Thesis (MPhil)--Stellenbosch University, 2012 / ENGLISH ABSTRACT: In small to medium sized enterprises (SMEs) top management is responsible for the risk management in their company. In today‟s world, businesses are relying more and more heavily on IT and often this can be seen as a huge risk. As a potential risk factor and an integral part of any business, IT therefore falls under the portfolio of top management. However, there is a general perception, especially among dedicated IT professionals, that there is a gap between business, that is top management, and IT and that successful communication is not always achieved. The lack of successful communication between top management and IT role players could have a negative impact on a business‟ ability to operate fully. This study is therefore concerned with the investigation of how top management (the IT decision makers in a company) engage in the discourse of IT. It aims to identify whether a communication gap between business (top management) and IT truly does exist and, if so, why. The data for this study takes the form of recorded, semi-structured interviews with IT role-players and directors/managers who have IT as part of their portfolio, from ten SMEs in the greater Cape Town area. This study is undertaken in the framework of semantic discourse analysis, concentrating on two notions of coherence, that of van Dijk‟s (1985) model of macrostructures and Brown and Yule‟s (1983) notion of „discourse topic‟. This approach is used in order to analyse the transcribed interviews with both top management and IT role players in order to determine whether the perception of a communication gap between business (top management) and IT is true and if so, what the reasons for this communication gap are. The analysis of the transcriptions allows the researcher to confirm the perception that a communication gap does exist and to identify two possible reasons as to why this communication gap exists, firstly, that there seems to be a lack of communication between IT and top management and, secondly, that top management‟s interpretation of what IT means to their company differs from that of their IT role players. / AFRIKAANSE OPSMOMMING: In klein tot mediumgrootte ondernemings (KMOs) is topbestuur verantwoordelik vir die risikobestuur in hul maatskappy. In vandag se wêreld, maak besighede meer en meer staat op IT en dit kan dikwels beskou word as 'n groot risiko. As 'n potensiële risikofaktor en' n integrale deel van enige besigheid, val dit dus onder die portefeulje van die top bestuur. Daar is egter 'n algemene persepsie, veral onder toegewyde IT-profesionele, dat daar' n gaping tussen die besigheid, in ander woorde die topbestuur, en IT bestaan en dat suksesvolle kommunikasie nie altyd bereik word nie. Die gebrek aan suksesvolle kommunikasie tussen topbestuur en IT kan 'n negatiewe impak op' n onderneming se vermoë om ten volle te funksioneer he. Hierdie studie is dus gemoeid met die ondersoek van hoe topbestuur (die IT-besluitnemers in 'n maatskappy) betrokke raak in die diskoers met IT. Die doel is om vas te stel of 'n kommunikasie gaping tussen die besigheid (topbestuur) en IT werklik bestaan, en indien wel, waarom te identifiseer. Die data vir hierdie studie neem die vorm van aangetekende, semi-gestruktureerde onderhoude met rolspelers en direkteure / bestuurders wat IT as deel van hul portefeulje het in tien KMOs in die groter Kaapstad-gebied. Hierdie studie is onderneem met die raamwerk van`n semantiese diskoers-analise, en konsentreer op die twee begrippe van samehang, dié van Van Dyk (1985) se model van makrostrukture en Brown en Yule (1983) se idee van `n 'diskoers onderwerp'. Hierdie benadering word gebruik om die getranskribeerde onderhoude met beide topbestuur en IT-rolspelers te analiseer en ten einde te bepaal of die persepsie van 'n kommunikasie gaping tussen die besigheid (topbestuur) en IT-rolspelers waar is en indien wel, wat die redes vir hierdie kommunikasie gaping is. Die ontleding van die transkripsies stel die navorser in staat om die persepsie dat 'n kommunikasie gaping bestaan te bevestig en om twee moontlike redes daarvoor te identifeer, in die eerste plek dat dit lyk asof daar' n gebrek aan kommunikasie tussen IT-rolspelers en die topbestuur bestaan, en tweedens, dat die topbestuur se interpretasie van wat IT beteken vir hul maatskappy verskil van dié van hul IT-rolspelers.

