Este estudio evalúa actitudes lingüísticas de profesores de español como lengua extranjera en Suecia hacia formas de género neutral en diferentes contextos y formatos, centrándose en las innovaciones morfológicas -e, -x, -@ así como en el desdoblamiento. Igualmente, compara la actitud entre profesores de lengua materna española y sueca. Los resultados reflejan una preferencia generalizada por el genérico masculino arraigada en las normas lingüísticas tradicionales y convenciones sociales. Se observa una mayor aceptación hacia el desdoblamiento en contextos informales, indicando una apertura a prácticas lingüísticas inclusivas. Se observan diferencias en las actitudes entre profesores de lengua materna española y sueca. Los profesores con lengua materna sueca tienden a mostrar una mayor aceptación hacia las formas de lenguaje inclusivo, pero resistencia hacia el morfema -e en situaciones orales. La lengua materna, la cultura lingüística y las normas gramaticales influyen en la percepción del lenguaje inclusivo. Se concluye que las actitudes lingüísticas hacia formas de género neutro varían según el contexto y las experiencias individuales. Estas conclusiones resaltan la complejidad de las actitudes dentro del profesorado de español en Suecia, subrayando que las actitudes pueden diferir según el contexto de la comunicación, así como si el formato es oral o escrito. Los hallazgos se alinean con la idea de que las actitudes lingüísticas varían según factores culturales. Es importante recordar que estas conclusiones se basan en la percepción de los participantes y pueden no reflejar las de todos los hablantes de español o sueco. / This study evaluates the linguistic attitudes of teachers of Spanish as a foreign language in Sweden towards forms of gender neutrality, in various contexts and formats, focusing on the morphological innovations -e, -x, -@, and doublets. Additionally, it compares attitudes between teachers who have Spanish as a mother language and those whose mother language is Swedish. The results reflect a widespread preference for the masculine generic, rooted in traditional linguistic norms and social conventions. A higher acceptance of doublets in informal contexts is observed, indicating openness to inclusive language practices. Differences in attitudes are observed between teachers who have Spanish as a mother language and those whose mother language is Swedish. Teachers with Swedish as their mother language tend to show greater acceptance towards inclusive language forms but resistance towards the -e morpheme in oral situations. Mother language, linguistic culture, and grammatical norms influence the perceptions of inclusive language. It is concluded that linguistic attitudes towards gender-neutral forms vary depending on the context and on individual experiences. These conclusions emphasize the complexity of attitudes in the context of Spanish teaching in Sweden, highligting that attitudes may differ according to the communication context, whether formal or informal, as well as if the comunnication is oral or written. These findings align with the idea that linguistic attitudes vary based on cultural factors. It is important to note that these conclusions are based on the participant’s perceptions and may not reflect those of all Spanish or Swedish speakers. The study provides, as well, a solid foundation for future research, enphasizing the importance of considering factors such as mother language, communication context, and sociocultural dynamics in the teaching of Spanish as a foreign language. This allows to develop training programs with inclusive linguistic strategies and promotes necessary discussions.

