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A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium schoolYuen, Dick-yan, Dennis., 源迪恩. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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A Study of Small Talk Among Males: Comparing the U.S. and JapanFurukawa, Chie 10 January 2014 (has links)
This study seeks to understand the social interaction of small talk in two different countries. Defining small talk as 'phatic communion' and 'social talk' as contrasted to 'core business talk' and 'work-related talk,' Holmes (2000) claims that small talk in the workplace is intertwined with main work-talk. Small talk can help build solidarity and rapport, as well as maintain good relationships between workers. Much of the research on small talk has been focused on institutional settings such as business and service interactions; thus, there is a need for research on non-institutional small talk between participants without established relationships.
This study compared how native English and Japanese male speakers interact in small talk that occurs during the initial phase of relationship formation, when interlocutors who have just met are waiting for a shared purpose. I analyzed their unmonitored small talk interaction in order to examine what types of topics they discuss and how conversations actually occur. I also conducted interviews to obtain information on perceptions of small talk and examined how these perceptions reflect different social norms and values pertaining to small talk in real-life settings. The data on the characteristics of small talk come from the pre-interview conversation between two participants, and the data on perceptions about small talk come from the interviews.
The topics discussed differed between the U.S. and Japanese pairs. The U.S. pairs had "Informational Talk" elaborating on class details such as professors, systems, materials, or class content. The Japanese pairs, on the other hand, had "Personal Informational Talk," talking about personal matters such as study problems, worries, gossip, and stories. Furthermore, the Japanese pairs tended to have many pauses/silences compared to their English-speaking counterparts (the average frequency of pauses per conversation were 6 for the U.S. participants and 16 for the Japanese), presenting the impression that the Japanese pairs might have been uncomfortable and awkward. However, one similarity was that both groups discussed topics on which they shared knowledge or discussed the research study in which they were participating in order to fill silence during small talk with strangers.
The most prominent result from the interviews is that interactions with strangers are completely normal for the U.S. participants, while for the Japanese participants such small talk with strangers makes them feel surprised and uncomfortable. The U.S. participants have numerous experiences with and are aware of the small talk occurring in everyday life, and they commonly discuss impersonal subjects; that is, their talks tend to be about factual information. The Japanese males, on the other hand, reported that they do not commonly talk with strangers; they need a defined place or reason to talk in order to converse openly and exchange personal information. However, in the actual pre-interview small talk, they incrementally came to know each other and started to discuss personal concerns and gossip about friends. This study has shown that small talk can be viewed as a locus where cultural differences in social norms are reflected.
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An analysis of matriculants' writing with special reference to communicative functionsWong, King-Wah., 王景華. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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A genre-theoretic analysis of sports texts in SepediMaruma, Mamalatswa Walburga 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and
Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes
linguistic elements which are applicable in language learning to equip learners with analytic
skills. These skills are indicated in the Curriculum 2005 for the learning area: languages.
These skills will enable learners to analyse the discourse structure of written texts
effectively.
Use is made of various textlinguistic strategies for analysing written genre texts on sports
matters. Including these strategies in language learning and teaching situation will help
learners to understand how language is used in text analysis. In order to demonstrate
how to analyse texts practically, these strategies are investigated through sports texts from
Bona Magazine.
This study demonstrates the importance of generic factors for a proper analysis of texts.
These factors include the community in which the text is produced, cultural factors and the
communicative purpose of a text. In exploring the generic features of texts, the definition
of the term text is investigated, including all its characteristics, textlinguistic construction
and levels of text analysis are also identified.
This study demonstrates the importance of including the parameters of the ethnography of
writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of
texts. The ethnography of writing entails that a thorough text analysis should address the
following question: AWho writes what to whom for what purpose, why, when and hews.
The study examines the importance of utilising text analysis in language learning and
teaching.
The study also demonstrates the relationship between the theoretical aspects examined
and the learning outcomes of Curriculum 2005. The study thus demonstrates how the
theoretical framework discusses is applicable in the analysis of Sepedi texts. / AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel
deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA
tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in
taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in
Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in
staat om die diskoers struktuur van geskrewe teks te analiseer.
Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van
geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal
leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die
praktiese toepassing van die analise van tekste te illustreer, word die betrokke
tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste.
Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste.
Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word,
kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van
die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek,
insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise.
Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf,
soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die
etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet
aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie
ondersoek die belang van die gebruik van teksanalise in leer en onderrig.
Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van
Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die
analise van Sepedi tekste. / SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e
tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi
go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba
thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a
tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme.
Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go
amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla
thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa.
Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe
ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona.
Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong
ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go
lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga
ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le
dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa
a laedltswe,
Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale
ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya
dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye
etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela
mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?'
Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go
ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla
tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke
ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e
hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.
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The narrative of abuse in SesothoChaka, Molelekeng Theresia 04 1900 (has links)
Thesis (MA) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study examines data from account-giving in Sesotho. Am account-making process
according to Warren (1989), is more like a "life in motion" in which individual characters
are portrayed as moving through their experiences, dealing with some problem in their
lives and at the same time diligently searching for a resolution. It is then this quest to
understand the major stresses in each individual's mind that is at the core of this study.
The reasons that lead to the result of the daily experiences of destitution, depression,
death, disability etc, are also addressed here.
Narrative accounts form the basis of moral and social events and as such, stories have
two elements through which they are explored. They are explored firstly in the way in
which they are told and secondly, in the way they are lived in the social context. These
stories follow a historically or culturally based format, and to this effect, Gergen (1994)
posited narrative criteria that constitute a historically contingent narrative form. Narrative
forms are linguistic tools that have important social functions to satisfactorily fulfil such
needs as stability narrative, progressive narrative and regressive narrative. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor verslagdoening in Sesotho. 'n Verslagdoeningsproses is
volgens Warren (1989) soos 'lewe in beweging', waarin individuele karakters voorgestel
word as dat hulle beweeg deur ervarings, en een of ander probleem in hulle lewe
aanspreek, en terselfdertyd soek na 'n oplossing. Dit is hierdie soeke om die spanninge te
verstaan in die denke van elke individu wat aan die kern van hierdie studie lê. Die redes
wat lei tot die resultaat van die daaglikse ondervindings van eensaamheid, depressie,
dood, gestremdheid, ens. word ook beklemtoon in hierdie studie met verwysing na
Sesotho verslagdoenings.
Narratiewe verslagdoening vorm die basis van morele en sosiale gebeure, en as sulks,
vorm dit die twee elemente waardeur hulle ondersoek word. Dit word ondersoek, eerstens
deur die wyse waarop dit vertel word en tweedens, deur die wyse waarop dit beleef word
in die sosiale konteks. Hierdie stories volg 'n histories of kultureel-gebaseerde formaat en,
tot hierdie effek, het Gergen (1994) narratiewe kriteria gepostuleer wat 'n histories
afhanklike narratief vorm. Narratiewe vorme is linguistiese gereedskap wat belangrike
sosiale funksies het om behoeftes te vervul aan stabiliteit narratiewe, progressiewe
narratiewe, en regressiewe narratiewe.
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Uhlobo lwengcingane yohahlelo yenkcazelo yezentlalo kwimbalo zesixhosaDweba, Constance Xoliswa 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts
in isiXhosa which are extracted from the Bona magazine. These five articles are genres
which all just deal with social commentary issues.
This study will first explore the broad genre-based theoretical approach to the investigation
of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be
utilized as framework for discourse properties of the Xhosa texts and a review will be given
of the linguistic competence component of the more general theory of writing advanced by
Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) is
suitable as a framework for teaching writing, because it incorporates the ethnography of
writing which entails that a detailed analysis of texts should address the following
questions: who writes what to whom for what purpose, why and how.
In terms of the parameter "write" which is examined extensively in this study the aspects of
text analysis examined include topic structuring, coherence, text cohesion, lexical choices
as a reflection of communicative purpose as well as cognitive move structure or structural
description which is discussed in Bhatia (1993). These text-linguistic properties of the
genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text
construction.
Finally, this study will also explore the relationship between the ethnography of writing,
learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in
Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be
effectively employed in the analysis of texts in language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-analitiese kenmerke van sosiale kommentaar tekste in
isiXhosa wat verkry is uit die BONA tydskrif. Die vyf artikels is genres wat almal verband
hou met sosiale kommentaar vraagstukke.
Die studie sal eerstens die breë genre-gebaseerde benadering tot die analise van die
isiXhosa tekste ondersoek. Die genre-teoretiese benadering sal aangewend word as
raamwerk vir die ondersoek van diskoers eienskappe van die Xhosa tekste, en In oorsig
word gegee van die taalvermoë komponent van die meer algemene teroeivan skryf
gepostuleer deur Grabe en Kaplan (1996). Daar word aangevoer dat die teorie van Grabe
en Kaplan toepaslik is as In raamwerk vir die onderrig van skryfvaardigheid daar dit ook
die etnografie van skryf inkorporeer, wat meebring dat In gedetaileerde analise van tekste
ook die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom
en hoe.
Ten opsigte van die "skryf" parameter, wat uitgebreid ondersoek word in hierdie studie,
word aspekte beskou wat insluit inligting strukturering, onderwerp strukturering
koherensie, teks kohesie, leksikale keuses as In refleksie van kommunikatiewe doel, sowel
as kognitiewe skuif struktuur of strukturele beskrywing, wat bespreek word in Bhatia
(1993). Hierdie teks-linguistiese eienskappe binne die genre-teoretiese benadering sal
ondersoek word met betrekking tot Grabe en Kaplan se model van tekskonstruksie.
Laastens ondersoek hierdie studie ook die verband tussen die etnografie van skryf- en
leeruitkomste 3, 4 en 5 van Graag 9, tesame met die verbandhoudende
assesseringstandaarde, in Kurrikulum 2005. Die studie ondersoek vrae van hoe die genre
analise van tekste in taalonderrig in Kurrikulum 2005 doeltreffend aangewend kan word. / ISICATSHULWA : Olu fundo luyaphanda ngohlahlelo lohlobo Iwesakhiwo Iwencwadi enenkcazo yezentlalo
yeembalo zesiXhosa ezithi zithatyathwe kwimagazini yeBona. La manqaku mahlanu olu
hlobo athi ajongane nemicimbi yencwadi echaza ngezentlalo.
Olu fundo luyakutlu luvelise ngokubanzi iimbalo ezisekeke kwindlela yesakhiwo
sokuphanda ngembalo zesiXhosa njengezona mbalo eziluncwadi olunenkcazo. Indlela
yohlobo Iwesakhiwo luyakuthi lusetyenziswe njengophahla ekuhlahleleni iilwimi, ubuchule
kunye nemihlaba yokufundisayo kwimbalo zesiXhosa kunye nokunika umboniso welungu
lobuchule besakhiwo esiphangaleleyo ekubhaleni ngobunzulu nguGrabe noKaplan (1996).
Kuyakuthi kuxoxwe ukuba uGrabe noKaplan (1996) kwisakhiwo sabo uthi alungele
ubuchule bokufundisa ukubhala, kuba ithi ingeneiele kuninkcazo yobunzululwazi
yokubhala ethi ivelise ukuba uhlahlelo olunamanqanaba Iwembalo lubonisa le mibuzo
ilandelayo: ngubani obhalayo ntoni kubani enaziphi injongo, kutheni kunye
nakanjani?
Phantsi kweparamitha "ukubhala" ekuthi kubeyiyona ende kakhulu kolu fundo ebonakalisa
imiba yohlahlelo Iwembalo efana nentloko yolwazi, (edibanisa imihlaba) yobumbo lolwazi
oluyintloko, unamathelwano, imbalo enamathelanayo, ukhetho Iwezichazimagama ezizona
zibonakalisa injongo zonxibelelwano nangokunjalo nobumbo oluhambayo lobunzululwazi
bengqondo okanye inkcazelo ebumbekileyo ethi icaciswe nguBhatia (1993). Le mihlaba
yembalo zeelwimi zendlela yohlobo Iwesakhiwo ziyakuthi ziphandwe zivelisa uGrabe
noKaplan kumzekelo wabo wobumbo Iwembalo.