Thesis (MPhil (General Linguistics))--Stellenbosch University, 2009. / This study examined the impact of SMS speak on the written school work of English first language (L1) and English second language (L2) high school learners. The general aims of the study were to establish how widespread the use of SMS language is among high school learners, and to assess whether there is any evidence of the use of features of SMS speak in the English written work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class neighborhood in the Western Cape participated in this study. The participants included 43 grade 8s and 45 grade 11s, of which 51 were English L1 speakers and 37 English L2 speakers. The participants completed questionnaires from which the frequency and volume of their SMS use was determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of the learners’ English written work were examined for specific features of SMS speak. These features included (deliberate) spelling errors, lack of punctuation, over-punctuation, the omission of function words, the use of abbreviation or acronyms, and the use of emoticons and rebus writing. The results of this study indicate that high school learners are avid users of SMS and/or MXit. All participants reported using features of SMS speak in their SMSes, and many reported using SMS speak in their written school work. Despite this, the samples of written work did not contain a great number of incidences of SMS speak features. It seems that the general lack of SMS speak in the written work of these learners is a result of being able to assess when it is and is not appropriate to use a certain variety of language: These learners are proficient in SMS speak and use it when chatting to friends on MXit, but they can produce written work that adheres to the formally approved standards of written high school English. That said, a number of SMS speak features were indeed present in their formal written work, which indicates that SMS speak had some impact on the written work of these learners, which could in turn be attributed to the high frequency of their SMS usage. However, not all of the non-standard features of their written English could necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could be unrelated to SMS speak, as they have been noted in the written English of high school learners from before the advent of cellphones. The learners in this study were from a school that has a strict language policy, one which does not tolerate the use of SMS speak in written work. Seven of the teachers completed a questionnaire compiled for all teachers at the school in question. Responses to this questionnaire, especially those of the language teachers, indicated that teachers either deduct marks for features of SMS speak in written language or refuse to mark written work that does not conform to the formally approved standards that the school has set in place. It is possible that the actions of the teachers and the language policy of the school play a significant role in the lack of SMS speak features in the written language use of the learners.

Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009. / Members of churches commonly use the English terms salvation/saved and their isiZulu equivalents insindiso/ukusindiswa. Implied meanings seem to have become attached to these terms, especially in isiZulu, which could cause miscommunication due to the attitudes of superiority of the so-called “saved ones” (abasindisiwe) and consequent antagonism amongst certain ecclesiastical groupings. The question addressed by this study was whether or not the meaning of the term to be saved and its isiZulu translation ukusindiswa, as understood by a selection of isiZulu-speaking Christians, is unambiguous. A further question was whether – should it be the case that these terms are found to be ambiguous – to be saved and its isiZulu translation ukusindiswa could be rehabilitated. Nine people from various denominational backgrounds, both lay and ordained, were interviewed in order to discover how they understood the terms in question. The interviewees were asked ten question, including questions on the influence of cultural practices on the meaning of the terms. These cultural practices were in connection with ancestors, as experienced in Zulu culture, and the influence of their understanding of the terms on the permissibility of ancestral practices. The answers given by the interviewees revealed certain trends. One of them was that, for some isiZulu speakers, the meaning of the terms included the aspect of laying aside of all contact with the ancestors. Those who understood the terms in this manner were seen by the interviewees as having an attitude of superiority and as condemning members of more traditional churches for their adherence to Zulu culture. A sociolinguistic analysis of the terms salvation/insindiso and to be saved/ukusindiswa is presented based on the interviewees’ responses. A conclusion is that the terms are often used in a biased and/or “loaded” way, which is a principal cause of miscommunication and misunderstanding. Ways of reducing this misunderstanding are proposed, including the “rehabilitation” of the terms linguistically and theologically. Greater sensitivity to different ecclesiastical cultures should be shown, involving the use of inclusive language and the exercising of the skills of intercultural communicative competence. This study reveals that the church needs to work at the issues surrounding the terms in question, the use of which can cause a breakdown in intercultural communication.

