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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse linguistic structure of source messages 
SAQA US ID UNIT STANDARD TITLE
116613  Analyse linguistic structure of source messages 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of this Unit Standard is to enable learners to interpret and analyse the linguistic structure of a message. The learner will be able to distinguish between the linguistic conventions of the source and the target message, in order to interpret a message. By meeting this standard, qualified learners will contribute toward the communication between the different cultures of the country, whilst improving their own earning ability.

This Unit Standard is used twice in this qualification; once for each of 2 languages.

Credited learners are capable of:
  • Interpreting features, structures and linguistic conventions of source and target languages
  • Distinguishing between features, structures and linguistic conventions of source and target language
  • Categorising dissimilarities between source and target language features, structures and linguistic conventions
  • Addressing dissimilarities and inconsistencies between source and target language features, structures and linguistic conventions 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have the following competencies when embarking on this unit standard:
  • Engage in sustained oral communication and evaluate spoken texts in two languages
  • Read, analyse and respond to a variety of texts in two languages
  • Write for a wide variety of texts in two languages 
    		•

    UNIT STANDARD RANGE 
  • Linguistic structure includes: semantic structure, syntactic structure, phonological features, idioms and colloquialisms, and style and register.
  • The categorisation system used is an existing system, not generated by the learner, at the broadest level of the categorisation system. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interpret features, structures and linguistic conventions of source and target languages. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interpretation of features and structures of source language is accurate. 

    ASSESSMENT CRITERION 2 
    Analysis of the linguistic conventions of source language is appropriate. 

    ASSESSMENT CRITERION 3 
    Interpretation of features and structures of target language is accurate. 

    ASSESSMENT CRITERION 4 
    Analysis of the linguistic conventions of target language is appropriate. 

    SPECIFIC OUTCOME 2 
    Distinguish between features, structures and linguistic conventions of source and target language. 
    OUTCOME RANGE 
    Distinction can be at word/sign level, above-word/sign level or sentence/utterance level. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Comparison of source and target language features and structure is complete in terms of linguistic norms and conventions. 

    ASSESSMENT CRITERION 2 
    Gaps between source and target language are accurately identified. 

    ASSESSMENT CRITERION 3 
    Identification of differences is relevant in terms of source and target language. 

    ASSESSMENT CRITERION 4 
    Distinctions made are reflected upon and confirmed. 

    SPECIFIC OUTCOME 3 
    Categorise dissimilarities between source and target language features, structures and linguistic conventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Categorisation is accurate in terms of source and target language norms and conventions. 

    ASSESSMENT CRITERION 2 
    Types of differences are described correctly. 

    ASSESSMENT CRITERION 3 
    Various types of differences are categorised. 

    ASSESSMENT CRITERION 4 
    System used for categorisation is appropriate for source and target language conventions. 

    ASSESSMENT CRITERION 5 
    Language used for categorisation is appropriate for specific interpreting assignments. 

    SPECIFIC OUTCOME 4 
    Address dissimilarities and inconsistencies between source and target language features, structures and linguistic conventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Language used is appropriate for the conceptual level of the audience. 

    ASSESSMENT CRITERION 2 
    Source message conforms to target message. 

    ASSESSMENT CRITERION 3 
    Target message optimally conveys the meaning of the source message. 

    ASSESSMENT CRITERION 4 
    Solutions for addressing gaps are appropriate for specific interpreting assignments. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Audience profile, requirements, and needs
  • General text/function types
  • Interpreting methods and strategies
  • Maxims of communication
  • Genre-specific language or register
  • Target language structures and norms
  • Quality criteria
  • Ethical conduct 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems when appropriately addressing gaps in specific interpreting assignments. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage self and own activities responsibly and effectively when addressing dissimilarities and inconsistencies between source and target language features, structures and linguistic conventions. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when categorising dissimilarities between source and target language features, structures and linguistic conventions 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when engaging in interpreting activities in general. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems when addressing gaps in specific interpreting assignments. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Core  49023   National Diploma: Liaison Interpreting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  QCTO 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Department Of Justice (head Office) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.