Okokugqibela, olu fundo luyakuphinde luvelise ukuzalana phakathi kwenkcazo
yobunzululwazi bokubhala, ezifundo iziphumayo 3, 4 kunye nesesi 5 sesigaba 9 kunye
namanqanaba _okuhlola ahamba nazo. Olu fundo luvelisa imibuzo ukuba uGrabe
noKaplan kumzekelo wabo bangathi basebenze ngokuphumelelayo ekuhlahleleni iimbalo
kwakubo obu buchule boludwe Iwezifundo zika 2005 ekufundiseni ulwimi, ubuchule
bokufunda nokubhala kunye nonxibelelwano.
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A genre-based pedagogical approach to teaching writing with reference to isiZulu textsZondi, Wilson Thembinkosi 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by
various scholars and researchers, which illustrate linguistic elements that can be incorporated
into the teaching methodology of writing. Appropriately applied, these elements can develop
learners' analytical skills as advanced in Curriculum 2005 in the languages learning area.
A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions
of Ilanga newspaper has been performed. This analysis reveals that text construction reflects
generic factors such as the economic and social status of the community, its culture, which
influence the communicative purpose. An attempt is made to investigate in detail the
parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These
parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued
that once the learner has mastered the parameters for text construction and analysis, he/she
will be better equipped to achieve the learning outcomes specified for writing of Curriculum
2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë
van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit
kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie
doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders
se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van
Kurrikulum 2005.
'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende
uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon
dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en
sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling
beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die
etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu
tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel,
hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die
parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die
leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005. / OKUCASHUNIWE
Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo
bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa
emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori
mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo
njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005.
Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika
ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba
il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize,
siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo.
Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi :
Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani?
Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma
ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.
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A genre-theoretic analysis of sports articles in TshivendaMunyai, Ndwamato Robert 04 1900 (has links)
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.
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Isenzo sentetho yesingxengxezo kwimeko yasesikolweniNkunzi, Vuyani Allois 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The aim of the study is to examine the phenomenon of politeness in isiXhosa discourse
within the speech acts of apology and complaint. Politeness is evidenced where nonverbal
and verbal actions work together for the purpose of achieving smooth
communication among speakers. The actions that occur through discourse are called
speech acts. The most important aim of the speech act of apology is to maintain a good
relationship among speakers. This study focusses specifically on the speech act of
apology and the manner in which Xhosa speakers forward apologies and complaints
among themsleves. Politeness theory will be used as a basis of this study.
In this study, the main focuss is on how the male and female students forward complaints
and apologies. It is discovered that, there are different ways of expressing apologies and
complaints in isiXhosa in different situations, and the different ways in which males and
females students forward apologies among themselves. For instance, in space situation,
males forwarded more apologies as they occupied more space than females. In time
situation, females forward more apologies as they were lacking more in time management
than males do.
According to Trosborg (1995) there are several ways or strategies of apology, which are
as follows: The opting out-catergory; minimizing the degree of offence; indirect apologies;
explanation or account; promise of forbearance and the offer of repair. It has been
discovered firstly in this study, that females used more apology strategies than males.
Secondly, four main apology strategies: request for forgiveness; explicit explanation; offer
of apology and the expression of lack of intent have been extensively used by both males
and females in the empirical data examined.
