Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: An apology in Setswana 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 chioce 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. In the 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 immidiately. It is not all the males who do not want to apologize directly to females, but there are some 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 to Setswana 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 manifested. 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 a few strategies. / AFRIKAANSE OPSOMMING: 'n Apologie in Setswana word gedoen wanneer 'n individu 'n sosiale norm oortree het, of enige vorm van 'n klagte wil herstel. Wanneer dit gegee word, dien 'n apologie as remediële werk, ontwerp om enige sosiale ontwrigting wat veroorsaak is, uitstryk. Somtyds kan 'n persoon wat veronderstel is om 'n apologie aan te teken, redes vind om die graad van die oortreding te minimaliseer. Indien die oortreding baie groot is, kan 'n verbale apologie onvoldoende wees om die beskadigde verhouding te herstel. Manlike en vroulike Setswana-sprekende leerders pleeg talle oortredings teenoor mekaar by die skool, en hulle is verplig om apologie aan te teken teenoor mekaar. In die proses van apologie aanteken, word hulle gekonfronteer met In wye verskeidenheid strategieë waaruit hulle kan kies. In die meeste gevalle, het leerders die neiging om In verduideliking te gee vir hulle oortredings. Hulle kies nie altyd 'n direkte apologie nie. In die aanvaarding van hulle oortredings, kies hulle langer strategieë om apologie aan te teken. Manlike persone blyk óf te trots óf te skaam te wees om apologie aan te teken teenoor vroulike leerders. Vroulike leerders, hierteenoor, wil nie langer strategieë aanwend om apologie aan te teken nie, en hulle vra onmiddellik vir vergiffenis Dit is egter nie alle manlike leerders wat nie direk apologie aanteken teenoor vroulike leerders niesommige manlike leerders teken wel direk apologie aan, maar die gebruik daarvan is nie so gewild nie. Hulle is die manlike leerders wat die vroulike leerders as hulle gelykes sien en 'n goeie verhouding met hulle wil handhaaf. 'n Klein getal vroulike leerders gebruik langer strategieë om verskoning aan te teken en hulle gebruik nie direkte strategieë nie. Daar is ander strategieë wat ook bruikbaar is vir Setswana-sprekende manlike en vroulike leerders, maar die gebruik daarvan is nie so populêr nie. Strategieë soos die aanvaarding van blaam, en uitdrukking van self-tekort, word die minste gemanifesteer. 'n Apologie word gewoonlik beïnvloed deur die wyse waarop 'n klaer sy/haar ontevredenheid wys. Manlike en vroulike leerders vershil ook t.o.v. die wyse waarop hulle kla - hulle gebruik klagtestrategieë verskillend. Sowel manlike as vroulike leerders gebruik direkte en indirekte aantygings uitgebreid. Vroulike leerders neem egter langer met hulle klagtes as manlike leerders. Vroulike leerders wys hulle ontevredenheid deur meer klagte strategieë te gebruik, terwyl manlike leerders nie lank neem om te kla nie - hulle gebruik slegs 'n paar strategieë.

