Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In this study the adjective constructions in Tshiven~a are investigated within a set of criteria in order to characterize the adjectival category and to differentiate it from other categories. An adjective can be defined as a word which modifies a noun that prototypically denotes visible or tangible objects. Different linguists give different accounts which deal with criteria for adjectives where they give attention to prototype and certain multiple criteria. Dixon establishes seven different semantic types under which the adjectives can be grouped, e.g. one of them is dimension. It has been established by Schachter that there are languages that have no adjectives at all, in which the meanings that they express are conveyed by nouns or verbs. In other words what is universal is not adjectives but to modify, or elaborate on the meaning of a noun. Morphological adjectives are marked by a noun class prefix on the adjectival stem. The prefix agrees in class with the noun to which it refers. Morphological adjective can appear attributively and predicatively. When adjectives are used attributively in Tshivenda they usually appear as " complements of a noun. But when they are used predicatively, they occur in copulative constructions. Syntactic evidence relates to the fact that different categories of words have different distributions. Adjective can not be identified by looking at it in isolation, because the form of a word does not necessarily indicate its syntactic function. Descriptive possessives as semantic adjectives describe the noun they refer to in a way that is different to that of possessives. The descriptive part can be shown as the head of the noun and can also be shown as a complement of possessive [-a-] where they indicate location, time, event and gender. / AFRIKAANSE OPSOMMING: In hierdie studie word die adjektief konstruksie in Tshivenda ondersoek binne die raamwerk van 'n stel kriteria met die doelom 'n karakterisering te gee van die adjektief kategorie en om dit te onderskei van ander kategorieë. 'n Adjektief kan gedefinieer word as 'n woord wat 'n naamwoord bepaal wat prototipies verwys na konkrete voorwerpe. Linguiste gee verskillende aannames wat handeloor kriteria vir adjektiewe waarin hulle aandag gee aan prototipe en sekere meervoudige kriteria. Dixon het sewe verskillende semantiese tipes bepaal waaronder adjektiewe gegroepeer kan word bv. een daarvan is dimensie. Daar is vasgestel deur Schachter dat daar tale is wat geen adjektiewe het nie waarin die betekenisse wat hulle uitdruk gedra word deur naamwoorde of werkwoorde. Wat dus universeel is, is nie adjektiewe nie maar om die betekenis van 'n woord te modifieer. Morfologiese adjektiewe is gemerk deur 'n naamwoord klasprefiks op die adjektiefstam. Die prefiks kom ooreen in klas met die naamwoord waarna dit verwys. Morfologiese adjektiewe kan attributief en predikatief voorkom. Wanneer adjektiewe attributief gebruik word, verskyn hulle as komplement van die naamwoord. Maar wanneer hulle predikatief gebruik word kom hulle voor in kopulatief konstruksies. In sintaksis kan verskillende kategorieë van woorde verskillende distribusies hê. Adjektiewe kan nie geïdentifiseer word deur na dit te kyk in isolasie want die vorm van In woord dui nie noodwendig sy sintaktiese funksie aan. Deskriptiewe possessiewe as semantiese adjektiewe beskryf die naamwoord waarna hulle verwys op 'n wyse wat verskillend is van dié van possessiewe. Die deskriptiewe deel kan aangetoon word as die kern van die naamwoord groep en kan ook aangetoon word as In komplement van die possessiewe [-a-] waar hulle plek, tyd, gebeurtenis en geslag aandui.

Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the interpretation and syntax of construction that realize reflexivity in Tshiven~a. Chapter One: deals with the introduction of the study. The binding theory in its general principles and definitions will be analyzed. Chapter Two: deals with the interpretation of reflexive di-verb " constructions. In this chapter various verb types with ~i- will be given. (i) Mono-transitive verbs (ii) Di-transitive verbs. Chapter Three: deals with the derived verb that is applicative, causative and passive. The appearing of ~i- verbs with derived verbs will be examined. Chapter Four: deals with ~i- verbs followed by the reflexive emphasizer -~e.The interpretation of prepositional phrases (PP) with the reflexive meaning will be considered and the applicability of binding theory to these phrases will be explored. Chapter Five: deals with the findings, recommendations and conclusion of the study. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die interpretasie en sintaksis van die konstruksie wat die refleksief in Tshivenda moontlik maak. Hoofstuk een bevat die inleiding van die studie. Veral die algemene beginsels en definisie van die bindingsteorie word bekyk. Hoofstuk twee handeloor die interpretasie van konstruksies met die refleksiewe fji-werkwoord. In hierdie hoofstuk word verskeie werkwoord kategorieë met fji- behandel waaronder enkeloorganklike en dubbeloorganklike werkwoorde. Hoofstuk drie handeloor die afgeleide werkwoorde nl. die applikatief, kousatief en passief. Die voorkoms van die refleksiewe fji- met hierdie afgeleide werkwoorde word ondersoek. Hoofstuk VIer handeloor fji- werkwoorde gevolg deur die refleksiewe beklemtoner -ne. Die interpretasie van preposisionele frases met 'n refleksiewe betekenis word oorweeg en die toepasbaarheid van die bindingsteorie op hierdie frases word ondersoek. Hoofstuk vyf handeloor die bevindinge, aanbevelings en konklusie van die studie.

Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: The thesis is organized into five chapters: the first chapter deals with the aims of the study, the theoretical framework that has been assumed in this study as well as the organisation of the thesis. The second chapter gives an overview of the assumptions of lexical semantics with specific reference to the Generative Lexicon. Chapter 3 is concerned with the break verbs while chapter 4 deals with the bend verbs in Tshivenda. Chapter 5 gives the conclusions of the study. With regard to the break verbs in Tshivenda: these verbs have been classified into seven subgroups with regard to specific semantic features. Syntactically, the break verbs in Tshivenda are mainly transitive verbs while a large group have a transitive-intransitive alternation with the suffixes [-I-/-w-]. The break verbs may also regularly appear with the iterative suffixes [Vkan- Nkany-]. Most of the break verbs also regularly appear in two other alternations i.e. the possession alternation and the instrument-subject alternation. The bend verbs in Tshivenda are organized into five subgroups with regard to their semantic features. All bend verbs in Tshivenda are transitive verbs, but it has been shown that these verbs are in reality ergative verbs which assign two internal theta-roles. These verbs also regularly appear in the possession alternation and the instrument-subject alternation. Both the break and bend verbs have furthermore been treated within the main components of the Generative lexicon, i.e. argument structure, event structure, lexical conceptual paradigm and lexical inheritance structure. / AFRIKAANSE OPSOMMING: Die verhandeling is verdeel in vyf hoofstukke: die eerste hoofstuk handeloor die doelstellings van die studie, die teoretiese raamwerk wat aanvaar is as uitgangspunt vir hierdie studie asook die organisasie van die verhandeling. Die tweede hoofstuk gee 'n oorsig oor die aannames van die leksikale semantiek met spesiale verwysing na die Generatiewe leksikon. Hoofstuk drie bestudeer die breek werkwoorde terwyl hoofstuk vier handeloor die buigwerkwoorde in Tshivenda. Hoofstuk vyf gee die konklusies van die studie. Met betrekking tot die breek werkwoorde in Tshivenda: hierdie werkwoorde is geklassifiseer in sewe subgroepe met verwysing na spesifieke semantiese kenmerke. Sintakties is die breek werkwoorde in Tshivenda grotendeels transitiewe werkwoorde terwyl 'n groot groep deelneem aan 'n transitieweintransitiewe alternasie met die suffikse [-I-/-w-]. Die breek werkwoorde kan verder ook reëlmatig voorkom met die iteratiewe suffikse (Vkan-Nkany-]. Meeste van die breek werkwoorde verskyn ook reëlmatig in twee ander alternasies nl. die possessiewe alternasie en die instrument-subjek alternasie. Die buig werkwoorde in Tshivenda is verdeel in vyf subgroepe na aanleiding van hulle semantiese kenmerke. Alle buig werkwoorde in Tshivenda is transitiewe werkwoorde maar dit is aangetoon dat hierdie werkwoorde in werklikheid ergatiewe werkwoorde is wat twee interne theta-rolle toeken. Hierdie werkwoorde kom ook reëlmatig voor in die possessief alternasie en die instrument-subjek alternasie. Beide die breek en buig werkwoorde is verder behandel binne die hoofkomponente van die Generatiewe leksikon, nl. Argument struktuur, gebeurtenis struktuur, leksikaal konseptueie paradigma en leksikaal erfenis struktuur.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study investigates how gratitude expressions may be expressed in Tshivenda. Studies on the expressions of gratitude have been conducted in various languages. Politeness is a pragmatic mechanism in which a variety of structures work together according to the speaker's intention of achieving smooth communication. Speech acts on the other hand is the same as an illocutionary act (intention of the sender). The same world can be used to perform different speech acts. The findings in this study is based on situations in which gratitude is expressed in response to receiving a reward, gift, favour, service and compliment (Eisentein and Bodman 1986). Gratitude is expressed when a person benefits from another person. In this study the data shows consistent use of expressions of gratitude within specific contexts. The results of this study are consistently interpretable in that the bigger the imposition on the giver, the more polite expressions