Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study intends to describe and explain syllable structure processes in Northern Sotho. It deals with phonological processes such as vowel deletion, semivocalization and semivowel insertion. The major aim of these processes is to restore the preferred ICVI syllable structure which has been violated by morphological processes such as passive, diminutive, the construction of absolute pronouns, etc. Two phonological models are applied with the intention to determine the one that presents the most credible explanation for the phenomenon at hand. The two models employed are, respectively, the Transformational (TG) and Feature Geometry (FG) models. It appears that Feature Geometry model yields better results in the description of syllable structure processes in Northern Sotho. / AFRIKAANSE OPSOMMING: Hierdie studie beskryf en verklaar sillabestruktuur prosesse in Noord-Sotho. Die tersaaklike fonologiese prosesse is vokaaldelesie, semivokalisasie en semivokaalinvoeging. Die doel van hierdie prosesse is om "n bepaalde voorkeursillabestruktuur IKVI te herstel wat versteur word deur morfologiese prosesse met die vorming van die passief, diminutief, die konstruksie van absolute voornaamwoorde ensovoorts. Twee fonologiese modelle word geïmplementeer ten einde te bepaal welke model die mees geloofwaardige verklarings vir die betrokke verskynsels kan bied. Die Transformasioneel-Generatiewe (TG) en Kenmerk Geometriese(KG) modelle word respektiewelik toegepas. Dit skyn asof die Kenmerk Geometriese model beter resultate lewer in die beskrywing van sillabestruktuurprosesse in Noord-Sotho.

Thesis (D.Litt. et Phil)--Universiteit van Suid-Afrika, 1995.

It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.

The main purpose of this study is to investigate the properties of selected monotransitive verbs in Northern Sotho as regard their argument structure and event structure. These Northern Sotho verbs will be examined within the general theoretical framework of Generative Lexicon Theory postulated by Pustejovsky (1996). This theory is in essence concerned with the account of word meaning as it relates to lexical semantic properties of lexical items in composition with other lexical items in a sentence. The arguments of the Northern Sotho verbs examined will include an agentive subject argument, the external argument, and a patient/theme object argument, the internal argument. In addition, a locative internal argument occurs in the sentences, which may have the status of a true argument, a shadow argument, or a default argument, in Pustejovsky’s classification of arguments. The Northern Sotho verbs examined demonstrate accomplishment events in that they entail a change of state and are telic (i.e. they have a logical culmination or endpoint). This telicity property of the verb is often the result of the occurrence of the internal arguments, i.e. the patient/theme argument and locative argument of the verb. The verb classes examined for Northern Sotho include (i) verbs of putting, (ii) verbs of removing, (iii) verbs of sending and carrying, (iv) verbs of exerting force/push/pull verbs), (v) verbs of change of possession, (vi) learn verbs, (vii) verbs of throwing, (viii) verbs of contact by impact, (ix) verbs of cutting, (x) verbs of separating and disassembling, (xi) verbs of creation and transformation, (xii) verbs of communication, (xiii) verbs of ingesting, (xiv) verbs of change of state, and (xv) verbs of motion.

Thesis (MA. (African Languages)) -- University of Limpopo, 2013 / This research is aimed at encouraging and empowering the Northern Sotho speaking people to make use of idioms in their everyday communication. A deep explanation of idioms was done as to how, where and when to use them. It has been discovered that idioms are not properly used at different places and levels. The researcher urges people to make use of idioms because they are rich with cultural values such as love and respect. It is very important, therefore, to understand and use idioms correctly as they have the literal as well as the figurative meanings.

M. Tech. Language Practice / South Africa's multilingual ecology requires acquisition of proficiency in several languages if one is to participate effectively in the economic, political, and socio-cultural spheres of the country. The study concentrates on the acquisition of a third language by adult university students in die Departments of Applied Languages, Education and Journalism, which they do as a requirement for their various qualifications. This study investigates the manifestation of Transfer of Cross-Linguistic Influence from the learners' previously-known languages during the acquisition / learning for a third language, Northern Sotho. The study examines errors identified in the language learners' written production of their interlanguage in Northern Sotho L3

M.Ed. / The point of departure in this research is that the teaching and learning of Northern Sotho (Ll) as a mother tongue or first language to its speakers should be on the same footi.ng with the teaching and learning of any other mother tongue elsewhere in the world. While universal principles of first language (Ll) instruction are followed, they should be adapted to suit Northern Sotho as a separate language. This is necessary because of the unique nature of Northern Sotho and the language's position viz a viz its speakers. The following problems are at present experienced teaching and learning of Northern Sotho as a formal subject: - lack of adequate scientific research in the teaching and learning of Northern Sotho on being introduced as a school subject; - some teachers still follow the second and third language approaches in teaching the subject; - the observed negative attitude of teachers and pupils alike towards the subject; - the status of Northern Sotho in a multilingual South Africa in which it is relegated to a so-called 'regional language'. In an attempt to ameliorate the situation, the researcher will focus attention on the following: - a review of the curriculum and the syllabi. Differentiation is necessary, hence the researcher will suggest two types of syllabi; namely a more 'culture bound syllabus' and a 'scientifically' orientated syllabus' for those pupils who wish to specialize in universal Language Studies and Linguistics. - curriculum enrichment as a measure to correct attitudes. - the teaching of Northern Sotho for specific purposes. In a multilingual country like South Africa, an African Language like Northern Sotho still has a role to play, for example, as a vehicle of culture. An alternative approach to the teaching and learning of Northern Sotho will presumably improve the status of Northern Sotho as a sUbject and thus ensure its survival as a school subject In future.

“Rutang bana ditaola le se ye natšo badimong.” This is a Northern Sotho proverb, meaning: teach young generation the true African culture before death comes. This study looks at how elements of indigenous knowledge are being embedded or reflected in Northern Sotho poetry. Different types of poems and their different themes are being analyzed to reveal the indigenous knowledge in them. The contents of the poems reveal how our forbearers’ knowledge is being embedded in them. The way our African culture and the manner of doing things are reflected in the Northern Sotho selected poems. In conclusion, more research should be done in connection with the following issues:- • Initiation schools (for both males and females) • The lobola (magadi) issue • The Taboo (meila). / Dr. J. Manyaka

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.

Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This research investigates the adjective in Northern Sotho. The entire research indicates that adjectives form a closed system and are morphologically marked with a noun class prefix in Northern Sotho. Three semantic categories of adjectives which may be recognized are descriptive, quantitative and colour adjectives. Chapter One is the introduction of the research. The introductory sections which appear in it are purpose and aim of study, method of research, organization of the study, definitions of the concepts and derivation of adjectives. Chapter Two concentrates on the semantic adjective. Semantics deals with the study of words origins~ changes and meanings. Attributive (prenominal) adjectives tend to denote fairly permanent properties, while predicative ones denote the corresponding transient properties as in the following examples: (1) a. The shirt is loose (not buttoned) b. The loose shirt (not fitting properly) (2) a. The apparatus are handy (conveniently at hand) b. Handy apparatus (useful apparatus) Adjectives can occur in comparative and exclamatory constructions. Two types of adjectives may also differ from one another in that the one involving conversion does not take degree modifier or comparative, whereas the one not involving conversion can have either of them occurring with them: (3) a. The strong should help the weak b. The very strong should help the weak (4) a. The cup is big b. The cup is too big Chapter Three evolves on the formation and structure of adjectives in Northern Sotho. This chapter introduces a wide range of word building elements used to create the adjective structure. Emphasis is put on the adjectival prefixes, adjectival stems and adjectival suffixes which are the constituent elements of the adjective. Only the adjectival stems are reduplicable and have usually an intensified meaning. This implies that the adjectival prefixes and adjectival suffixes, in terms of their position and function, cannot be reduplicated. There are also some restrictions in the use of adjectives. The main concerns are the nature of word-formation processes and the ways in which wordformation interacts with syntax, semantics and lexicon. Chapter Four exemplifies the descriptive possessive in full. As a matter of clarification, no possessives have been discussed in this chapter. Descriptive possessives and possessives are two different aspects. In this chapter, various aspects which make up the descriptive possessives are also discussed in detail. Chapter Five deals with the nominal relative clause. The head is always the noun in all the nominal relative clauses. The matrix and the relative clauses are given under physical features, psychological features, habits, skills, taste and natural phenomena. The distribution of a relative is also indicated. Attention is based on the complement of a noun and position in a clause. Chapter Six is the concluding chapter which gives the summary of all the previous chapters. / AFRIKAANSE OPSOMMING: Hierdie navorsing het as doelstelling die ondersoek van die adjektief in Noord-Sotho. Die bevindinge van die navorsing dui daarop dat adjektiewe in Noord-Sotho 'n geslote klas vorm wat morfologies gemerk word deur 'n naamwoordklasprefiks. Die drie semantiese kategorieë van adjektiewe wat in die studie erken word sluit in deskriptiewe, kwantitatiewe en kleur adjektiewe. Hoofstuk Een vorm die inleiding van die studie. Die verskillende sub-afdelings van die hoofstuk gee die doelstelling van die studie, asook 'n oorsig van die navorsingsmetode, organisasie van die studie, belangrike definisies en konsepte en behandel die afleiding van adjektiewe in Noord-Sotho. Hoofstuk Twee fokus op die semantiese adjektiewe. Semantiek hou verband met die studie van woorde se oorsprong, veranderinge en betekenisse. Attributiewe (prenominale) adjektiewe neig om redelik permanente eienskappe aan te dui, terwyl predikatiewe adjektiewe die korresponderende tydelike eienskappe aandui, soos getoon in die volgende voorbeelde in Engels: (1) a. The shirt is loose (not buttoned) b. The loose shirt (not fitting properly) (2) a. The apparatus are handy (conveniently at hand) b. Handy apparatus (useful apparatus) Adjektiewe kan in vergelykende en uitroepkonstruksies verskyn. Twee tipes adjektiewe kan ook verskil van mekaar in die opsig dat die een tipe wat verandering behels nie 'n graad bepaler of vergelykende bepaler neem nie, terwyl die ander wat nie verandering behels nie met enige van hierdie bepalers kan verskyn. Beskou die volgende voorbeelde in Engels: (3) a. The strong should help the weak b. The very strong should help the weak (4) a. The cup is big b. The cup is too big Hoofstuk Drie hou verband met die vorming en struktuur van adjektiewe in Noord- Sotho. Hierdie hoofstuk stel'n wye reekswoordbou-elementebekendwat gebruik word om qie adjektiefstruktuur te skep. Besondere aandag word gegee aan die adjektiefprefikse, adjektiefstamme en adjektiefsuffikse wat die konstituent elemente van die I adjektief is. Slegs adjektiefstamme is dupliseerbaar, en het gewoonlik 'n geïntensifeerde betekenis. Dit volg dat die adjektiefprefikse en -suffikse in terme van hulle posisie en funksie nie geredupliseer kan word nie. Daar word ook ondersoek ingestel na die beperkings ten opsigte van die gebruik van adjektiewe. Die hoofoorwegings is die aard van woordvormingsprosesseen die wyse waarop woordvorming in interaksie is met die sintaksis, semantiek en die leksikon. Hoofstuk Vier ondersoek die deskriptiewe possessief in Noord-Sotho volledig. Ter wille van duidelikheid: geen possessiewe wat letterlike semantiese besit aandui word in hierdie hoofstuk as relevant beskou nie aangesien deskriptiewe possessiewe, maar nie letterlike besitaanduidende possessiewe nie, as kategorie van semantiese adjektiewe beskou word. In hierdie hoofstuk word ook verskillende aspekte bespreek wat die semantiese adjektief karakteriseer. Hoofstuk Vyf ondersoek die nominale relatief klous. Die kern is altyd 'n naamwoord in al die nominale relatiefklouse. Die matriks- en die relatiefklouse word bespreek onder die klasse van fisiese kenmerke, sielkundige kenmerke, gewoontes, vaardighede, smake, en natuurlike verskynsels. Die verspreiding van 'n relatief word ook aangedui. Aandag word gevestig op die komplement van 'n naamwoord en posisie in die klous. Hoofstuk Ses is die samevatting van die studie waarin die belangrikste bevindings aan die orde gestel word.