Thesis (MA)--Stellenbosch University, 2000. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study investigates the speech acts of complimenting in Xhosa. It is divided into five chapters, which are arranged as follows: Chapter 1 states the aims of the study. The method, design and the organization of the study are also investigated. Chapter 2, the speech act theory and the politeness theory have been dealt with. These theories included the basic assumptions of this study. Chapter 3 deals with compliments and compliment responses as they are discussed with regard to various languages, i.e. the works of Wolfson and Manes (1980), Wolfson (1983), Manes (1983), Holmes (1988) and Herbert (1990). Chapter 4 deals with compliments and compliment responses in Xhosa. In this chapter the compliments have been divided into three social groups, namely males and females; friends and people of unequal status. The people of unequal status are divided into two sub-groups, people with superior status and lower status. In Xhosa people of lower and high status do compliment one another. Also Xhosa males and females; friends and people of unequal status tend to compliment one another. The most common compliments concentrate on appearance, ability and possession. In some cases the compliments are used to a way of encouragement and showing of appreciation. People who are being complimented tend to respond to the compliment. The response can be positive or negative. The person who is complimented can agree or disagree with the compliment. The response depends on how he/she feels about the compliment. Chapter 5 is the last chapter of this study. It represents the conclusion in which the main findings in the study are summarized. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van komplimentering in Xhosa. Die studie is in vyf hoofstukke ingedeel wat soos volg georganiseer is. Hoofstuk 1 bespreek die doelstellings, die navorsingsontwerp en -metode, en die organisasie van die studie. Hoofstuk 2 bied 'n bespreking van die terme van spraakhandelinge en beleefdheidsteorie. Hierdie teorieë is van belang vir die basiese vraagstukke wat in die studie ondersoek word. Hoofstuk 3 bied 'n oorsig van vorige navorsing oor die spraakhandeling van komplimente en komplimentresponse soos ondersoek met betrekking tot verskillende tale. Die navorsing van Manes (1980), Holmes (1988), Herbert (1990) en Wolfson (1983). Hoofstuk 4 ondersoek die spraakhandeling van komplimente en komplimentresponse in Xhosa. In hierdie hoofstuk is die spraakhandeling van komplimente en komplimentresponse onderneem met betrekking tot drie sosiale groeperinge, naamlik tussen manlike en vroulike persone, tussen vriende, en tussen persone van ongelyke status. Laasgenoemde groep is verder verdeel in terme van twee sub-groepe, naamlik: persone met hoër en laer status, respektewelik. In Xhosa diskoers, komplimenteer persone van hoër en laer status mekaar. Voorts komplimenteer manlike en vroulike persone, vriende, en mense van ongelyke status mekaar in Xhosa. Die mees algemene komplimente hou verband met voorkom, vermoëns, en besittings. In sommige gevalle word komplimente gebruik as 'n wyse van aanmoediging of waardering. Die studie bied evidensie uit Xhosa dat mense wat gekomplimenteer word, neig om te reageer op die kompliment. Hierdie respons kan positief of negatief wees. Die persoon wat gekomplimenteer word kan saamstem of verskil met die kompliment. Hierdie reaksie word bepaal deur hoe die hoorder voeloor die kompliment. Hoofstuk 5 is die laaste hoofstuk van die studie. Dit bied die gevolgtrekking van die navorsing oor die spraakhandeling van komplimentering in Xhosa en gee 'n opsomming van die hoofbevindinge. / ISIHWANKATHELO: Esi sifundo siphononga izenzo ntetho zoncomo esiXhoseni. Sahlulwe saba zizahluko ezintlanu ezicwangciswe ngolu hlobo: Isahluko sokuqala sichaza iinjongo zesi sifundo. Kukwaqwalaselwe, indiela, isicwangciso kunye noluhlu Iwesi sifundo. Isahluko sesibini sixusha ithiyori yesenzo ntetho kunye nethiyori yentetho echubekileyo. Ezi thiyori zibandakanye imiba engundoqo yesi sifundo. Isahluko sesithathu siqwalasela izincomo kunye neempendulo zezincomo njengoko zichazwa kwezinye iilwini, oko kukuthi, imisebenzi ka Wolfson no Manes (1980), Wolfson (1983); Manes (1983); Holmes (1988); no Herbert (1990). Isahluko sesine siqwalasela izincomo kunye neempendulo zezincomo esiXhoseni. Kwesi sahluko izincomo zohlulwe zaba zindidi ezintathu: amadoda nabafazi; izihlobo; abantu abanamawonga angalinganiya. Abantu abanamawonga angalinganiyo bohlulwe bangamaqela amabini: abantu abanamawonga aphezulu kunye nabo banamawonga asezantsi. EsiXhoseni abantu abanamawonga aphezula kwakunye nabo banamawonga asezantsi bathi bancomane omnye nomnye. Kwakhona esiXhoseni amadoda nabantu ababhinqileyo, izihlobo kunye nabantu abanamawonga angalinganiyo badla ngokuncomana. Ezona zincomo zibalaseleyo zezo ziquka imbonakalo, ingqondo kunye nobumnini. Kwezinye iziganeko izincomo zisetyenziswa njengendlela yokukhuthaza kunye nokubonisa ixabiso. Abantu abanconywayo badla ngokuphendula isincomo eso. Impendulo yesincomo isenokuba yeyakhayo okonye engakhiyo. Umntu onconywayo usenokuvumelana okanye angavumelani nesincomo. Impendulo yakhe ixhomekeke ukubeni uziva njani na ngesincomo eso. Kwesi sifundo, isahluko sesihlanu sesokugqibela kulapho kuchazwa khona izigqibo ekufikelelwe kuzo nezithe zashwankathelwa.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Language Studies / Master / Master of Arts

by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.

