daarop dui dat die projeksie CP, soos in die geval van die NP en die IP/TP, verdeel kan word in verdere, afsonderlike projeksies, elk met sy eie funksionele hoof? Een van die eerste sistematiese pogings om die CP-domein te analiseer binne die raamwerk van die kartografiese benadering het neerslag gevind in Rizzi (1997) se Verdeelde-CPhipotese. 2 'n Sentrale uitgangspunt van hierdie hipotese is dat die diskoers-pragmatiese oriëntering van sinne struktureel uitgedruk word binne die CP-domein. Gevolglik postuleer Rizzi (1997:297) dat die enkele C-hoof in vier afsonderlike funksionele hoofde verdeel word, elk met sy eie projeksie: Topiek ("Topic"), Fokus ("Focus"), Krag ("Force"), en Finietheid ("Finiteness"). Rizzi (2004:4) gee die volgende algemene motivering vir hierdie verdeling: Clauses should be the articulation of lexical and functional elements, each projecting uniform subtrees according to the general laws of structure building ... clauses should be formed by a constant system of functional heads in all languages, each projecting a subtree occurring in a fixed syntactic hierarchy. Hierdie artikel fokus op die interne struktuur van die CP in Afrikaans, in Rizzi (1997:281) se woorde, "the fine structure of the left periphery". Hoewel Rizzi se Verdeelde-CP-hipotese as uitgangspunt dien in die bespreking van die fyn struktuur van die linker-sinsgrens, word daar ook aandag gegee aan meer onlangse voorstelle van Beninca' & Poletto (2004) in hierdie verband. Die oogmerk van die artikel is om vas te stel of Rizzi (1997) en Beninca' & Poletto (2004) se voorstelle ook geld vir die beskrywing van die CP-domein in Afrikaans. In meer spesifieke terme is die oogmerk om antwoorde te kry op die volgende vrae: A. Bied die Verdeelde-CP-hipotese 'n toereikende raamwerk vir die beskrywing van die CP-domein in Afrikaans? B. Indien nie, hoe sou (spesifieke onderdele van) hierdie hipotese aangepas kon word om die feite van Afrikaans te akkommodeer? Die studie word aangebied binne die teoretiese raamwerk van Minimalistiese Sintaksis, die mees onlangse teorie van grammatika binne die Beginsels en Parameters-benadering tot taalondersoek. Enkele sentrale aannames en meganismes van Minimalistiese Sintaksis word in afdeling 2 uiteengesit en geïllustreer met verwysing na Afrikaanse voorbeelde. Afdeling 3

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60converse with their peers, teachers and community members in their first language (L1), exposure to English is significantly limited. As stated by the Human Sciences Research Council (2002):Clearly the language issue contributes to the poor subject knowledge of both teacher and pupil in South Africa, and if there is to be a commitment to improving the levels of pupils' performance … then solving the language issue is a critical part of the solution.As Ellis (1994:243) states, all researchers recognise the need for input in L2 acquisition, although they may differ on the role that it plays. It is reasonable to assume, therefore, that the input that South African learners are receiving in the form of their L2 instruction, is in some significant way deficient. The purpose of this paper is to identify the source of the deficiency of the input, as it appears in educational texts specifically, and to put forward suggestions as to how this deficiency can be addressed. We report on a study undertaken by us to determine how educational texts written for the South African English-as-an-additional language (EAL) syllabus (which adopt a focus-on-meaning approach to English language instruction) compare with educational texts written for the Kenyan EAL syllabus (which favour a focus-on-form instructional approach), in terms of their effectiveness in enabling South African primary school learners to acquire interrogative constructions.As a point of departure, we will first describe three different viewpoints concerning the role of instruction in L2 acquisition. We will then describe the three different types of instruction used in L2 classrooms, namely focus-on-meaning, focus-on-form and focus-on-formS instruction. A brief discussion of cumulative findings based on recent L2 type-of-instruction research will serve to contextualise our study which we discuss in this paper. The second half of the paper will proceed in the form of a report on the study itself, including the rationale behind it, an exposition of the participants and procedure, and a presentation and discussion of the results. In the conclusion we will suggest ways in which the instructional approach adopted by South African educational texts can be enhanced, so as to enable learners to acquire English more effectively.Meaning-focused vs Form-focused L2 Instruction 61 Theoretical approaches to different types of instructionIn L2 acquisition research that examines the effects of form-focused instruction (FFI), three different positions may be identified, as summarised in Norris and Ortega (2001:159-160). These are the noninterface, strong interface and weak interface positions. The noninterface positionThe noninterface position, adopted by researchers such as Krashen (1985) and Schwartz (1993), holds that the only kind of information that is usable for L2 language acquisition is naturally occurring instances of the language, otherwise referred to as "positive evidence", or, as Krashen (1985) terms it, "comprehensible input". This position holds that teaching gram...

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This paper deals with the phenomenon of obligatory reflexivity in Afrikaans. Adopting the general framework of Minimalist Syntax, an attempt is made to develop a novel analysis of this phenomenon that can provide a conceptually adequate account for the facts, and that is amenable to extension beyond Afrikaans. The basic idea underlying the proposed "nominal shell analysis (of obligatory reflexivity)" (NSA) is that two expressions which enter into an obligatory coreferential relationship-in this case, the reflexive and its antecedent-are initially merged into the same constituent. It is proposed that these two expressions form part of a nominal shell structure which is headed by an identity focus light noun n, a functional category which belongs to a natural class of identificational (or quantificational) elements. This n represents the locus of the-self suffix that is normally found with reflexive pronouns in Afrikaans. The coreferential relationship between the reflexive and its antecedent is established in this nominal shell via phi(φ)-feature valuation, with the light noun acting as intermediary. It is claimed that the NSA can provide an empirically adequate account of the relevant facts without appealing to any theoretical devices or features that are not provided by or that are incompatible with the basic assumptions and concepts of Minimalist Syntax.