http://hdl.handle.net/10500/4126 2013-05-24T20:31:23Z http://hdl.handle.net/10500/4124 How religion might inform our conceptualisation of reality : a cognitive linguistic investigation Van Heerden, Chantelle The meaning-making process is a central focus of study of both Cognitive linguistics and religion. It is also a fundamental issue in studies on intertextuality. In this paper, I will look at how we are able to interpret theological intertexts by explaining intertextuality not only on the linguistic level, but also in terms of the underlying cognitive processes. To do this, I will specifically refer to the cognitive framework known as conceptual blending. I aim to show firstly that conceptual blending underpins intertextuality. Thus, intertextuality is not merely reliant on the linguistic interpretation of texts, but relies on cognitive processes such as conceptual blending which enable the interpretation or meaning-making process of intertextual texts. Secondly, investigating intertextual texts from a cognitive perspective reveals new inferences and the complex creativity involved in the meaning-making process. Thirdly, the meaning-making process is explained as being based on conceptual structures and processes rather than on purely linguistic structures and processes, and lastly, meaning is highly contextual and the meaningmaking process is influenced and structured by both conscious and unconscious knowledge, including our knowledge of societal or cultural myths and religions. The data I used is an article written by Maluleke, titled ‘Of collapsible coffins and ways of dying: the search for catholic contextuality in African perspective’ and some of its intertexts. Journal article 2009-08-20T00:00:00Z http://hdl.handle.net/10500/3935 Utilizing 'hot words' in ParaConc to verify lexical simplification strategies in English-Xhosa parallel texts Moropa, Koliswa Illustrates that ParaConc, a parallel concordancer designed by Barlow (1995) has proved useful in the analysis of parallel texts, i.e. source texts (ST) and their target texts (TT), which are English original texts and their Xhosa translated versions respectively in this context. Uses the ?hot word? function in ParaConc to verify the use of simplification strategies by translators during the translation process. Reports that both stylistic and lexical simplification strategies are noticeable in the English- Xhosa parallel texts under study, but that the focal point here is lexical simplification. Indicates that lexical simplification strategies investigated are: using a superordinate or more general word, using a general word with extended meaning and using more familiar or common synonyms. Gives the reader an idea about how some general words are used to translate technical language. Displays that ?hot words? in ParaConc in most instances do indeed include translations of the search word, if the texts are aligned properly. Journal article 2009-11-01T00:00:00Z http://hdl.handle.net/10500/3918 The taboos attached to the translation of biological terms from English into Northern Sotho Mabule, D.R. Investigates the taboos attached to the translation of biological science terms into Northern Sotho, a language whose scientific register is not as developed as that of English. Argues that it is expected of the translator to translate the terms in such a way that the readership for whom the translation is intended will not feel offended by the terms used, but that this, sometimes poses problems since the use of certain biological terms may be seen as undermining the cultural values and norms of Northern Sotho speaking people. Highlights the problems as perceived in relation to the use of biological terms, by discussing human physiological terms, when translated into Northern Sotho. 2009-07-01T00:00:00Z http://hdl.handle.net/10500/3916 Putting reading in Northern Sotho on track in the early years : changing resources, expectations and practices in a high poverty school Pretorius, Elizabeth J.; Mokwesana, Matseleng M. Focuses on Grade 1 reading skills in Northern Sotho at a high poverty school where a reading intervention project was implemented over a four-year period, aims at building a culture of reading at the school by creating conditions that are conducive for reading instruction and development. Examines the development of Grade 1 reading skills in Northern Sotho during this period. Reflects on possible changes that took place in the Grade 1 classrooms as a result of the intervention project. Indicates that although at the start of the project the reading levels at the school were extremely low, there has been a steady increase in various aspects of reading competence during the four years. Argues that improvements in reading in the African languages are dependent on changes in instructional practices in classrooms. Suggests that such changes, in turn, will only take place if attention is paid to both resource building and capacity building in formal schooling contexts. Journal article 2009-01-01T00:00:00Z