are employed. Gratitude expressions have been analysed from gratitude functions. These functions include the following: Thanking, appreciations, liking, surprise, generosity, pleasure, indebtedness, relief, desire, caring, enthusiasm, reciprocate, reason, reassurance and compliment. In Tshivenda thanks, pleasure and appreciation have a high frequency and these gratitude functions show extreme politeness of the Venda people. There are also certain functions in Tshivenda which have a very low frequency, i.e. reason, desire, enthusiasm, reciprocate, generosity and caring. Therefore, they are not considered as possible gratitude functions in Tshivenda and are also unfamiliar in Tshivenda. / AFRRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe uitdrukkings van dankbaarheid in Tshivenda uitgedruk kan word. Studies oor uitdrukkings van dankbaarheid is gedoen in verskeie tale. Beleefdheid is 'n pragmatiese meganisme waarin 'n verskeidenheid strukture saamwerk volgens die spreker se bedoeling om gladde kommunikasie te bewerkstellig. Spraakhandelinge, aan die anderkant, is dieselfde as illokusionere handelinge (bedoeling van die spreker). Dieselfde woord kan gebruik word om verskillende Spraakhandelinge uit te voer. Die bevindinge in hierdie studie is gebaseer op situasies waarin dankbaarheid uitgespreek word as antwoord op die ontvangs van 'n beloning, geskenk, guns en kompliment (Eisenstein en Bodman, 1986). Dankbaarheid word uitgedruk wanneer 'n persoon voordeel trek uit 'n ander persoon. In hierdie studie toon die data eenvormige gebruik van uitdrukkings van dankbaarheid binne spesifieke kontekste. Die resultate van hierdie studie is telkens interpreteerbaar soos volg: hoe grater die druk op die gewer, hoe meer beleefd is die dankbaarheids- uitdrukkings. Suike uitdrukkings is geanaliseer vanaf dankbaarheidsfunksies, naamlik bedanking, waardering, voorkeur, verrassing, vrygewigheid, plesier, skuld, verligting, begeerte, entoesiasme, wederkerigheid, rede, versekering en kompliment. In Tshivenda het bedanking, plesier en waardering 'n hoe frekwensie van voorkoms en hierdie dankbaarheidsuitdrukkings toon die besondere beleefdheid van die Venda. Daar is ook sekere funksies in Tshivenda wat 'n bate lae frekwensie het, naamlik rede, begeerte, entoesiasme, wederkerigheid, vrygewigheid en sorg. Dus kan hulle nie beskou word as moontlike dankbaarheidsfunksies in Tshivenda nie.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: 1.1 AIM OF THE RESEARCH Relational nouns are those nouns which have the characteristic of being related in some other way. These nouns also show us that there is always equality and inequality in status amongst the people. It is in this research where I am going to show this difference amongst tshivenda nouns. At the end of this study tshivenda relational nouns, with the involvement of vertical relations of dependency and horizontal relations with no dependency, will be explained. Focus on this issue will be paid to different kinship terms with dependency and no dependency. 1.2. ORGANISATION OF THE STUDY Chapter 2 is going to focus on the tshivenda relational nouns. In this chapter vertical relations of dependency and horizontal relations with no dependency will be clearly explained. Kinship terms and non-kinship terms are also going to be illustrated. In the illustration of non-kinship terms, different situations in which they occur are also given. Venda antonyms and synonyms as words that occur in horizontal relations with no dependency are distinguished and classified. Chapter 3 will basically be doing with the kikinship terms. Anthropological views on kinship will also be looked at. Anthropologists Radcliffe – Brown and Fortes give their different views on the concept of kinship. This chapter goes further by showing the linquistic views on kinship. Here Doodenough comes with two relationships that lead to lineal descent. Lounsburry also shows the structural analysis of lexical set of covers and partitions a semantic field. The chapter proceeds by defining marriage and also shows how the Vhavenda boys choose their partners, pay lobola and marry. A Venda lineal descent has also been illustrated. Different generations, from the fourth ascending generation to the third descending generation are explained. Chapter 4 will be showing the outcome of the research. This will be based on chapters 2 and 3.

