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Ukuqhathaniswa kwezibongo zabantu basentshonalanga-Afrika, Empumalanga- Afrika Nezabasemzansi-Afrika Njengenkomba yesiko lobuzwe obubodwa base- Afrika.Ndimande, Nobuhle Purity. January 2001 (has links)
This research is entitled «A comparative study of Western, Eastern and
Southern African surnames as a reflection of African identity" In this study
the researcher looked at the historical Origins of surnames in the world, making
references of countries including Britain, Scotland, China and India. The
researcher then came to the African continent, where she targeted Western,
Eastern and Southern Africa as areas of research. The reason for choosing
these three parts of Africa is because they fall under the largest language family
in the continent i.e. Niger-Kordofanian.
The analysis of the findings reveals some similarities between naming practices
among Western, Eastern and Southern African Kintu language groups. In the
analysis of African surnames, it came out very clear that in these three parts of
Africa most surnames are derived from people's names, especially male names;
time of the day; animal names; weather condition and from natural phenomenon.
Looking at African traditional religion, it came out from the research that in these
three parts of Africa there are three categories of religion i.e. Christianity, African
religion and Islamic religion. In this particular research religion came through
because the findings reveal that religion had an important impact on naming in
Western, Eastern and Western Africa and also in other countries in Europe as
well. This research gives a proof that Bantu/Kintu languages spoken in Western,
Eastern and Southern Africa are related due to common origin from the ancestor
language called Proto Bantu. The language relations and the common origin
from one ancestor language resulted in similar cultures and similar naming
practices among the three parts of Africa.
IQOQA
Isihloko salolu cwaningo sithi! "Ukuqhathaniswa kwezibongo
zaseNtshonalanga-Afrika, eMpumalanga-Afrika, naseMzansi-Afrika
njengenkomba yobuzwe obubodwa base-Afrika". Kulolu phando umcwaningi
ubheke umlando wokudabuka kwezibongo emhlabeni, ube esegcizelela
ukudabuka kwezibongo eBrithani, eScotland, eChina naseNdiya. Umcwaningi
ube esebuya eza ezwenikazi i-Afrika lapho eqoke khona ukusebenzisa amazwe
aseNtshonalanga-Afrika, eMpumalanga-Afrika naseMzansi-Afrika. Isizathu
sokuqoka lezi zizinda ezintathu e-Afrika ngesokuthi amazwe alapha angena
ngaphansi komndeni omkhulu e-Afrika obizwa ngokuthi i-Niger-Kordofanian.
Uma kuhlaziywa okutholakele ngokocwaningo kuyatholakala ukuthi kukhona
ukwefanana ezindleleni ezisetshenziswayo uma kwethiwa amagama nezibongo
eNtshonalanga-Afrika, eMpumalanga-Afrika naseMzansi-Afrika. Kutholakale. futhi
ukuthi izibongo eziningi zethiwe zisuselwa emagameni abantu, ikakhulukazi
emagameni abantu besilisa; esikhathini sosuku, emagameni ezilwane, esimweni
seZulu kanye nasezintweni eziyimvelo. Kuthe uma sekubhekwa ngeso lenkolo
yase-Afrika kwatholakala ukuthi zintathu izinhlobo zenkolo ezikhona : inkolo
yobuKristu, yeSintu neyamaSulumane.
Kulolu cwaningo, inkolo ingene ngoba kutholakale ukuthi ineqhaza elikhulu
elibambile ekwethiweni kwamagama eNtshonalanga"Afrika, eMpumalanga-Afrika
naseMzansi-Afrika kanye nakwamanye amazwe eYurophu. Lolu cwaningo
lunikeza isiqiniseko sokuthi izilimi zabantu ezikhulunywa eNtshonalanga-Afrika,
eMpumalanga-Afrika naseMzansi-Afrika zihlobene ngenxa yokudabuka
kukhokho oyedwa wolimi. Ubuhlobo obudalwe ulimi ngokudabuka ndawonye
yilona olungumphumela wamasiko kanye nezindlela zokwetha amagama
nezibongo ezifanayo eNtshonalanga-Afriaka eMpumalanga-Afrika, naseMzansi-Afrika. / Thesis (Ph.D.)-University of Durban-Westville, 2001.