Thesis (MA (General Linguistics))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: It is well-known that there is an important relationship between language and schizophrenia, given that many of the primary symptoms of schizophrenia are language related (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Furthermore, research has shown that certain schizophrenic bilinguals exhibit different symptoms in their first language (L1) than in their second language (L2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). This thesis investigates the L2 use of schizophrenic bilinguals to determine whether there are significant differences between the types and frequency of errors made in spontaneous L2 use by schizophrenic versus normal (i.e. non-schizophrenic) bilinguals. Four schizophrenic bilinguals and four normal bilinguals (the control group) participated in this study. The controls were matched to the schizophrenics in terms of age, gender, level of education, L1 (Afrikaans) and L2 (English). Informal, thirty minute interviews were conducted with each of the eight participants, recorded on video (for the schizophrenics) or audio tape (for the controls) and carefully transcribed. Each participant's speech sample was then analyzed grammatically by means of Morice & Ingram's (1982) assessment tool. This analysis involved determining the complexity of utterances (with reference to mean length of utterance, lexical density, and number of sentence-initial and sentence-medial conjunctions) and identifying phonological, morphological, lexical, syntactic and semantic errors. In this way a language profile was created for each participant and the differences between the two groups (schizophrenics and controls) were tested for statistical significance. On the basis of the results of these statistical tests, it is argued that the locus of differences between schizophrenic and normal L2 use is semantics, rather than any of the other aspects of grammar. The thesis concludes with a discussion of the main findings of the study, some criticisms of the assessment tool and suggestions for future research in this field. / AFRIKAANSE OPSOMMING: Navorsing dui op 'n belangrike verhouding tussen taal en skisofrenie, aangesien baie van die primêre simptome van skisofrenie taalverwant is (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Verder dui navorsing ook daarop dat sekere skisofreniese tweetaliges verskillende simptome toon in hul eerstetaal (T1) as in hul tweedetaal (T2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). Hierdie tesis ondersoek die T2 gebruik van skisofreniese tweetaliges om vas te stel of daar beduidende verskille tussen die tipe en die gereeldheid van die foute is wat in spontane T2 gebruik deur skisofreniese teenoor normale (d.w.s nie-skisofreniese) tweetaliges gemaak word. Vier skisofreniese tweetaliges en vier normale tweetaliges (die kontrolegroep) het deelgeneem aan hierdie studie. Die skisofreniese groep en die kontrolegroep is eenders in terme van ouderdom, geslag, vlak van skoolopleiding, T1 (Afrikaans) en T2 (Engels). Informele dertig-minuut lange onderhoude is gevoer met elk van die agt deelnemers, opgeneem op video (vir die skisofrene) en op band (vir die kontrolegroep) en noukeurig getranskribeer. Elke deelnemer se spraakdata is hierna grammatikaal geanaliseer deur middel van Morice & Ingram se (1982) assesseringsinstrument. Hierdie analise het die volgende ingehou: die vasstel van die kompleksiteit van uitinge (met betrekking tot gemiddelde uitingslengte, leksikale digtheid, en die getal van sinsinisiële en sinsinterne voegwoorde) en die identifisering van fonologiese, morfologiese, leksikale, sintaktiese en semantiese foute. Op hierdie wyse is 'n taalprofiel vir elke deelnemer opgestel en die verskille tussen die twee groepe (skisofreniese- en kontrolegroep) is getoets vir statistiese beduidendheid. Op grond van die resultate van hierdie statistiese toetse word daar geargumenteer dat semantiek, eerder as enige van die ander aspekte van grammatika, die lokus van die belangrikste verskil tussen skisofreniese en normale T2 gebruik is. Die tesis sluit af met 'n bespreking van die belangrikste bevindinge van die studie, enkele kritiese opmerkings oor die assesseringsinstrument, asook voorstelle vir verdere navorsing in hierdie veld.

