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’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding
Thesis (DPhil)--Stellenbosch University, 2025.
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| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613817796558848 |
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| access_status_str | Open Access |
| author | Van der Merwe, Kanja |
| author2 | Adendorff, Elbie Maria |
| author_browse | Adendorff, Elbie Maria Van der Merwe, Kanja |
| author_facet | Adendorff, Elbie Maria Van der Merwe, Kanja |
| author_sort | Van der Merwe, Kanja |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (DPhil)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132366 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:42:09.814Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132366 ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding Van der Merwe, Kanja Adendorff, Elbie Maria Lesch, Harold M. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans & Dutch. Translating and interpreting -- Study and teaching Translators -- Training of Language and languages -- Study and teaching Second language acquisition UCTD Thesis (DPhil)--Stellenbosch University, 2025. van der Merwe, K. 2025. ’n Tolkaanleerstrategiemodel uit taalaanleerstrategieë vir prosesgerigte tolkopleiding. Unpublished doctoral dissertation. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/3724e090-3dde-4fff-abcc-8039abf6042b ENGLISH ABSTRACT: This study is an investigation into creating interpreting-learning strategies for interpreting as a complex communication act from Oxford’s (1990) direct (for target-language learning) and indirect (for managing the learning process) language-learning strategies because interpreting and language learning both encourage process-oriented, learner-centred and self-regulated learning processes. Interpreting learners (whether interpreting students or practicing interpreters) must hone their interpreting skills throughout their career, therefore determining which language-learning strategies hold potential for learning interpreting can lead to interpreting learners facilitating lifelong learning. The following main research question (with two secondary questions) was focused on: To what extent can language-learning strategies be used for process-oriented interpreter training? The study is situated within a qualitative descriptive research methodology where interpreting-learning strategies as a phenomenon is elucidated, interpreted and explained with process oriented interpreter training and language-learning strategies as theoretical frameworks. Data collection and analysis occurred simultaneously with two methodological steps to answer the research questions. Firstly, Oxford’s (1990) language-learning strategies and developments in process-oriented interpreter-training research were theoretically explored and a proposed interpreting-learning strategy model was created accordingly. Secondly, the interpreting-learning strategy model was expanded for strategy-instruction purposes (with two main components) on the basis of Cohen’s (1996; 2011) strategies-based instruction-language-teaching methodology. Strategies-based instruction states that language learners must receive awareness of strategies in the form of strategy instruction; and that the combination of different strategies, either sequentially in strategy chains or simultaneously in strategy clusters, is most effective for language learning. An interpreting-learning strategy model with 61 interpreting-learning strategies was recreated after careful consideration, discussion and motivation with examples and associated interpreting theory and concepts from Oxford’s (1990) 62 language-learning strategies, as divided into direct (memory, cognitive and compensation) and indirect (metacognitive, affective and social) strategies. The ten memory interpreting-learning strategies make up four strategy categories (create mental linkages, use imagery and sounds, review thoroughly and use action). The fifteen cognitive interpreting-learning strategies are divided into four strategy categories (practice, understand and produce messages, analyse and reason and create structure for input and output). The nine compensation interpreting-learning strategies are composed of two strategy categories (guess intelligently and overcome communication obstacles). The eleven metacognitive interpreting-learning strategies consist of three strategy categories (centre your learning process, manage and plan your learning process and evaluate your learning process). The ten affective interpreting-learning strategies involve three strategy categories (lower your anxiety level, motivate yourself and take your emotional temperature). Finally, the six social interpreting-learning strategies contain three strategy categories (ask questions, cooperate with others and empathise with others). All 61 interpreting-learning strategies were expanded for Cohen’s (1996; 2011) strategies-based instruction because 43 interpreting-learning strategies are potentially transferable to other strategy functions, and 48 strategies can potentially be used in strategy chains and (sequential) clusters. Additionally, 26 interpreting-learning strategies were depicted in function-transferable interpreting-learning strategy chains and clusters. It was concluded that language-learning strategies can to a large extent be used for process-oriented interpreter training because an interpreting-learning strategy model with 61 interpreting-learning strategies was created and all the strategies were expanded for strategies-based instruction. The interpreting-learning strategy model can be used by interpreting learners and educators in the interpreting classroom, practice and throughout the life-long interpreting career to facilitate and optimise the interpreting learning process as well as the interpreting process itself. AFRIKAANSE OPSOMMING: Hierdie studie is ’n ondersoek na die skep van tolkaanleerstrategieë vir tolking as komplekse kommunikasiedaad uit Oxford (1990) se direkte (vir doeltaalaanleer) en indirekte (vir die bestuur van die leerproses) taalaanleerstrategieë omdat tolking en taalaanleer albei prosesgerigte, leerdergesentreerde en selfgereguleerde leerprosesse aanmoedig. Tolkaanleerders (hetsy tolkstudente of praktiserende tolke) moet hulle tolkvaardighede regdeur hulle loopbaan opskerp; derhalwe kan die bepaling van watter taalaanleerstrategieë potensiaal vir tolkaanleer inhou daartoe lei dat tolkaanleerders lewenslange leer fasiliteer. Daar is op die volgende hoofnavorsingsvraag (met twee subnavorsingsvrae) toegespits: In watter mate kan taalaanleerstrategieë vir prosesgerigte tolkopleiding benut word? Die studie is binne ’n kwalitatiewe beskrywende navorsingsmetodologie gesitueer waar tolkaanleerstrategieë as verskynsel met prosesgerigte tolkopleiding en taalaanleerstrategieë as teoretiese raamwerke verhelder, vertolk en verduidelik word. Data-insameling en -ontleding het gelyktydig met twee metodologiese stappe geskied om die navorsingsvrae te beantwoord. Eerstens is Oxford (1990) se taalaanleerstrategieë en ontwikkelinge in prosesgerigte tolkopleidingsnavorsing teoreties verken en ’n voorgestelde tolkaanleerstrategiemodel daarvolgens geskep. Tweedens is die tolkaanleerstrategiemodel vir strategieonderrigdoeleindes (met twee hoofkomponente) aan die hand van Cohen (1996; 2011) se strategiegebaseerde taalonderrigmetodologie uitgebrei. Strategiegebaseerde onderrig bepaal dat taalaanleerders bewustheid van strategieë in die vorm van strategie-onderrig moet ontvang; en dat die kombinasie van verskillende strategieë, hetsy opeenvolgend in strategiekettings of gelyktydig in strategieklusters, die doeltreffendste vir taalaanleer is. ’n Tolkaanleerstrategiemodel met 61 tolkaanleerstrategieë is ná sorgvuldige oorweging, bespreking en motivering met voorbeelde en gepaardgaande tolkteorie en -begrippe uit Oxford (1990) se 62 taalaanleerstrategieë herskep, soos verdeel in direkte (geheue, kognitief en kompensasie) en indirekte (metakognitief, affektief en sosiaal) strategieë. Die tien geheuetolkaanleerstrategieë maak vier strategiekategorieë (skep verstandelike verbande, gebruik klanke en beelde, hersien deeglik en gebruik aksie) uit. Die vyftien kognitiewe tolkaanleerstrategieë is in vier strategiekategorieë (oefen, verstaan en produseer boodskappe, ontleed en redeneer en skep struktuur vir invoer en produksie) verdeel. Die nege kompensasietolkaanleerstrategieë is uit twee strategiekategorieë (waag intelligente raaiskote en oorkom kommunikasiestruikelblokke) saamgestel. Die elf metakognitiewe tolkaanleerstrategieë bestaan uit drie strategiekategorieë (anker jou leerproses, bestuur en beplan jou leerproses en evalueer jou leerproses). Die tien affektiewe tolkaanleerstrategieë behels drie strategiekategorieë (verlaag jou angsvlak, motiveer jouself en neem jou emosionele temperatuur). Laastens bevat die ses sosiale tolkaanleerstrategieë drie strategiekategorieë (vra vrae, werk saam met ander en empatiseer met ander). Al 61 tolkaanleerstrategieë is vir Cohen (1996; 2011) se strategiegebaseerde onderrig uitgebrei omdat 43 tolkaanleerstrategieë potensieel oordraagbaar na ander strategiefunksies is, en 48 strategieë moontlik in strategiekettings- en (opeenvolgende) -klusters aangewend kan word. Daarbenewens is 26 tolkaanleerstrategieë in funksie-oordraagbare tolkaanleerstrategiekettings en -klusters uitgebeeld. Die gevolgtrekking word gemaak dat taalaanleerstrategieë in ’n groot mate vir prosesgerigte tolkopleiding benut kan word omdat ’n tolkaanleerstrategiemodel met 61 tolkaanleerstrategieë geskep en al die strategieë vir strategiegebaseerde onderrig uitgebrei is. Die tolkaanleerstrategiemodel kan deur tolkaanleerders en -aanbieders in die tolkklaskamer, -praktyk en regdeur die lewenslange tolkloopbaanreis gebruik word om sowel die tolkaanleerproses as die tolkproses op sigself te vergemaklik en te optimeer. Doctoral 2025-06-05T07:15:16Z 2025-06-05T07:15:16Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132366 af Stellenbosch University xii, 313 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Translating and interpreting -- Study and teaching Translators -- Training of Language and languages -- Study and teaching Second language acquisition UCTD Van der Merwe, Kanja ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title | ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title_full | ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title_fullStr | ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title_full_unstemmed | ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title_short | ’n Tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| title_sort | n tolkaanleerstrategiemodel uit taalaanleerstrategiee vir prosesgerigte tolkopleiding |
| topic | Translating and interpreting -- Study and teaching Translators -- Training of Language and languages -- Study and teaching Second language acquisition UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132366 |
| work_keys_str_mv | AT vandermerwekanja ntolkaanleerstrategiemodeluittaalaanleerstrategieevirprosesgerigtetolkopleiding |