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The designation of a language naming Sepedi/Sesotho sa LeboaMolepo, Lebitsi Nelson January 2014 (has links)
Thesis (M.A. (African Languages)) -- University of Limpopo, 2014 / The purpose of this study was to investigate the legislative and constitutional imperatives on the designation of language naming with special reference to Sepedi/Sesotho sa Leboa. The study was based upon the qualitative methodology and the data was analysed through qualitative and quantitative in the form of SPSS to explain numeric information. Data was collected using structured and semi-structured questionnaire and interview. Three groups of respondents took part in this study namely members of the community, administrators and professionals, and language practitioners. The findings of the study revealed that many people prefer the name Sepedi to be used to denote the language under research. It was again revealed that when the language was named proper procedure was not followed. Based on the information and findings of this research, it is recommended that the government make an effort to make sure that the language is re-standardised and the language correctly designated.
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A sociolinguistics analysis of school names in selected urban centres during the colonial period in Zimbabwe, 1890-1979Mamvura, Zvinashe January 2014 (has links)
This study analyses the different social variables that conditioned the naming of schools during the colonial period in Zimbabwe (1890-1979). The study collects and analyses the names given to schools in Salisbury (including Chitungwiza), Umtali and Fort Victoria the colonial period in Zimbabwe. The study adopts Geosemiotics, a theory propounded by Scollon and Scollon (2003), together with insights from Semantics, Semiotics and Pragmatics in the analysis of school names. Critical Discourse Analysis is used a method of data analysis. One of the main findings of the study is that place names are discourses of power which are used to express and legitimise power because they are part of the symbolic emblems of power. It was possible to ‘read’ the politics during the colonial period in Zimbabwe through the place names used in the colonial society. Both Europeans and Africans made conscious efforts to imbue public places with meanings. Overally, people who have access to power have ultimate control over place naming in any society. In this case, they manipulate place naming system in order to inscribe their own meanings and versions of history in the toponomastic landscape. The second finding is that place names are critical place-making devices that can be used to create imagined boundaries between people living in the same environment. Place names are useful discourses that index sameness and differences of people in a nation-state. Place names exist in interaction and kinship with other discourses in making places and imposing an identity on the landscape. Semiotics, Semantics and Pragmatics are instrumental in the appreciation of the meaning conveyed by school names. This study makes an important contribution to onomastic research in the sense that its findings can be generalised to other place naming categories during the colonial period in Zimbabwe. This study provides background information on how place naming was done during thecolonial period in Zimbabwe. This makes it significant because it provides insights on place naming in other states that went through the colonial experience, in Africa or elsewhere in the world. / African Languages
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A sociolinguistics analysis of school names in selected urban centres during the colonial period in Zimbabwe, 1890-1979Mamvura, Zvinashe 06 1900 (has links)
This study analyses the different social variables that conditioned the naming of schools during the colonial period in Zimbabwe (1890-1979). The study collects and analyses the names given to schools in Salisbury (including Chitungwiza), Umtali and Fort Victoria the colonial period in Zimbabwe. The study adopts Geosemiotics, a theory propounded by Scollon and Scollon (2003), together with insights from Semantics, Semiotics and Pragmatics in the analysis of school names. Critical Discourse Analysis is used a method of data analysis. One of the main findings of the study is that place names are discourses of power which are used to express and legitimise power because they are part of the symbolic emblems of power. It was possible to ‘read’ the politics during the colonial period in Zimbabwe through the place names used in the colonial society. Both Europeans and Africans made conscious efforts to imbue public places with meanings. Overally, people who have access to power have ultimate control over place naming in any society. In this case, they manipulate place naming system in order to inscribe their own meanings and versions of history in the toponomastic landscape. The second finding is that place names are critical place-making devices that can be used to create imagined boundaries between people living in the same environment. Place names are useful discourses that index sameness and differences of people in a nation-state. Place names exist in interaction and kinship with other discourses in making places and imposing an identity on the landscape. Semiotics, Semantics and Pragmatics are instrumental in the appreciation of the meaning conveyed by school names. This study makes an important contribution to onomastic research in the sense that its findings can be generalised to other place naming categories during the colonial period in Zimbabwe. This study provides background information on how place naming was done during thecolonial period in Zimbabwe. This makes it significant because it provides insights on place naming in other states that went through the colonial experience, in Africa or elsewhere in the world. / African Languages / D. Lit. et Phil. (African Languages)
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