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: An apology in Tshivenda is offered when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work, designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide choice of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. Inthe acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immediately. It is not all the males who do not want to apologize directly to females, but there are others who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful in Tshivenda male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of other ones. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve only a few strategies. / AFRIKAANSE OPSOMMING: 'n Verskoning in Tshivenda word aangebied in geval waar 'n individu 'n sosiale reeloortree het. Wanneer dit aangebied word, dien dit as 'n remedie ontwerp om die sosiale onderbreking wat ontstaan het reg te siel. Soms sal die persoon wat veronderstel is om 'n verskoning aan te bied redes vind om die graad van die sosiale oortreding te probeer verminder. ln geval waar die oortreding as baie groot beskou word waar' n mondelingse verskoning nie genoegsaam wees om die verhouding weer te herstel nie. Manne en vrou skoliere behaan heelwat sosiale oortreding teenoor mekaar by die skool en is oorplig om verskoning aan te bied vir sulke oortredings. Tydens die proses van verskoning aanbied word die skoliere gekonfronteer met verskeie opsies om van te kies. Manlike skoliere het die manier om verkonings en verduidelikings te gee vir hulle oortredings. Hulle sal nie 'n direkte apologie aanbied nie. lndien hulle aanvaar dat hulle verkeerd was, sal hul die opsie om hulle verduidelikings te gee as strategie gebruik. Manspersone bly te trots en skaam te wees om 'n apologie te vra van dames. Dames weer vra makliker en direk om verskoning. Hierdie beginstel van om verskoning vra geld nie ten opsigte van alle skoliere nie. Sommiges sal direk apologie aanbied. Ander aanvaar vroulike skoliere as hul gelykes en probeer om 'n gesonde verhouding te handhaf Dieselfde beginsel geld tot vroulike skoliere van hulle sal lang verduidelikings aanbied as 'n strategie deur om verskoning te vra: Hulle vra nie direk om verskoning nie. Daar is ook ander strategiee in gebruiklike in Tshivenda deur manlik sowel as vroulike skoliere, maar is nie populer in gebruik nie. Strategiee soos die duidelike aanvaarding van skuld en die uitdrukking van selfbeskulding word beskou as die minste gebruiklike opsie. 'n Verskoning word beinvloed deur die manier waarop die klaer sy ofhaar misnoe wys of uitspreek. Manlike sowel as vroulike leerders versoek ook in metodiek hoe hulle kla. Hulle maak gebruik van 'n kla strategie wat verskillend is van mekaar. Beide geslagte maak gebruik van direk sowel as indirek beskuldigings. Die verskil egter is by vroulik klaers aangesien hul klagte langer duur as hul manlike ewe nie. Vroulike klaers wys hul woede of ongelukkigheid deur meer klagte strategie te betree. Mans daarom teen neem nie lang om te kla nie en behels net a paar strategiee.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of sports articles in BONA magazine. The theory employed in this study includes linguistic elements, which can be included in teaching methodology for developing the learner's analytical skills in analyzing the discourse structure of written texts. These kinds of analytical skills are strongly reflected in Curriculum 2005 for Language Literacy and Communication (LLC). The thesis employs a range of textlinguistic strategies for analyzing written texts on sports issues. It is argued that the incorporation of these strategies by teachers in the process of language teaching in Curriculum 2005 will enable the learners to analyse texts successfully and to gain an awareness about how language is used in texts. For the purpose of analysis in this thesis, text from BONA magazine with contents ranging from sports issues were collected. The thesis demonstrates that text analysis involves a large extent, an investigation of generic factors such as the communicative purpose, the culture and community in which the text is produced. Following the discussion of the generic features of texts, a broad definition of the term text is explored, and the text linguistic construction and certain levels of analysis are identified. In addition to this, the study demonstrates that analysis of the linguistic structure of texts needs to incorporate the discussion of the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing entails that a detailed analysis of texts should address the following questions: "Who writes what to whom, for what purpose, why, when, and how?". The study explores the implications and rationale for incorporating text analysis in language teaching and learning. Lastly, the relationship between the theoretical underpinnings assumed in this study, and the learning Outcomes of Curriculum 2005 are explored. The study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which underlies in the construction of written texts, will not only introduce the learner to an inclusive language pedagogy, but can be employed for effective text analysis of Tshivenda Genre texts on Sports articles in popular magazines like BONA. / AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van teoretiese model van Grabe en Kaplan (1996) vir die analise van sport tydskrif artikels in Tshivenda. die teorie wat aangewind word in die studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoers strukture van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in Kurrikulum 2005 vir die leer area van