Lin Ming Sum. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves i-xi). / Abstracts in English and Chinese. / Acknowledgements / Abstract / 摘要 / Table of Content / List of tables / List of figures / Units of measurement / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- What are formulaic sequences? --- p.2 / Chapter 1.2 --- Importance of researching on formulaic sequences --- p.4 / Chapter 1.2.1 --- Wray's works --- p.6 / Chapter 1.2.2 --- Distinction between native and normative speakers --- p.9 / Chapter 1.2.3 --- Building blocks of language --- p.10 / Chapter 1.2.4 --- Processing Unit --- p.11 / Chapter 1.2.5 --- A pragmatic phenomenon in social interactions --- p.13 / Chapter 1.3 --- Rationale --- p.17 / Chapter 1.4 --- Objectives --- p.19 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter 2.1 --- Defining formulaic sequences --- p.20 / Chapter 2.2 --- The development of research on formulaic sequences --- p.26 / Chapter 2.2.1 --- Context of formulaic sequences research --- p.26 / Chapter 2.2.2 --- Milestone works on formulaic language --- p.29 / Chapter 2.2.2.1 --- The first phase --- p.30 / Chapter 2.2.2.2 --- The second phase --- p.33 / Chapter 2.2.2.3 --- The third phase --- p.35 / Chapter 2.2.3 --- Questions and problems surrounding the field --- p.38 / Chapter 2.3 --- Relationship between fluency and the use of formulaic sequences --- p.44 / Chapter 2.4 --- Methods of identification of formulaic sequences --- p.50 / Chapter 2.4.1 --- The criteria listed by other researchers --- p.50 / Chapter 2.4.2 --- Intuition --- p.58 / Chapter 2.4.3 --- Case studies --- p.60 / Chapter 2.4.4 --- Corpus tools --- p.62 / Chapter 2.4.5 --- Phonological features --- p.65 / Chapter 2.4.6 --- Other methodologies --- p.67 / Chapter Chapter 3 --- Methodology --- p.72 / Chapter 3.1 --- Research questions --- p.72 / Chapter 3.1 --- The tasks --- p.73 / Chapter 3.2 --- The subjects --- p.74 / Chapter 3.3 --- Data collection --- p.75 / Chapter Chapter 4 --- Data analysis --- p.77 / Chapter Chapter 5 --- Findings --- p.80 / Chapter 5.1 --- Use of formulaic sequences by native and normative speakers --- p.80 / Chapter 5.2 --- Interaction between NS/NNS factor and task type --- p.81 / Chapter 5.3 --- Analysis of individual performance --- p.82 / Chapter 5.4 --- Fluency and the use of formulaic language --- p.85 / Chapter 5.5 --- Time on task and the use of formulaic language --- p.87 / Chapter 5.6 --- Use of formulaic language and mean length of each turn --- p.89 / Chapter 5.7 --- Articulation rate of formulaic sequences --- p.90 / Chapter 5.8 --- Summary of findings --- p.91 / Chapter Chapter 6 --- Discussion --- p.93 / Chapter 6.1 --- Use of formulaic language by native and normative speakers --- p.93 / Chapter 6.2 --- Interaction between NS/NNS factor and task type --- p.97 / Chapter 6.3 --- The use of formulaic language and fluency --- p.97 / Chapter 6.4 --- Time on task and the use of formulaic language --- p.99 / Chapter 6.5 --- Length of each turn and the use of formulaic language --- p.103 / Chapter 6.6 --- Rate analysis --- p.105 / Chapter 6.7 --- Summary of the discussion --- p.106 / Chapter Chapter 7 --- Limitations --- p.107 / Chapter Chapter 8 --- Implications of this study --- p.110 / Chapter 8.1 --- Implications for research --- p.110 / Chapter 8.2 --- Implications for pedagogy --- p.111 / Chapter Chapter 9 --- Directions for future research --- p.116 / Chapter Chapter 10 --- Conclusion --- p.119 / Bibliography --- p.i / Appendices --- p.xii / Instructions for the Picture Story Telling --- p.xii / Picture series 1: Picnic --- p.xiii / Picture series 2: Football --- p.xiv / Instructions for the Problem-solving task --- p.xv / Problem-solving task: The Problem Page --- p.xvi

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 53-57.

Huang, Zeping. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 195-211). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.