Thesis (M.A. (African Languages )) --University of Limpopo, 2008 / This research study is divided into five chapters and they are as follows: Chapter one is the introductory chapter of this study and it covers the background of this study problem, aim of the study, rational of the study, significance of the study, study methodology, and literature review. Chapter two covers the analytic study of discourse at mošate looking at the use of figurative speech patterns such as idioms, proverbial utterances as gestures of speech in control by the domain, purpose, and setting. Chapter three covers politeness and related gestures of speech as used by Northern Sotho language speakers during gatherings at mošate and other discourse conventions. Chapter four covers the study of Sešate as a restricted code as opposed to elaborate code and its appropriateness, discourse theories and the purposefulness of Sešate. Chapter five is the concluding chapter of this study.

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 101-111).

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published_or_final_version / Linguistics / Master / Master of Philosophy

The main aim of this study is to extend our current understanding of the linguistic characteristics of student-centred distance education texts. This aim links directly with the shift in South Africa from an objectivistic, content-centred teaching approach towards an outcomes-based, studentcentred one. Partly because few guidelines exist as to what the linguistic characteristics of student-centred texts are, developers of such texts in a distance education environment face many challenges and thus, a secondary, more indirect aim of this study is to benefit developers of distance education study materials. In view of the educational context in which the study is situated, a brief overview of some of the most relevant pedagogic perspectives underlying the notion of student-centredness is provided. Student-centredness is then interpreted in terms of Biber's (1988) construal of `involvement' and also in terms of Systemic Functional Linguistics (SFL): more particularly, the interpersonal discourse semantic metafunction of SFL and on insights developed in Appraisal Theory. The focus of the study is thus on `involvement' and the expression of evaluative stance, and consequently on attitudinal language through `involvement' features. Of particular interest to the present study is how learning is advanced through the use of attitudinal language. The data for the study include six print-based distance education teaching texts (study guides) from three different academic departments at the University of South Africa. Two guides from each department are analysed and compared: one developed by way of a content-centred approach to teaching and the other by way of a student-centred approach. The linguistic construal of evaluative stance in these guides is analysed and interpreted in interpersonal terms. The thesis develops a theoretically motivated explanation of the linguistic characteristics of student-centred distance education texts, and in the process provides evidence of the interpersonal and pedagogic relevance of evaluative stance in the context of distance education. Some of the main conclusions reached are that student-centred texts differ from contentcentred ones with regard to: the extent to which the social presence of discourse participants is signalled in such texts; the extent to which solidarity is negotiated with students; the participation of students in the knowledge construction process; the relationship that prevails between lecturers and students; and the identity developed for both students as well as lecturers. / Linguistics / D. Litt. et Phil. (Linguistics)

The main aim of this study is to extend our current understanding of the linguistic characteristics of student-centred distance education texts. This aim links directly with the shift in South Africa from an objectivistic, content-centred teaching approach towards an outcomes-based, studentcentred one. Partly because few guidelines exist as to what the linguistic characteristics of student-centred texts are, developers of such texts in a distance education environment face many challenges and thus, a secondary, more indirect aim of this study is to benefit developers of distance education study materials. In view of the educational context in which the study is situated, a brief overview of some of the most relevant pedagogic perspectives underlying the notion of student-centredness is provided. Student-centredness is then interpreted in terms of Biber's (1988) construal of `involvement' and also in terms of Systemic Functional Linguistics (SFL): more particularly, the interpersonal discourse semantic metafunction of SFL and on insights developed in Appraisal Theory. The focus of the study is thus on `involvement' and the expression of evaluative stance, and consequently on attitudinal language through `involvement' features. Of particular interest to the present study is how learning is advanced through the use of attitudinal language. The data for the study include six print-based distance education teaching texts (study guides) from three different academic departments at the University of South Africa. Two guides from each department are analysed and compared: one developed by way of a content-centred approach to teaching and the other by way of a student-centred approach. The linguistic construal of evaluative stance in these guides is analysed and interpreted in interpersonal terms. The thesis develops a theoretically motivated explanation of the linguistic characteristics of student-centred distance education texts, and in the process provides evidence of the interpersonal and pedagogic relevance of evaluative stance in the context of distance education. Some of the main conclusions reached are that student-centred texts differ from contentcentred ones with regard to: the extent to which the social presence of discourse participants is signalled in such texts; the extent to which solidarity is negotiated with students; the participation of students in the knowledge construction process; the relationship that prevails between lecturers and students; and the identity developed for both students as well as lecturers. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

