Thesis (M.A. (African Languages)) -- University of Limpopo, 2013 / The study focuses on the lemmatization of lexical items in Tshivenḓa. It was conducted by reviewing selected Tshivenḓa dictionaries and the lexical items investigated were nouns, locatives, verbs and adjectives. The analysis looked at the approaches used in the macro- and micro-structural treatment of these important lexical items in dictionaries. The study also covered the treatment of the morphological, syntactical and semantic aspects of these lexical items in Tshivenḓa. This research ended with recommendations that will help dictionary compilers to overcome challenges they experience when lemmatizing nouns, locatives, verbs and adjectives.

The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students‟ achievement was measured by their performance on three measures (multiple choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students‟ performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to the CALL participants‟ perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students‟ level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed