Spelling suggestions: "subject:"northern sotho language."" "subject:"northern botho language.""
41 |
The compound noun in Northern SothoMphasha, Lekau Eleazar 12 1900 (has links)
Thesis (DLitt (African Languages))--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: This study explores the various elements which appear in compound nouns in Northern
Sotho. The purpose of this study fill in an important gap in the Northern Sotho
language studies as regards the morphological structure of compound nouns in
Northern Sotho.
This study is organized as follows:
CHAPTER ONE presents an introduction to the study. The introductory sections which
appear in this chapter include the aim of the study, the methodology and different views
of researchers of other languages on compound nouns. Different categories which
appear with the noun in the Northern Sotho compound are identified.
CHAPTER TWO deals with the different features of the noun in Northern Sotho. It
examines the various class prefixes, nominal stems/roots and nominal suffixes which
form nouns. Nouns appear in classes according to the form of their prefixes. The
morphological structures of the nouns have been presented. It also reviews the
meanings, sound/phonological changes and origins of nouns.
CHAPTER THREE is concerned with the nominal heads of compound nouns. It
examines compounds that are formed through a combination of nouns, and compounds
that are formed from nouns together with other syntactic categories. Arguments which
defend the structure of different compounds with nominal heads are presented.
CHAPTER FOUR explores compound nouns with verbal heads. It examines various
elements of compound nouns with a verb as one of its components. The entire chapter
includes examples that illustrate that when a verbal form appears with a noun, it is
adapted to a noun by the addition of the relevant prefixes and suffixes. CHAPTER FIVE gives an overview of the findings, and presents the conclusions, of the
research on compound nouns in Chapters Three and Four.
|
42 |
Agreement morphemes in Northern Sotho constructions : a morphological and semantic studyKganakga, Thobakgale Johannes January 2004 (has links)
Thesis (M. A. (African Languages)) -- University of Limpopo, 2004 / Refer to document
|
43 |
Discourse analysis and speech varieties in Northern Sotho : a sociolinguistic studySekhukhune, Phatudi Dan January 1988 (has links)
Thesis (M.A. (African Languages)) -- University of the North, 1988 / Refer to the document
|
44 |
The pronoun in Venda and Northern Sotho : a comparative morphological, syntactic and semantic studyMakhado, John Tshifularo January 1976 (has links)
Thesis (M.A. (African Languages)) -- University of the North, 1976 / Refer to the document
|
45 |
Noord-Sotho-spreekwoorde : 'n linguistiese ontledingBushney, Melanie Jean 11 February 2014 (has links)
M.A. (African Languages) / Please refer to full text to view abstract
|
46 |
Relatiefomskrywing in die Suid-Afrikaanse Bantoetale, met besondere verwysing na Noord-SothoKock, Johannes Hermanus Machiel 17 March 2014 (has links)
D.Litt. et Phil. / Please refer to full text to view abstract
|
47 |
Prestige terminology and its consequences in the development of Northern Sotho vocabularyMojela, Victor Maropeng 11 1900 (has links)
The thesis investigates the factors which lead to the development of 'prestige'
terminology in the Northern Sotho vocabulary. It investigates the factors which lead to
the development of 'prestige' language varieties and 'prestige' dialects, which are
sources of 'prestige' terminology. These factors include, inter alia, urbanization,
industrialization, the missionary activities and standardisation. The thesis tries to
explain the reason why most of the Northern Sotho people do not feel free to speak
their language when they are among other communitiesK__U explains the reason why the
speakers of the so-called 'inferior' dialects of Northern Sotho have an inferiority
complex while the speakers of the 'prestige' dialects have confidence when speaking
their dialects.
The people who are residents of the urban and industrialized areas have a high
standard of living due to the availability of employment opportunities, while the rural
communities are usually unemployed and, as such, their standard of living is low. This
elevates the urban community to a high status which is shared by the type of language
they speak. The rural communities start associating themselves with the urban
communities by imitating the urban varieties in order to elevate themselves. This is
one of the reasons which lead to the widespread use of urban slang and other
language varieties which are associated with the urban areas of South Africa, i.e. the PWV (Pretoria, Witwatersrand and Vereeniging). Standardisation of Northern Sotho
and the missionary activities within the Northern Sotho communities led to the creation
of 'superior' and 'inferior' dialects. The missionary societies established missionary
stations among certain Northern Sotho communities while other communities did not
have these stations, and became the vanguards of Western civilization among the
indigenous people of Southern Africa. ~The dialects among which the missionary
stations were established came to enjoy a high status since these varieties were the
first to be converted to written forms. In this case, the first varieties to be considered
during standardisation were those which had a written orthography, and this is exactly
what happened in the standardisation of Northern Sotho. / African Languages / D.Litt. et Phil. (African Languages)
|
48 |
A dialect-geographical survey of the phonology of the Northern Sotho areaMokgokong, Pothinus Carl 08 1900 (has links)
African Languages / M.A. (Bantu Languages)
|
49 |
Polysemy of the verbs ya and tla in Northern SothoMarobela, Refilwe Mmaseroka 12 1900 (has links)
Thesis (MA (African Languages))--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The topic of study is ‘go’ and ‘come’ verbs in Northern Sotho, which can be classified as verbs of state or motion. This study examines the semantics as well as the syntactic analysis of these verbs of state of motion within the framework of Pustejovsky’s Generative Lexicon Theory.
This study will explore the polysemy of ‘ya’, as shown in the sentences below:
1. Bana ba ya nokeng.
(The children go/are going to the river)
2. Bašimane ba ya šokeng.
(The boys go/are going to the bush)
The verb ya ‘go’ may end with the suffix –ile to realise the past tense of ya as illustrated in the following examples:
3. Bana ba ile nokeng.
(The children went to the river)
4. Bašemane ba ile šokeng.
(The boys went to the bush)
The study also examines the polysemy of the verb –tla in Northern Sotho. The verb tla ‘come’ semantically denotes motion as shown in the sentences below.
5. Basadi ba tla monyanyeng.
(The women come to the party)
6. Banna ba tla kopanong.
(Men come/are coming to the meeting)
The verb tla may end with the suffix –ile to demonstrate the past tense of –tla, as shown in the following sentences. 7. Ngwana o tlile sekolong.
(The child came to school)
8. Mokgalabje o tlile kgorong.
(The old man came to the headkraal)
This study will demonstrate that the agent argument of the verbs –ya and –tla may regularly occur as complement of the preposition le in Northern Sotho.
The range of data examined demonstrate that the verbs –ya and –tla exhibit a wide range of semantic selectional properties as regard to the subject argument and the locative argument. The study also analyses the aspectual properties of the sentences with –ya and –tla with reference to the activity and achievement situation types.
|
50 |
Complexity in task-based course design for Sepedi in police interviewsBergh, Petrus Lodewikus 12 1900 (has links)
Thesis (MA (African Languages))--University of Stellenbosch, 2007. / The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles.
The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group.
Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing.
Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process.
The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.
|
Page generated in 0.0783 seconds