Trosborg (1995) mentions eight complaints strategies, namely: hints; annoyance; ill
consequences; direct complaints; indirect complaints; modified blame (behavior) and an
explicit blame (person). Females used more complaint strategies than males. Five
complaint strategies: direct complaint; annoyance; ill consequences; indirect complaint and
the modified blame have been extensively used by both males and females. This study helps us to understand the different ways of expressing apologies and
complaints in different situations in isiXhosa. The more appropriate apology and complaint
is used, the better the communication. This becomes evident in the manner in which males
and females forwarded apology and complaint strategies in the discourse analysed in this
study. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die verskynsel van beleefdheid in isiXhosa te ondersoek
binne die uitvoering van die spraakhandelinge van verskoning en klagte. Beleefdheid word
aangedui wanneer nie-verbale en verbale aksies saam van belang is vir die bereiking van
doeltreffende kommunikasie tussen sprekers. Die handelinge wat plaasvind deur diskoers
word spraakhandelinge genoem. Die belangrikste oogmerk van die spraakhandeling van
verskoning is om goeie verhoudinge tussen sprekers te handhaaf. Hierdie studie fokus
spesifiek op die spraakhandeling van verskoning en die wyse waarop Xhosasprekers
verskonings en klagtes tussen mekaar uitruil. Beleefdheidsteorie sal as raamwerk gebruik
word vir hierdie studie.
Die studie gee ook aandag aan hoe vroulie en manlike studente verskonings uitruil. Dit
word bevind dat daar verskillende wyses is waarop verskonings en klagtes in Xhosa
uitgedruk word in verskillende situasies, en dat daar verskillende wyses is waarop manlike
en vroulike studente verskonings uitruil. Byvoorbeeld, in 'n ruimte situasie gee manlike
persone meer verskonings as vroulike persone, aangesien hulle meer ruimte in beslag
neem. In 'n tyd situasie, gee vroulike persone meer verskonings as manlike persone
aangesien dit voorkom of hulle minder besorg is oor tydsbestuur.
Volgens Trosborg (1995), is daar verskeie wyses of strategieë van verskoning, insluitende
die volgende: die uitwegkategorie, minimalisering van oortreding, indirekte verskonings,
verduideliking, belofte van geduld, en aanbod vir herstel. Daar is bevind in die studie dat
vroulike persone meer verskoning strategieë gebruik as manlike persone. Tweedens, vier
hoof verskoning strategieë, nl. versoek vir vergiffenis, eksplisiete verduideliking, aanbod
van 'n verskoning en die uitdrukking van 'n tekort aan bedoeling, is uitgebreid gebruik deur
sowel manlike as vroulike persone.
Trosborg (1995) noem agt klagte strategieë, naamlik skimpe, irritasie, sleg gevolge,
direkte klagtes, indirekte klagtes, gewysigde blaam (t.o.v. gedrag), en eksplisiete blaam
(t.o.v. 'n persoon). Die vroulike persone het meer klagte strategieë as manlike persone.
Vyf klagtestrategieë, naamlik direkte klagte, irritasie, sleg gevolge, indirekte klagte, en die
gewysigde blaam is uitgebreid gebruik deur sowel vroulike as manlike persone.
Hierdie studie werp lig op die verskillende wyses van hoe verskonings in Xhosa uitgedruk
word en klagtes in verskillende situasies. Hoe meer gepas 'n klagte of verskoning is, hoe
meer doeltreffend vind die kommunikasie plaas. Hierdie feit word geïllustreer deur die wyses waarop manlike en vroulike persone verskonings maak, soos aangetoon in die
studie.
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Persuasion in selected Sesotho drama textsMoorosi, Mabitle 12 1900 (has links)
Thesis (DLitt (African Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This study examined persuasion in selected drama texts from the literary period 1981 to
2006. The selection was organised through the examination of two such texts in each of the
following three periods:
• 1981–1989: Le ka nketsang and Mpowane
• 1990–1999: Bana ba khomo tsa batho and Tsiketsing sa qomatsi
• 2000–2006: Ha le fahloe habeli and Leholimo la phetloa
Since persuasion is a relatively new topic in literature, particularly in African languages, the
study examined the persuasion strategies used in the selected texts. These strategies either
entail persuasion applied purely as an upfront aspect for changing the targets’ attitudes,
behaviours, beliefs or opinions or entail certain situations during which the persuaders, as
literary characters, employ another type (or types) of persuasion – coercion, manipulation or
propaganda – in order to change the targets.
The main thrust of this thesis was the persuasive tactics or techniques that might be applied
by literary characters in an attempt to stimulate change in other literary characters. The study
also examined whether additional persuasive interactions are employed to motivate change
in others and whether counter-persuasive actions are employed to resist the proposed
change.
Chapter One introduces the aspect of persuasion as propounded by persuasion practitioners
and experts and gives the framework of the study as a whole. Chapter Two initiates the
literature review on the goals-plans-action (GPA) model as part of the psychological theories
on persuasive messages produced by various interactants. This model presupposes reasons
for persuaders to create certain plans for achieving their goals. Chapter Three is concerned
with Le ka nketsang and Mpowane as the selected 1981 to 1989 drama texts. Chapter Four
concentrates on Bana ba khomo tsa batho and Tsiketsing sa qomatsi from the 1990 to 1999
literary period. Chapter Five deals with the literary period 2000 to 2006 and analyses the two
drama texts Ha le fahloe habeli and Leholimo la phetloa. Chapter Six draws a conclusion
from the findings on persuasive strategies and makes observations, per chapter, on the
persuasive attempts from each literary period. / AFRIKAANSE OPSOMMING: Hierdie studie het oorreding in geselekteerde dramatekste uit die letterkundige tydperk 1981
tot 2006 ondersoek. Die seleksie is georganiseer deur twee sodanige tekste in elk van die
onderstaande drie tydperke te ondersoek:
• 1981–1989: Le ka nketsang en Mpowane
• 1990–1999: Bana ba khomo tsa batho en Tsiketsing sa qomatsi
• 2000–2006: Ha le fahloe habeli en Leholimo la phetloa
Aangesien oorreding relatief nuwe onderwerp in die letterkunde is, in die besonder in
Afrikatale, het die studie ondersoek ingestel na die oorredingstrategieë wat in die
geselekteerde tekste gebruik is. Hierdie strategieë behels óf oorreding wat toegepas word
suiwer as spontane aspek vir verandering van die houdings, gedrag, oortuigings of
menings van die teikens, óf dit behels sekere situasies waartydens die oorreders, as
letterkundige karakters, ander soort (of soorte) oorreding – dwang, manipulering of
propaganda – gebruik ten einde die teikens te verander.
Die belangrikste dryfkrag van hierdie tesis was die oorredende taktieke of tegnieke wat deur
letterkundige karakters toegepas kan word in poging om verandering in ander letterkundige
karakters aan te moedig. Die studie het ook nagegaan of addisionele oorredende interaksies
ingespan word om verandering in ander te motiveer en of teen-oorredende optrede gebruik
word om weerstand te bied teen die voorgestelde verandering.
Hoofstuk Een stel die aspek van oorreding bekend soos dit by oorredingspraktisyns en
deskundiges aangebied word, en gee die raamwerk van die studie as geheel. Hoofstuk
Twee onderneem die literatuurstudie oor die doelstellings-planne-optrede (DPO)-model as
deel van die sielkundige teorieë oor oorredende boodskappe soos gelewer deur verskeie
persone wat in interaksie tree. Hierdie model voorveronderstel redes vir oorreders om sekere
planne te ontwikkel vir die bereiking van hulle doelstellings. Hoofstuk Drie word gewy aan Le
ka nketsang en Mpowane as die geselekteerde dramatekste uit die tydperk 1981 tot 1989.
Hoofstuk Vier konsentreer op Bana ba khomo tsa batho en Tsiketsing sa qomatsi uit die
tydperk 1990 tot 1999. Hoofstuk Vyf dek die letterkundige tydperk 2000 tot 2006, en
analiseer die twee dramatekste Ha le fahloe habeli en Leholimo la phetloa. Hoofstuk Ses
kom tot gevolgtrekking na aanleiding van die bevindings oor oorredende strategieë en
maak waarnemings, per hoofstuk, oor die oorredende pogings van elke letterkundige
tydperk.
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