Die rol van taalleeronderrig in Afrikaanse woordeboekwerkboeke

Michele F. van der Merwe

Abstract


Criteria for Dictionary Workbooks in Afrikaans.

This article reflects on the role of dictionary workbooks in the skills training of users in Afrikaans. Dictionary workbooks are usually directed at a specific school or learners' dictionary and in this way links up with peda­gogical lexicography. The main purpose of workbooks should thus be an educational one. Although pedagogical lexicography is generating more interest in South Africa, very little attention has been paid to the important role of dictionary workbooks. Dictionary workbooks should be very user oriented, since they are compiled for specific target users using a specific dictionary. The purpose of dictionary workbooks is identified in this article by analysing various workbooks in the Afrikaans context. On closer investigation it was found that workbooks could have diverse pur­poses and could contain diverse contents. Work­books are aimed at making target users more dictionary literate, i.e. to be able to use dictionaries meaningfully and to unlock infor­ma­tion suc­cess­fully. The manner, in which information in workbooks is pre­sented and thus con­veyed, reflects certain educational approaches in language and how they can find shape in work­books. When an edu­ca­tional approach is successfully applied, the expectations are that user skills should be improved. Hence reference is also made to the development of certain skills.

Keywords: afrikaans pedagogical lexicography, school dictionaries, learner's dictionaries, dictionary workbooks, language teaching, lan­guage teaching approaches, text-based approach, communicative approach, learner-centred teaching approach, inductive teaching method, con­structivism, language teaching activities, dictionary skills of learners, teacher, lexicographer, publisher


Keywords


afrikaans pedagogical lexicography, school dictionaries, learner's dictionaries, dictionary workbooks, language teaching, lan­guage teaching approaches, text-based approach, communicative approach, learner-centred teaching approach, inductive teaching met

Full Text:

PDF


DOI: https://doi.org/10.5788/23-1-1223

Refbacks

  • There are currently no refbacks.



ISSN 2224-0039 (online); ISSN 1684-4904 (print)

Creative Commons License CC BY 4.0


Powered by OJS and hosted by Stellenbosch University Library and Information Service since 2011.


Disclaimer:

This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help