scholarly journals Sepedi-toets vir Spraakverstaanbaarheid

1999 ◽  
Vol 46 (1) ◽  
pp. 25-35
Author(s):  
Sunel Fouché ◽  
Anita Van der Merwe
Keyword(s):  
Qualitative Analysis ◽  
Speech Intelligibility ◽  
Mother Tongue ◽  
Objective Evaluation ◽  
Clinical Environment ◽  
African Languages ◽  
Phonetic Information ◽  
Therapeutic Services ◽  
Test Administrator

The aim of this study was to develop the "Sepedi-toets vir Spraakverstaanbaarheid" to objectively evaluate the speech intelligibility of the client and to give appropriate phonetic information. This study evolved from the present need for evaluation mechanisms and therapeutic services in the indigenous African languages. The words used in the test had to conform to the requirements of certain phonetic criteria. Words and sentences of differing lengths were included The procedures followed by the test administrator were different for mother tongue speakers than those for non-mother tongue speakers. After the compilation of the test it was applied to four dysarthria speakers. Upon execution of the test it was evident that differences in judgement of speech intelligibility exist between mother tongue and non-mother tongue speakers. Useful phonetic information was obtained through the qualitative analysis of the speech productions. It appears that the "Sepedi-toets vir Spraakverstaanbaarheid" can be used in the clinical environment to obtain a more objective evaluation of the client.

scholarly journals A Needs Assessment for Indigenous African Language-Based Programming Languages

2019 ◽  
Vol 4 (2) ◽  
pp. 1-5
Author(s):  
Ezekiel K. Olatunji ◽  
John B. Oladosu ◽  
Odetunji A. Odejobi ◽  
Stephen O. Olabiyisi
Keyword(s):  
Needs Assessment ◽  
Programming Languages ◽  
Programming Language ◽  
Native Language ◽  
Mother Tongue ◽  
Educational Institutions ◽  
African Languages ◽  
European Languages ◽  
To Come ◽  
High Degree

AbstractThe development of an African native language-based programming language, using Yoruba as a case study, is envisioned. Programming languages based on the lexicons of indigenous African languages are rare to come by unlike those based on Asian and / or European languages. Availability of programming languages based on lexicons of African indigenous language would facilitate comprehension of problem-solving processes using computer by indigenous learners and teachers as confirmed by research results. In order to further assess the relevance, usefulness and needfulness of such a programming language, a preliminary needs assessment survey was carried out. The needs assessment was carried out through design of a structured questionnaire which was administered to 130 stakeholders in computer profession and computer education; including some staffers and learners of some primary, secondary and tertiary educational institutions in Oyo and Osun states of Nigeria, Africa. The responses to the questionnaire were analyzed using descriptive statistics. The analysis of the responses to the questionnaire shows that 89% of the respondents to the questionnaire expressed excitement and willingness to program or learn programming in their mother tongue-based programming language, if such a programming language is developed. This result shows the high degree of relevance, usefulness and needfulness of a native language-based programming language as well as the worthwhileness of embarking on development of such a programming language.

Latviešu valodas apguvēju korpusa (LaVA) izmantošana pētniecībā un mācību uzdevumu izstrādē

2021 ◽  
pp. 142-161
Author(s):  
Ilze Auziņa ◽  
◽  
Kristīne Levāne-Petrova ◽  
Roberts Darģis ◽  
Kristīne Pokratniece ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Language Learners ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Word Formation ◽  
Parts Of Speech ◽  
Frequency Of Use ◽  
Word Forms ◽  
Repeated Analysis ◽  
Reflexive Verbs

The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of the text (metadata): gender, age, native language, knowledge of other languages. When analysing the data, this information can be used to determine how the learner's mother tongue and language skills, in general, affect the acquisition of the Latvian language. Users of the corpus can analyse the data both on the LaVA website (see http://lava.korpuss.lv/search) and in the SketchEngine tool, where the quantitative and qualitative analysis of the data can be performed. The quantitative approach makes it possible to find out the tendencies of the use of a word, word form, or construction and allows to determine the frequency of mistakes made by language learners. In addition, the objectivity of the research is ensured by looking at the data of language learners from different aspects and performing repeated analysis. For example, by statistically analysing the nouns used in learners' texts, it can be concluded that declension 4 nouns are most often used. The next in terms of frequency of use are declension 1, 5 and 2 nouns, while declension 3 and 6 nouns and indeclinable nouns are used very rarely. Qualitative analysis reveals certain features of morphology and word formation, including aspects of syntax, based on empirical data. It is possible to qualitatively analyse the erroneous use of nouns, verbs, or other parts of speech, trying to understand what rules determine this. For example, consider using non-reflexive verbs instead of reflexive verbs, using infinitives instead of finite forms (person forms), using a suffix that does not fit the noun paradigm, etc. According to LaVA data analysis, including learners error analysis, exercises and tests are generated. The exercises are intended to help the language learner to strengthen the linguistic competence of the Latvian language, for example, the use of verb forms in the indicative mood, both in indefinite and perfect tense forms. Exercise creation consists of three stages: (1) analysis of LaVA errors and identification of typical errors, (2) Collecting of sample sentences from various corpora of the Latvian language, for example, LVK2018, Saeima, with word forms and constructions in which language learners most often make mistakes in LaVA texts, (3) generation of different exercises using the selected sample sentences.

Brunel mood scale: South African norm study

2011 ◽  
Vol 17 (2) ◽  
pp. 11 ◽  
Author(s):  
Charles H Van Wijk
Keyword(s):  
Health Care ◽  
South African ◽  
Normative Data ◽  
Mother Tongue ◽  
Self Report ◽  
African Languages ◽  
Language Groups ◽  
African Health ◽  
Health Care Context ◽  
Mood Scale

<p><strong>Objective:</strong> The Brunel Mood Scale (BRUMS) has proved useful to assess mood states in a range of clinical settings. Its local utility is restricted by the lack of normative data from South Africa. This paper presents preliminary normative data for the use of the BRUMS in the South African health care setting. <strong></strong></p><p><strong>Method:</strong> Participants (N=2200), ranging from 18 to 59 years, employed in the public sector, and were recruited during routine occupational health surveillance, completed the 24-item self-report BRUMS. They came from all South African race and language groups, and from all nine provinces. <strong></strong></p><p><strong>Results:</strong> Significant differences were found between the scores of women and men, and their results are reported separately. Due to the language dependant nature of the BRUMS, results are also reported separately for respondents with English as first language, and those who have other South African languages as mother tongue. Norm tables with T-scores are presented for the full sample, and per gender X language groups.</p><p><strong>Conclusion:</strong> This study presents normative data for a sample of educated and employed South Africans from various backgrounds. Its brevity, and provisionally language friendly nature makes it a useful measure for screening psychological distress in the SA clinical health care context.</p>

scholarly journals A qualitative analysis of radiation therapy students’ professional placement journals

2013 ◽  
Vol 13 (2) ◽  
pp. 131-140
Author(s):  
Naomi Findlay ◽  
Shane E. Dempsey ◽  
Helen M. Warren-Forward
Keyword(s):  
Radiation Therapy ◽  
Qualitative Analysis ◽  
Descriptive Analysis ◽  
Student Experience ◽  
Clinical Environment ◽  
Descriptive Content ◽  
Traditional Program ◽  
True Diversity ◽  
Qualitative Descriptive ◽  
Student Journals

AbstractPurposeStudent experience on clinical placement is not well captured with traditional program evaluation tools. This study aims to complete a qualitative analysis of the reflective clinical journals completed during professional placement by radiation therapy (RT) students in order to uncover the issues that affect students on placement and how these change as the student's progress through the program.Materials and methodsA qualitative descriptive analysis (QDA) was undertaken on the descriptive content of student journals completed by 97 students over 3 consecutive years while undertaking professional placement in Radiation Oncology Treatment Centres within Australia. Two coders used a QDA sourcebook specifically designed for the research to independently analyse the descriptive content of the reflective journals for four main categories and 18 subcategories.ResultsThe result revealed a statistically significant increased tendency to discuss clinical environment and a decreased tendency to discuss the patient, 92·9–12·5% (coder 1) and 85·7–18·8% (coder 2), as they progressed through the program.ConclusionsThe results of this study showed some similarities with studies completed in other health professions; however, the breadth of issues explored within the content of these RT student journals demonstrates the true diversity of the RT student experience on professional placement.

scholarly journals Funksionele meertaligheid in Suid-Afrika: 'n onbereikbare ideaal?

Literator ◽  
1998 ◽  
Vol 19 (1) ◽  
pp. 35-50 ◽  
Author(s):  
M. Verhoef
Keyword(s):  
South Africa ◽  
South African ◽  
Mother Tongue ◽  
Final Report ◽  
North West ◽  
African Languages ◽  
The North ◽  
Mother Tongue Instruction ◽  
Education Act ◽  
Regional Languages

Functional multilingualism in South Africa: an unattainable ideal? Although much has been done on an official level to establish true multilingualism in South Africa, a tendency towards English monolingualism seems to exist in the country. The aim of this article is to describe the official stipulations in pursuit of multilingualism, as they appear in the Constitution (Act 108 of 1996), the School Act (Act 84 of 1996) and the final report of Langtag. In addition to the present demands, the article also responds to previous demands for multilingualism in the South African context, particularly as stated in the Bantu Education Act of 1953. It is argued that, because of the negative connotations associated with mother-tongue instruction in the past, contemporary mother-tongue instruction will also be contaminated. Apart from the theoretical investigation into multilingualism, the article reports on empirical research that has been done in this regard in the North West Province where the attitudes and perceptions of the school population towards the regional languages were measured. Although the subjects reacted positively to the official status granted to several South African languages, they expressed a preference for English as working language because of the access it gives to personal, economic and social development and empowerment. The article concludes with brief recommendations regarding language planning opportunities that derive from this situation.