Thesis (MA (General Linguistics))--University of Stellenbosch, 2009. / This thesis reports on an investigation into the possibility of first language (L1) transfer in the initial stages of the second language (L2) acquisition of Xhosa by adolescent beginner learners with, respectively, English and Afrikaans as their L1. Researchers in L2 acquisition are still debating about the possible transfer from learners’ L1s to their interlanguage grammars in the initial stages of L2 acquisition. Some researchers claim that L1 transfer does indeed occur (the Full Transfer hypothesis – see for example Schwartz & Sprouse 1996), while others claim that L1 transfer does not occur (the No Transfer hypothesis – see for example Clahsen & Muysken 1986). Against this background, two tasks were designed to determine whether or not beginner learners’ performance, specifically in terms of verb placement in Xhosa, indicates that L1 transfer occurs in the initial stages of L2 acquisition. It is argued that the results of this investigation provide evidence in support of the Full Transfer hypothesis. Finally, the implications of the results of this investigation for L2 teaching in a multilingual environment are discussed.

Thesis (MA (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: This thesis reports on an investigation into the acquisition of grammatical gender in second language (L2) German by learners with Afrikaans, English or Italian as their first language (L1). The aim of the study was to determine how similarities and differences between the L1 and L2 in terms of grammatical gender affect the acquisition of this aspect of the target L2. Previous research has shown that the L2 acquisition of grammatical gender is influenced by the morphological similarities and differences between gender marking in the L1 and L2 (see, for example, Sabourin, Stowe and De Haan 2006). Two experimental tasks were designed to determine to which extent the grammatical gender of nouns is accurately reflected on determiners and adjectives. Throughout, the L1 Italian group performed better than the other two groups. Since Italian (like German) expresses grammatical gender on determiners and nouns, while neither English nor Afrikaans does, the results indicate that the acquisition of grammatical gender in an L2 is easier for learners whose L1 also expresses grammatical gender. / AFRIKAANSE OPSOMMING: Hierdie tesis lewer verslag oor ’n ondersoek na die verwerwing van grammatikale geslag in Duits as tweedetaal (T2) deur volwasse beginnerleerders met Afrikaans, Engels of Italiaans as moedertaal (T1). Die doel van die ondersoek was om vas te stel hoe ooreenkomste en verskille tussen die T1 en T2 in terme van grammatikale geslag die verwerwing van hierdie betrokke aspek van die teikentaal beïnvloed. Vorige navorsing het bevind dat die T2-verwerwing van grammatikale geslag beïnvloed word deur die morfologiese ooreenkomste en verskille tussen geslagsmarkering in die T1 en T2 (sien byvoorbeeld Sabourin, Stowe en De Haan 2006). Twee eksperimentele take is ontwerp om vas te stel tot watter mate die grammatikale geslag van naamwoorde akkuraat uitgedruk word op determineerders en adjektiewe. Die T1 Italiaanse groep het deurgaans beter gevaar as die ander twee groepe. Aangesien Italiaans (soos Duits) grammatikale geslag uitdruk op determineerders en adjektiewe, terwyl dit nie die geval in Engels en Afrikaans is nie, dui die resultate daarop dat die verwerwing van grammatikale geslag in 'n T2 makliker is vir leerders wie se T1 ook grammatikale geslag uitdruk.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The number of students studying outside of their country of birth is growing rapidly. While the United States of America only sends a small number of students abroad every year, high profile institutions and individuals have argued that studying abroad has become an important developmental experience in the globalized world. This effects (and will continue to effect) countries that send students as well as those that accept such students. While it is recognised that study abroad is both a business and an educational endeavour, the relative importance accorded each facet is disputed by those working and researching in the field. Some argue that to reduce study abroad to a ‗business endeavour‘ would be to