tale. Die tesis wend 'n verskeidenheid teklinguistiese strategiee aan vir die analise van geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word beoog in die studied at die insluiting van hierdie strategiee deur onderwysers in die proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekse suksesvol te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes van analise is hierdie tesis in tekste gebruik uit BONA tydskrif met 'n inhoud oor menseregte en gemmenskps en burgerlike regte. Die tesis demonstreer dat teksanalise tot 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word. Na 'n bespreking van die generiese faktore van tekste word in bree definisie van die term "teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word geidentifiseer. Hierbenewens, demonsteer die studie dat die linguistiese analise van die tekste die bespreking moet insult van die parameters van die etnografie van geskrewe tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe tekste behels dat die analise van tekste die volgende vrae ondersoek: "Wie skryf wat vir watter doel, waarom, wanneer, en hoe?". Die studie ondersoek die implikasies en motivering vir die insluiting van teknalise en taalonderrig. Laastens, word die verhouding tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste van Kurrikulum 2005 ondersoek. Die studie toon aan dat teoretiese raam werk van Grabe en Kaplan (1996) wat onderliggend is aan die konstruksie van geskrewe tekste kan aanvaar word om leerders in te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teks analise van Tshivenda genre tekste gebaseer op die Sport tydskrifte soos BONA.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study investigates the cognitive, conceptual, linguistic, communicative and cultural nature of metaphors in Tshivenḓa in spoken discourse within the framework of conceptual metaphor theory extended to the framework of metaphor research on language, mind and culture, developed especially in the works of Kövecses (1999, 2000a,b, 2002, 2005, 2006, 2007 and 2011a,b). This study on metaphor in Tshivenḓa assumes an intuitive method in that the analyst identified metaphor usage in Tshivenḓa introspectively, while a more data-driven methodology is also assumed through the systematic identification of metaphors within a pre-determined set of lexical-semantic items and the conceptual mappings of selected metaphors from previous metaphor research. The study systematically identifies metaphors in spoken communication in Tshivenḓa by considering the occurrence of the following types of nouns as source and/or target: (i) natural objects and phenomena, (ii) human beings, (iii) animals, (iv) body shape and colour, (v) body parts, (vi) medicine, (vii) diseases, (viii) food-related nouns, (ix) artifacts and possessions, (x) emotions, (xi) character traits and virtues, (xii) religious terms. The study gives evidence of the striking nature of metaphors as cultural products or constructs in the interpretations evoked by the source domain nouns and the cross-domain mappings posited for the source and target, thereby providing compelling evidence that metaphor research needs to take into account the cognitive, linguistic, communicative and cultural nature of metaphor usage. / AFRIKAANSE OPSOMMING: Hierdie studie doen ‘n ondersoek van die kognitiewe, konseptuele, linguistiese, kommunikatiewe en kulturele aard van metafore in gesproke kommunikasie in Tsivenḓa binne die breë raamwerk van konseptuele metafoorteorie soos uitgebrei na die raamwerk van metafoornavorsing oor taal, denke en kultuur, soos veral ontwikkel in die werk van Kövecses (1999, 2000a,b, 2000, 2005, 2006, 2007 en 2011a,b). Die studie aanvaar ‘n intuïtiewe ondersoekmetode in die sin dat die navorser metafoorgebruik in Tshivenḓa introspektief geïdentifiseer het, terwyl ‘n meer data-gedrewe metodologie terselfdertyd ook aanvaar is deur die sistematiese identifisering van metafore binne ‘n voorafbepaalde stel leksikaal-semantiese items asook deur die konseptuele karterings van geselekteerde metafore vanuit vorige metafoornavorsing. Die studie identifiseer op sistematiese wyse in Tshivenḓa gesproke kommunikasie die volgende semantiese tipes naamwoorde as bron of teiken in die metafoor: (i) natuurlike objekte en verskynsels, (ii) mense, (iii) diere, (iv) liggaamsvorme en kleur, (v) liggaamsdele, (vi) medisyne, (vii) siektes, (viii) voedsel-naamwoorde, (ix) artifakte en besittings, (x) emosies, (xi) karakter kenmerke en attribute, en (xii) religieuse terme. Die studie bied evidensie aan die treffende aard van metafore as kulturele produkte of konstrukte in die interpretasies opgeroep deur die bron-domein naamwoorde en die kruis-domein karterings gepostuleer vir die bron en die teiken, en bied daardeur oortuigende bewyse dat metafoornavorsing die kognitiewe, linguistiese, kommunikatiewe en kulturele aard van metafoorgebruik in aanmerking moet neem.

Thesis (MA (African Languages))--University of Stellenbosch, 2006. / This study presents an investigation of basic emotions in Tshivenda: A cognitive Semantics Analysis. The study starts with a literature review which shows what other scholars say about emotions. The study includes mainly the emotion metaphors and force on emotion in Tshivenda. The emotion concepts that receive specific attention in this study are anger, fear, sadness, love, pride and happiness. These concepts are discussed under the “source domains” as postulated. by Zoltan Kövecses in his book (Metaphor and Emotion) (2000) wherein he discusses a number of metaphorical source domains that characterize these emotion concepts.