D.Litt. et Phil. / Please refer to full text to view abstract

M.A. (Applied Linguistics) / Please refer to full text to view abstract

Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2020 / The purpose of this study was to analyse contextual guidance in selected Sepedi-English dictionaries. It analysed different issues related to the manner in which contextual guidance is presented in the selected Sepedi-English dictionaries. Firstly, it looked at how the relationship between the headword and the translation can positively or negatively affect the presentation of contextual guidance. Also, it focused on the presentation of structural markers and how they contribute to contextual guidance which is not well presented. It then looked at the manner in which the dictionary compilers could present the lexical items in accordance with microstructural aspects. Lastly it focused on the need and manner in which microstructural aspects could make the dictionary user-friendly with the usage of pictorials as other means of contextual guidance assistance to the target users. The researcher has separated and allocated the lexical items according to themes and contexts. The researcher discovered that there is a need for user-friendly dictionaries which consist of contextual guidance which has a relationship with the lexical item. That will assist the target users to understand how the translation equivalent could be used

MA (Northern Sotho) / Senthara ya M. E. R. Mathivha Dipolelong tsa Afrika, Bokgabo le Setso Karolog ya Sesotho sa Leboa / See the attached abstract below

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)

African Languages / M.A. (Bantu Languages)

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.

In hierdie studie word die fonologie en die morfologie van Lobedu, 'n dialek van die Noordoostelike dialekbundel van Noord-Sotho, beskryf. Historiese gegewens, soos in hoofstuk 1 weergegee, toon aan dat die Balobedu vroeer uitgebreide kontak met die Bavenda gehad het. Die vokale van Lobedu is anders as hulle standaard ewekniee op die vokaalkaart geposisioneer. In hoofstuk 2 word aangetoon dat die vokaalsisteem in sekere opsigte met 'n vyfvokaalsisteem ooreenstem, maar nogtans oor sewe foneme beskik. Tekens van 'n verskuiwing in die rigting van die meer tipiese sewevokaalsisteem is opgemerk. Die konsonante van Lobedu word gekenmerk deur veral vier a-tipiese artikulasies: dentale klanke vervang die standaard laterale sluitklanke, retroflekse sluitklanke vervang alveolere sluitklanke, oorwegend stemhebbende sluitklanke vervang tipiese Noord-Sotho se geejekteerde klanke, en affriksie by die vrylating van retroflekse plosiewe is prominent. In hoofstuk 3 word gekonsentreer op die toonpatrone wat verskillende naamwoorde en werkwoorde kenmerk. lnteressante verskille tussen standaard Noord-Sotho en Lobedu is gedokumenteer, hoewel daar uiteraard ook heelwat ooreenkomste bestaan. In hoofstuk 4 word die oorsprong van foneme diachronies nagespeur, terwyl alle geidentifiseerde klankveranderinge in hoofstuk 5 opgeneem is. 'n Uitstaande kenmerk van Lobedu is dat die kombinasie van labiale konsonante geheel en al anders as in tipiese Noord-Sotho hanteer word. In hoofstukke 6 tot 8 word die woordkategoriee morfologies beskryf en ontleed. Kenmerke van die werkwoord in die verskillende verbale subkategoriee kom ook aan die orde: Daar word na diachroniese feite verwys ten einde die voorkoms van sekere allomorfe te verklaar, terwyl die herkoms van sekere morfeme na Venda en Tsonga teruggevoer word. Hoofstuk 9 bevat 'n gedetailleerde uiteensetting van die struktuur van die verskillende kopulatiewe. In die finale hoofstuk word tot die slotsom gekom dat Lobedu wel as 'n dialek van Noord-Sotho beskou moat word, ten spyte van aansienlike Venda-beinvloeding. Die voorkoms van a-tipiese kenmerke diskwalifiseer Lobedu nie as 'n Noord-Sotho dialek nie; indien wel, moat die status van verskeie ander Noord-Sotho dialekte ook bevraagteken word. Die Balobedu beskou hulleself as Noord-Sotho manse, en die effektiewe kommunikasie tussen die Balobedu en sprekers van Noord-Sotho bewys dat onderlinge verstaanbaarheid 'n werklikheid is / African Languages / D. Litt. et Phil. (Afrikatale)

Thesis (MA (African Languages))-- University of Stellenbosch, 2006. / The study on accounts examines how people account for the activities and experiences through our personal stories emanating from how they behave in the community, and because of the past stories they tell. The study thus provides an examination of accounts as well as account-giving. It provides a scientific understanding of the value and impact of personal stories and story-telling in people’s lives. The problem experienced in relation to accounts relates to how accounts impact on people and vice versa. One hypotheses of this study on accounts relates to the nature of the process associated with people’s presentation of personal account to others. The aims and objectives of this study crucially relate to providing an analysis and understanding of accounts. The research method used in this study provides a basis to the analysis and understanding of accounts in the sense that individuals who were interviewed in the process, provided informative accounts of their childhood stories, some of whom were not aware that they have or had an impact on their daily lives. The main findings of the research provide insights into accounts. The findings are informative and contribute to theory development as regard account-giving, including factors relating to deference and respect. The recommendation that given in this work is that personal stories have a scientific merit in terms of a comunication-theoretic approach to narratives, as shown in the study.

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.