remove the quintessential benefits of the experience. Nevertheless, the field (along with all education) is moving to embrace neoliberalisation. Research into the effect of this mass movement is sparse, scarcer still is research into the actual effects on students participating in this movement. This study is an analysis of the linguistic identity construction of American students shortly after a semester abroad at Stellenbosch University. Forty seven surveys were analysed to demonstrate how the way in which students construct their identities is influenced by broader practices in the field. The research shows how identities are co-constructed and suggests that the field of study abroad needs to be critically self-reflective in order to mitigate the potential negative effects of the practices they use. / AFRIKAANSE OPSOMMING: Die aantal studente wat buite hul land van geboorte studeer is vinnig besig om toe te neem. Alhoewel die Verenigde State van Amerika jaarliks slegs ʼn klein aantal studente oorsee stuur, beweer hoë profiel institute en individue dat ʼn buitelandse studiegeleentheid ʼn belangrike ontwikkelingsondervinding is in ʼn toenemend geglobaliseerde wêreld. Dit beïnvloed (en sal aanhou om te beïnvloed) beide die lande wat studente stuur en die lande waarnatoe die studente gestuur word. Hoewel dit algemeen erken word dat ʼn buitelandse studiegeleentheid beide ʼn besigheid en ʼn opvoedkundige aangeleentheid is, betwyfel navorsers en die wat in die praktyk werk die mate waartoe beide aspekte bydra tot die praktyke wat gebruik word. Sommige beweer dat om ʼn buitelandse studie geleentheid te reduseer tot ʼn besigheidsaangeleentheid, die ervaring van sy wesenlike voordele ontneem. Ten spyte van die kritiek word toenemend meer waarde geheg in die veld van 'buitelandse studie geleenthede' (saam met ander opvoedkundige kontekste) aan neoliberalisme. Navorsing wat die invloed van neoliberalisme op onderrigpraktyke ondersoek is raar, nog raarder is navorsing wat die effek van neoliberalisme op studente ondersoek. Hierdie studie analiseer die linguistiese identiteitskonstruksie van Amerikaanse studente kort na hul ʼn buitelandse studiegeleentheid van ʼn semester by Stellenbosch Universiteit voltooi het. Sewe en veertig opnames is geanaliseer om te demonstreer hoe die manier waarop studente hul identiteit konstrueer deur die praktyke in die veld beïnvloed word. Die studie dui aan dat identiteite saam gekonstrueer is en beveel aan dat die veld van 'buitelandse studiegeleenthede' krities en self-reflektief moet wees om potensiële negatiewe effekte van die praktyke wat gebruik word teen te werk.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Research into the variables which affect second language (L2) learning has shown varying results. The relationship between one of these factors, language learning strategies (LLSs), and language proficiency has been studied extensively in the English as a second language (ESL) setting, often with inconclusive results. Other variables which have been shown to influence the type and frequency of LLS use include gender and length of exposure to the L2. There has however been a dearth of studies focusing on the relationship between LLSs and these variables, including language proficiency, in the English as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiary settings. Against this backdrop, this study sets out to investigate the relationship between the LLSs and language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to the body of literature in this field. This study begins by discussing various prominent classification systems of LLSs and provides a definition which will be used in this investigation. This is followed by a discussion of the existing LLS literature, focusing on the variables to be tested, and LLS research in the Asian setting. To test whether there is a significant relationship between the participants’ LLS use and their language proficiency, and also whether gender and length and type of exposure to the L2 influenced their LLS use, data was collected quantitatively. Firstly, data was gathered on the students’ type and frequency of LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventory for Language Learning (SILL) and on their language proficiency by means of their course assessment results. A