A Higher Intelligibility Speech-Enhancement Algorithm

2013 ◽  
Vol 321-324 ◽  
pp. 1075-1079
Author(s):  
Peng Liu ◽  
Jian Fen Ma
Keyword(s):  
Speech Enhancement ◽  
Speech Intelligibility ◽  
Minimum Mean Square Error ◽  
A Priori ◽  
Objective Evaluation ◽  
Mean Square ◽  
Magnitude Spectrum ◽  
Gain Matrix ◽  
Speech Distortion ◽  
Enhancement Algorithm

A higher intelligibility speech-enhancement algorithm based on subspace is proposed. The majority existing speech-enhancement algorithms cannot effectively improve enhanced speech intelligibility. One important reason is that they only use Minimum Mean Square Error (MMSE) to constrain speech distortion but ignore that speech distortion region differences have a significant effect on intelligibility. A priori Signal Noise Ratio (SNR) and gain matrix were used to determine the distortion region. Then the gain matrix was modified to constrain the magnitude spectrum of the amplification distortion in excess of 6.02 dB which damages intelligibility much. Both objective evaluation and subjective audition show that the proposed algorithm does improve the enhanced speech intelligibility.

scholarly journals FINANCIAL TRANSLATION IN SOUTH AFRICA: CHALLENGES AND PROSPECTS FOR THE INDIGENOUS AFRICAN LANGUAGES

2019 ◽  
Vol 5 (15) ◽  
pp. 1456-1461
Author(s):  
Aaron Mnguni
Keyword(s):  
South Africa ◽  
Mother Tongue ◽  
National Development ◽  
Special Focus ◽  
Identity Conflict ◽  
Financial Industry ◽  
African Languages ◽  
Role Translation ◽  
The Status ◽  
The Republic

In terms of the Census 2011 in South Africa, the majority of the South African population use indigenous African languages as mother tongue, compared to the minority that use English, Afrikaans and other languages. The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) declared Sepedi (N. Sotho), Sesotho, Setswana, Tshivenda, Xitsonga, Afrikaans, English, Siswati, isiNdebele, isiXhosa and isiZulu as official languages of the Republic of South Africa. Even though in 1996 eleven languages were declared official by the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), English and Afrikaans have maintained their pre-1994 status as de facto languages in the technical and scientific fields. The anomaly of the dominance of English and Afrikaans, particularly in the financial industry, has implication for the development of the majority of the citizens in the country, especially in poverty-alleviation and national development interventions. Without paying a special focus on the dynamics in languages, it could be extremely difficult to understand how issues of power, identity, conflict and resistance are established and maintained within organisations and even governments. The purpose of this paper is to investigate reasons for the persistence of the status quo in the positioning of languages in South Africa in particular regarding financial documents. This paper also looks at some of the challenges the African languages are faced with in making inroads in fields such as the finance, as well as implications for the speakers of the African languages over the two decades after the new dispensation was ushered in. The polysystem theory championed by Even-Zohar assists in putting the role translation can play in the effort of developing African languages and putting African languages into perspective. It is also hoped that this paper will contribute towards the debate on intellectualisation of the African languages in South Africa. Keywords: African languages, financial translation, multilingualism, polysystem, poverty, South Africa.

scholarly journals Switch from Mother Tongue to English: A Double Jeopardy

2020 ◽  
Vol 8 (2) ◽  
pp. p22
Author(s):  
Berrington Ntombela
Keyword(s):  
South Africa ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Critical Approach ◽  
African Languages ◽  
The Status ◽  
Mother Tongue Instruction ◽  
Intellectual Capacity ◽  
The Moment ◽  
English Medium Of Instruction

This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.

scholarly journals Arts across the curriculum as a pedagogic ally for primary school teachers

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Eurika N. Jansen van Vuuren
Keyword(s):  
Primary School ◽  
Language Learning ◽  
South African ◽  
Mother Tongue ◽  
Educational Training ◽  
Action Research Project ◽  
Primary School Teachers ◽  
African Languages ◽  
The Arts ◽  
Positive Results

The arts as a pedagogic medium can be an important tool for language learning, and yet many teachers avoid it, often because of a lack of confidence. The main purpose of this study was to explore the possibility of generalist educators, as opposed to art specialists, using the arts successfully as a cross-curricular tool to accelerate English First Additional Language acquisition. Most South African learners speak African languages as a mother tongue, yet they are taught in English from Grade 4 onwards. With the use of an action research project, learners’ English proficiency was assessed with a custom-designed tool and, thereafter, they participated in 10 weekly sessions of arts-integrated English activities before being re-assessed. Positive results confirmed that generalist educators are able to utilise arts, and it showed the urgency for more focused arts-integrated educational training in generalist educator courses at South African universities. Although the research was limited in scope, it raises the question of how teachers for the primary school are educated with regard to learning a language with the use of the arts.

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