least two languages or in Spanish only are downloaded more often than documents in English only, suggesting that it is important to disseminate research in the language of the targeted audience. As for the online discussion on the IDB, we find that mentions of the IDB touch different sectors important for development (especially modernization of the state, health, labor markets and financial markets), they increase when a document is published, and also when a loan is approved.
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8

Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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