background questionnaire was used to collect information on the other variables to be tested. The participants were found to be medium to high frequency LLS users overall, with their reported use of certain LLS categories contradicting the general stereotype that Asian students are passive and rote learners. No significant correlations were found between frequency of LLS use and language proficiency. Furthermore, no significant difference was found between the reported frequency and type of LLS use of female and male participants, nor any correlation between additional exposure to English outside of high school and LLS use. These results are then discussed in the socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed by conclusions drawn from these results, and suggestions for future research. / AFRIKAANSE OPSOMMING: Navorsing rakende die faktore wat die verwerwing van ’n tweede taal (T2) beïnvloed, het verskillende resultate opgelewer oor die afgelope paar dekades. Die verhouding tussen een van hierdie faktore, naamlik taalleerstrategieë (TLSe), en taalvaardigheid is reeds uitvoerig ondersoek in die konteks van Engels as tweedetaal (ET2), dikwels met onbesliste resultate. Ander faktore wat volgens navorsing ook ’n invloed blyk te hê op die tipe en gereeldheid van TLS-gebruik, sluit in geslag, sowel as lengte van blootstelling aan die T2. Daar is egter ’n tekort aan studies wat fokus op die verhouding tussen TLSe en hierdie veranderlikes, insluitend taalvaardigheid, in die konteks van Engels as vreemdetaal (EVT), spesifiek in Oos-Asiese en Suid-Oos-Asiese tersiêre instansies. Teen hierdie agtergrond het hierdie studie ten doel om die verhouding tussen die TLS-gebruik en taalvaardigheid van Viëtnameessprekende EVT-leerders in Viëtnam te ondersoek, ten einde by te dra tot die literatuur in hierdie veld. Hierdie studie begin met ‘n bespreking van verskeie prominente TLS-klassifikasiesisteme en die uiteensetting van die definisie van “TLS” wat in hierdie ondersoek gebruik sal word. Daarna volg ’n bespreking van die bestaande TLS-literatuur. Ten einde te toets of daar ’n beduidende verhouding is tussen die deelnemers se TLS-gebruik en hulle taalvaardigheid, en ook of geslag en die lengte en tipe blootstelling aan die T2 die deelnemers se TLS-gebruik beïnvloed, is kwantitatiewe data ingesamel. Data rakende die tipe en gereeldheid van die deelnemers se TLS-gebruik is deur middel van ’n wyd geïmplementeerde self-rapporteringsvraelys, naamlik die sogenaamde “Strategy Inventory for Language Learning” (SILL), ingesamel. Die deelnemers se kursusassesseringsresultate is geïnterpreteer as ‘n aanduiding van hulle taalvaardigheid. Die gerapporteerde gebruik van sekere TLS-kategorieë weerspreek die algemene stereotipe dat Asiese studente passiewe leerders is wat staatmaak op blote memorisering. Geen beduidende korrelasies is gevind tussen taalvaardigheid en die gereeldheid waarmee TLSe gebruik word nie. Verder is geen beduidende verskille gevind tussen die gerapporteerde gereeldheid of tipe TLS-gebruik van manlike teenoor vroulike deelnemers nie. Daar is ook geen beduidende korrelasie gevind tussen TLS-gebruik en addisionele blootstelling aan Engels wat deelnemers gedurende hulle hoërskooljare buite skoolverband ontvang het nie. Hierdie resultate word geïnterpreteer en bespreek met inagname van die sosiokulturele konteks van Viëtnamees-sprekende leerders in ’n tersiêre EVT-omgewing. Daarna word gevolgtrekkings gemaak op grond van die resultate, en voorstelle vir verdere navorsing gebied.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study focuses on aspects of linguistic communication, specifically in campus media discourse, where portrayals of minority groups, such as African foreigners, affect the attitudes of readers and shape public ideology regarding these minority groups. The research examines published items in two Western Cape campus newspapers that topicalise Africa or African foreigners in South Africa. These items, which were published over a three year period from 2007 to 2009, are critically analysed, in order to evaluate the way in which Africa and Africans, specifically Africans in South Africa, are represented, to determine whether such representations make use of xenophobic language, and to gauge the potential effects on the attitudes of student readers with regards to foreign Africans living and studying in South Africa. The aim of this thesis is to examine the possible (re)enforcement of xenophobic attitudes in the campus news media by analysing how Africa/foreign Africans are portrayed in South Africa's campus press against the background of the current xenophobic situation in South Africa. This is accomplished by making use of Critical Discourse Analysis (CDA), specifically the theoretical frameworks of van Dijk (1991) and Fairclough (1995; 1998), which allow for critical analysis on multiple levels of discourse. While the results of the media analysis illustrate a difference in coverage between the two campus newspapers, the overall impression is that campus press does indeed influence the attitudes of readers, more often than not, to the detriment of oppressed minority groups. Coverage of Africa/Africans in South Africa in the two campus publications indicated a slight growth in empathy towards the plight of Africa/African foreigners over the three year study period. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op aspekte van kommunikasie, veral binne kampusmedia-diskoers, waar die uitbeelding van minderheidsgroepe, soos buitelanders vanuit Afrika, 'n invloed uitoefen op die houdings van lesers en die vorming van openbare ideologieë ten opsigte van hierdie minderheidsgroepe. Dié navorsing ondersoek gepubliseerde items in twee Wes-Kaapse kampuskoerante wat handel oor Afrika of buitelanders vanuit Afrika wat in Suid-Afrika woon. Hierdie items, wat oor 'n tydperk van drie jaar (2007-2009) gepubliseer is, is krities ontleed ten einde te evalueer hoe Afrika en Afrikane, veral buitelanders in Suid-Afrika, uitgebeeld word, om te bepaal of sodanige uitbeeldings gebruik maak van xenofobiese taal en om die moontlike gevolge hiervan op die houdings van die studentelesers met betrekking tot buitelandse Afrikane wat in Suid-Afrika woon, te bestudeer en te meet. Die doel van hierdie tesis is om die moontlike afdwinging van xenofobiese houdings in die kampus-nuusmedia/kampusnuusmedia te ondersoek deur die ontleding van hoe Afrika / buitelandse Afrikane in Suid-Afrika se kampuspers uitgebeeld word teen die agtergrond van die huidige xenofobiese situasie in Suid-Afrika. Dit word bereik deur gebruik te maak van Kritiese Diskoersanalise ("Critical Discourse Analysis"; CDA), spesifiek die teoretiese raamwerke van van Dijk (1991) en Fairclough (1995, 1998), wat ruimte laat vir 'n kritiese analise op verskeie vlakke van diskoers. Terwyl die resultate van die media-analise 'n verskil in dekking tussen die twee kampuskoerante illustreer, is die algehele indruk dat die kampuspers wel die houdings van die lesers beïnvloed, en in die reël tot nadeel van onderdrukte minderheidsgroepe. Mediadekking van Afrika / Afrikane in Suid-Afrika in die twee kampuspublikasies toon 'n effense groei in empatie teenoor die lot van Afrika / buitelandse Afrikane oor die drie jaar studietydperk.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: During the course of my work as Communications lecturer at a multicultural university, I have noticed differences in the manners in which Sesotho-speaking and Afrikaans-speaking students make the same requests to me while speaking English. There exists a possibility that these second language (L2) requests could be deemed inappropriate and/or unintelligible by first language (L1) speakers of English. It is possible that miscommunication may result when requests by one culture group is judged as inappropriate and/or unintelligible by another. The aims of my study were to investigate (i) whether there are indeed differences in the manners in which L1 Sesotho and L1 Afrikaans speakers make requests when speaking English and (ii) how the differences in the (a) politeness, (b) formalness, (c) appropriateness, (d) grammaticality and (e) intelligibility of these requests made by the above-mentioned two groups manifest, as judged by L1 speakers of English. In terms of research methodology, I elicited requests in English from two culturally and linguistically different groups of students (17 L1 Afrikaans and 17 L1 Sesotho) by means of a written scenario completion task. One scenario involved a high imposition situation and the other a low imposition. The requests made by the two groups were then analysed using