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Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022 / The prime goal of this study is to explore, form and analyse the semantic content of compound words in Sepedi. The study used the qualitative method. Data were collected using participant observations from various written sources and it was analysed through Content Analysis. The Theory of Construction Morphology was tested on endocentric, exocentric, and copulative compound words to locate the headedness of Sepedi compound words. The study revealed that the head of compound words can be located on the nominal prefix, left-hand side, right-hand side, on both nominal prefixes and it can be determined outside of the compound word for metaphoric exocentric nominal compounds. Furthermore, because of the role noun class prefixes play on determining the head of compound words, the study found that Sepedi compound words are nominals. The formation of Sepedi compound words involves the combination of different word aspects such as objects concords, deverbatives, verbal roots, stems, suffixal endings, and lexical categories such as nouns, Adjectives, and verbs. The resultant compound word of these combinations always results in a compound noun. It was recommended that future researchers should investigate the semantic content of exocentric compound words in African languages, especially the Sepedi language. The study further highlighted that there is still a need for a study that looks at the influences of nominal prefixes on the headedness of compound words in Sepedi. Furthermore, the study recommended that to alleviate the gap of shortage of literature in Sepedi, future studies should focus on word formation processes in Sepedi. / Feenix Crowdfunding and C Track Fleet Management Solutions Pty Ltd

The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990). It is now 24 years since English as medium of instruction was introduced in schools and tertiary institutions, but some students’ English proficiency is still relatively poor, especially in writing and speaking communication skills. This study investigated the barriers that prevent students to write and speak English well at University A and University B. The writing and speaking skills were investigated through the lens of syllabi/study guides, and lack of practical teaching of oral communication and writing skills inter alia morphology and syntax. Fifty-seven respondents took part in the research, comprising Heads of Departments (Language, Communication and Language Centre), Course Coordinators, lecturers and students in the English field at the two institutions investigated. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones who were with the students in classrooms. This study used qualitative research to gather information through methods such as observation, interviews, open-response questionnaire items, document analysis and verbal reports. The following were the main findings. There was a lack of specific teaching objectives in oral communication and written skills in the syllabi, while the inability of students to write correct sentences, and the limited time allocated to these courses also played a role. The conclusion drawn from this study is that students’ communicative competency is very poor. Therefore, it is the opinion of this researcher that improvement is much needed regarding syllabi content, teaching approaches of speaking and writing skills, students’ admission criteria and the time frame allocated for the different courses. To answer the research question: firstly the time allocated to some of the English courses is short, there is lack of teaching and learning of oral and writing skills approaches and, the syllabi were planned and design in a way that do not enhance much the teaching and learning of the second language. There are not many activities in the study guides that could be used to enhance students’ communicative competency. Such activities should include subject and verb agreement, passive and active form, sentence construction, word-building using prefixes and suffixes, auxiliaries or activities which give the students a chance to practice a certain aspect of language. Also, since English is a second language for students in Namibia, the institutions must seriously look at the time allocated to the courses they offer so that lecturers can appropriately apply proper approaches to teach writing and speaking skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990). It is now 24 years since English as medium of instruction was introduced in schools and tertiary institutions, but some students’ English proficiency is still relatively poor, especially in writing and speaking communication skills. This study investigated the barriers that prevent students to write and speak English well at University A and University B. The writing and speaking skills were investigated through the lens of syllabi/study guides, and lack of practical teaching of oral communication and writing skills inter alia morphology and syntax. Fifty-seven respondents took part in the research, comprising Heads of Departments (Language, Communication and Language Centre), Course Coordinators, lecturers and students in the English field at the two institutions investigated. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones who were with the students in classrooms. This study used qualitative research to gather information through methods such as observation, interviews, open-response questionnaire items, document analysis and verbal reports. The following were the main findings. There was a lack of specific teaching objectives in oral communication and written skills in the syllabi, while the inability of students to write correct sentences, and the limited time allocated to these courses also played a role. The conclusion drawn from this study is that students’ communicative competency is very poor. Therefore, it is the opinion of this researcher that improvement is much needed regarding syllabi content, teaching approaches of speaking and writing skills, students’ admission criteria and the time frame allocated for the different courses. To answer the research question: firstly the time allocated to some of the English courses is short, there is lack of teaching and learning of oral and writing skills approaches and, the syllabi were planned and design in a way that do not enhance much the teaching and learning of the second language. There are not many activities in the study guides that could be used to enhance students’ communicative competency. Such activities should include subject and verb agreement, passive and active form, sentence construction, word-building using prefixes and suffixes, auxiliaries or activities which give the students a chance to practice a certain aspect of language. Also, since English is a second language for students in Namibia, the institutions must seriously look at the time allocated to the courses they offer so that lecturers can appropriately apply proper approaches to teach writing and speaking skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)