The study is based on the lexical choices in the social context of EkeGusii circumcision and the meaning of the various lexical items used in the social context of circumcision and gender differentiation in the choice of the lexicon of EkeGusii circumcision. This special variety is also used within EkeGusii standard variety but when used in the context of circumcision, the meaning of the lexical items is understood based on context. It is believed that language embodies traditional values and that these values are socially conditioned. This study considers the social conditioning of the circumcision social varieties. Linguistic traditional values of EkeGusii language are reflected in, among others, gender differentiation in the choice of the lexicon in the social context of circumcision. The study was based on two theories; the social theory and contrastive lexico-semantic theory. Social theory was useful in analyzing language in society and what language means to its users while contrastive lexico-semantic theory was useful in analyzing EkeGusii culture-specific meaning which does not translate readily to English. Participatory observation, interview schedules, informers, questionnaires and introspection were used to collect data. Data was analyzed qualitatively in view of the choice of the lexicon within language variation. Findings showed that the sound plays an important role in postulating meaning of EkeGusii Circumcision Social Varieties (ECSV) through vowel lengthening. The lexicon of ECSV comprises nouns and verbs and that this lexicon is a style as well as register of EkeGusii. Gender differentiation in the language is a case of socialization rather than biological. Finally, meaning relations established by the lexicon of ECSV include synonymy, hyponymy, polysemy as well as antonymy. It is recommended in this study that teachers should be trained on Sociolinguistics, carry out classroom research to identify the learners’ sociolinguistic culture and integrate an individual learner with others in the same level especially since the school has taken the role of socialization of an individual. / African Languages / M.A. (African languages)

On the assumption that different registers of translated drama have different functions and that they therefore present information differently, the aim of the present study is to identify textual features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical cohesion in these two registers. The second issue concerns my contention that the dialogue of a stage translation is more "involved". (Biber 1988) than that of a page translation. The research was conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical frameworks by means of which these aims were accomplished were derived from text linguistics and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991) bonding model, in particular, the classification of repetition links, were adapted so as to quantify lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional approach to register variation were used to quantify linguistic features that signal involvement. The main finding of the study is that drama translation register (page or stage translation) does have a constraining effect on lexical cohesion and involved production. For Act IV of the play an overall higher density of lexical cohesion strategies was generated by the stage translation. In the case of the involved production features analysed, the overall finding was that the stage translation displayed more involvement than the page translation, to a statistically highly significant extent. The features analysed here cluster together sufficiently to reveal that in comparison with an Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite tendency towards a more oral, more involved and more situated style, reflecting no doubt a general modern trend towards creating more appropriate and accessible texts / Linguistics / D. Litt. et Phil. (Translation Studies)

Zugl.: Zürich, University, Diss., 2006/2007.

On the assumption that different registers of translated drama have different functions and that they therefore present information differently, the aim of the present study is to identify textual features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical cohesion in these two registers. The second issue concerns my contention that the dialogue of a stage translation is more "involved". (Biber 1988) than that of a page translation. The research was conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical frameworks by means of which these aims were accomplished were derived from text linguistics and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991) bonding model, in particular, the classification of repetition links, were adapted so as to quantify lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional approach to register variation were used to quantify linguistic features that signal involvement. The main finding of the study is that drama translation register (page or stage translation) does have a constraining effect on lexical cohesion and involved production. For Act IV of the play an overall higher density of lexical cohesion strategies was generated by the stage translation. In the case of the involved production features analysed, the overall finding was that the stage translation displayed more involvement than the page translation, to a statistically highly significant extent. The features analysed here cluster together sufficiently to reveal that in comparison with an Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite tendency towards a more oral, more involved and more situated style, reflecting no doubt a general modern trend towards creating more appropriate and accessible texts / Linguistics and Modern Languages / D. Litt. et Phil. (Translation Studies)