the Cross Cultural Speech Act Realisation Project (CCSARP) framework of Blum-Kulka, House and Kasper (1989a). Each request was also judged by eight L1 English speakers. Data analysis showed that there are indeed differences in the way in which Afrikaans- and Sesotho-speaking people put forth English requests. In terms of CCSARP categories, the Sesotho speakers used more alerters and more politeness markers than the Afrikaans speakers did. Sesotho and Afrikaans speakers also differed in their responses to high and low imposition situations – for example, Sesotho speakers used more grounders in the low imposition request than in the high imposition request, whereas Afrikaans speakers’ requests showed the reverse pattern. In terms of ratings received by L1 speakers, although Sesotho speakers’ requests were judged as more polite, Afrikaans speakers’ requests were judged as more appropriate and grammatically correct. The findings have implications for curriculum design: By being mindful of the workings of intercultural verbal and nonverbal communication and by acknowledging that people from different cultural backgrounds bring to a conversation certain culturally inherited factors which influence them and the interlocutors, I can use the results of this study to better inform the different L1 groups in my classes how to change their requesting behaviour so as to make requests that are judged by L1 English speakers as being appropriate. / AFRIKAANSE OPSOMMING: Tydens my werk as Kommunikasie-dosent aan ‘n multikulturele universiteit het ek verskille opgelet in die manier waarop Sesotho-sprekende en Afrikaanssprekende studente dieselfde versoeke aan my rig wanneer hulle Engels praat. Die moontlikheid bestaan dat hierdie tweedetaal- (T2) versoeke as ontoepaslik en/of onverstaanbaar beskou kan word deur eerstetaal- (T1) sprekers van Engels. Dit is moontlik dat miskommunikasie kan ontstaan wanneer versoeke deur een kultuurgroep as ontoepaslik en/of onverstaanbaar beoordeel word deur ‘n ander kultuurgroep. Die doelstellings van my studie was om die volgende te ondersoek: (i) of daar inderdaad verskille bestaan in die manier waarop T1 Sesotho- en T1 Afrikaanssprekendes versoeke in Engels rig en (ii) hoe verskille in die (a) hoflikheid, (b) formeelheid, (c) toepaslikheid, (d) grammatikaliteit en (e) verstaanbaarheid van hierdie versoeke deur bogenoemde twee groepe manifesteer, soos beoordeel deur T1-sprekers van Engels. In terme van navorsingsmetodologie het ek versoeke in Engels van twee kultureel en talig verskillende groepe studente (17 T1 Afrikaans en 17 T1 Sesotho) ontlok deur gebruik te maak van ‘n geskrewe scenario-voltooiingstaak. Een scenario het ‘n versoek met ‘n hoë afdwingingsvlak (imposition) behels en die ander met ‘n lae afdwingingsvlak. Die versoeke gerig deur die twee groepe is toe geanaliseer deur gebruik te maak van die sogenaamde Cross Cultural Speech Act Realisation Project (CCSARP)-raamwerk van Blum-Kulka, House en Kasper (1989a). Elke versoek is ook deur agt T1-sprekers van Engels beoordeel. Data-analise het aangedui dat daar wel verskille is in die manier waarop Afrikaans- en Sesotho-sprekendes versoeke in Engels rig. In terme van CCSARP-kategorieë het die Sesotho-sprekendes meer attentmakers (alerters) en meer hoflikheidsmerkers as die Afrikaanssprekendes gebruik. Sesotho- en Afrikaanssprekendes het ook verskil in hul reaksie op hoë en lae imposisie-situasies – Sesotho-sprekendes het meer redeverskaffers (grounders) in die lae afdwingingsversoek as in die hoë afdwingingsversoek gebruik terwyl Afrikaanssprekendes die teenoorgestelde gedoen het. Alhoewel die Sesotho-sprekendes se versoeke as meer hoflik beskou is deur die T1-sprekende beoordelaars, is Afrikaanssprekendes se versoeke as meer toepaslik en grammatikaal korrek beskou. Die bevindinge het implikasies vir kurrikulum-ontwerp: Deur bewus te bly van die aard van interkulturele verbale en nie-verbale kommunikasie en deur te erken dat persone van verskillende kulturele agtergronde sekere kultuur-inherente faktore na ‘n gesprek toe bring wat hulle en hulle gespreksgenote beïnvloed, kan ek die resultate van hierdie studie gebruik om die verskillende T1-groepe in my klasse beter in te lig hoe om hul versoekgedrag aan te pas om versoeke te kan rig wat as toepaslik beskou word deur T1-sprekers van Engels.