Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Within the social sciences and humanities, adequate definitions and understandings of the concept ‘space’ have been debated for some time. However, until recently, this debate been neglected within linguistics, although it is generally acknowledged that understandings of space within sociolinguistic research specifically have not remained uniform over time. The research presented in this study focuses on the varying conceptions of ‘space’ in the development of variationist sociolinguistics. It specifically seeks to address the lack of a coherent account of the influence that the various dominant conceptualizations of ‘space’ have had on research design throughout the history of the field. Previous work on this topic, which until recently has been relatively scarce, has pointed out some fluctuations in the understanding of space that has been employed within sociolinguistics. Still, these changes over time have not yet been investigated in a systematic and chronological manner. Additionally, previous investigations of the concept ‘space’ in sociolinguistics did not situate themselves within the broader spatial rethinking that has occurred in the social sciences, and thus tend to employ the relevant spatial terminology in isolated and unstandardized ways. The present study examines the conceptualization of ‘space’ in variationist sociolinguistics in a systematic and chronological manner, and situates changes in the understanding of this concept within the so-called “spatial turn” that occurred in the social sciences in the late 1970s/early 1980s. By examining the influential literature within four different variationist sociolinguistic paradigms and identifying the changes in dominant spatial understandings that have occurred over time, the impact of each dominant spatial conception on research design in variationist sociolinguistics is explicated. Ultimately, the study aims to clarify a topic that has previously been treated in largely incomplete and unsystematic ways. By presenting a partial chronicle of the history of ‘space’ in variationist sociolinguistics, the study will moreover serve as a basis for those working in the field to reflect on the directions this relatively young discipline has taken. / AFRIKAANSE OPSOMMING: Binne die sosiale en geesteswetenskappe is toereikende definisies en begrip van die konsep ‘ruimte’ al vir ’n geruime tyd gedebatteer. Hierdie debat is tot onlangs binne die taalwetenskap afgeskeep, alhoewel dit algemeen erken word dat die begrip van ruimte binne spesifiek sosiolinguistiese navorsing met verloop van tyd verander het. Die navorsing wat in hierdie studie aangebied word, fokus op veranderinge in die konseptualisering van ruimte in die ontwikkeling van variasionistiese sosiolinguistiek. Daar word spesifiek aandag gegee aan die gebrek aan ʼn samehangende beskrywing van die invloed wat verskillende dominante begrippe van ‘ruimte’ gehad het op navorsingsontwerp in die veld se geskiedenis. Vorige werk wat oor dié onderwerp handel, en wat tot onlangs relatief skaars was, het daarop gewys dat daar wel veranderinge was in die manier waarop die begrip ‘ruimte’ binne die sosiolinguistiek gebruik is, maar hierdie veranderinge is nog nie op ʼn sistematiese en chronologiese manier ondersoek nie. Vorige studies van dié onderwerp is ook nie binne die breër ruimte-debat in die sosiale wetenskappe aangebied nie. Daar is dus die geneigheid om die relevante ruimte-terminologie op geïsoleerde en nie-gestandaardiseerde maniere te gebruik. Die huidige studie ondersoek die konsep ‘ruimte’ binne variasionistiese sosiolinguistiek op ʼn sistematiese en chronologiese manier, en plaas veranderinge in die begrip van ruimte in die sosiolinguistiek binne die konteks van die sogenaamde “spatial turn” wat in die laat-1970’s/vroeë-1980’s binne die sosiale wetenskappe plaasgevind het. Deur ʼn ondersoek van invloedryke literatuur binne vier verskillende variasionisties-sosiolinguistiese raamwerke, en die identifisering van die veranderinge in die konseptualisering van dominante ruimte-begrippe wat met verloop van tyd plaasgevind het, word die impak van elke dominante ruimte-begrip op navorsingsontwerp in variasionistiese sosiolinguistiek duidelik gemaak. Die uiteindelike oogmerk van die studie is om duidelikheid te verskaf oor ʼn onderwerp wat voorheen grootliks onvolledig en onsistematies aangespreek is. Deur ’n gedeeltelike kroniek van die geskiedenis van ‘ruimte’ in variationistiese sosiolinguistiek te bied, dien die studie voorts as ’n basis vanwaar taalwetenskaplikes kan besin oor die rigtings waarin hierdie relatief jong dissipline ontwikkel het.

This thesis examines sources of interactional asynchrony and synchrony in intercultural medical consultations between South African English speaking doctors and Zulu-English speaking patients in an urban setting in South Africa. It employs, principally, the theory and methods of Interactional Sociolinguistics to identify and describe sources of asynchrony and synchrony in medical encounters. The thesis provides a review of the South African and international literature relevant to the analysis of doctor-patient interaction. Having noted the significant absence of research that utilizes a model of language use such as Interactional Sociolinguistics, the author reviews South African and international interactional sociolinguistic research literature with a view to identifying an appropriate research framework for the analysis of selected medical consultations. The thesis reports the findings of the fine-grained analyses of three consultations. The societal consequences of the asynchrony evident in two of the consultations are explored drawing, in particular, on insights provided by Critical Language Study. The relative synchrony of the third consultation is traced to the participants' use of positive politeness strategies to generate the "co-membership" of maleness. The significance of this discovery is explored in some depth. Finally, attention is given to further research possibilities arising from the present study. / Thesis (M.A.)-University of Natal, Durban, 1995.

Thesis (MA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Children experiencing language disorders have often been noted to have difficulty in comprehending figurative language, to a greater or lesser degree. The present study examined and compared the comprehension of figurative language, namely idioms and similes, in three groups of boys between the ages of 8 and 10. These three groups included (i) typically developing Afrikaans first language speakers, (ii) typically developing Afrikaans second language speakers (L2) and (iii) Afrikaans first language speakers with specific language impairment (SLI). A total of 18 participants were studied. The participants were interviewed individually and tests were conducted verbally. 25 idioms and 25 similes obtained from Die Afrikaanse Semantiese Taalevaluering (AST) were used. No contexts were provided for the idioms initially, but if the participant produced an incorrect or literal answer for the idiom, the idiom was placed in context. The use of context proved to be beneficial to all groups. Similes were read to the participant, who had to provide the final word as a response. The similes proved easier for all groups to comprehend, possibly due to their greater explicitness. The data were analysed statistically, but due to the small sample size, the participants were also examined individually as case studies, which provided further insight into the results obtained and revealed the non-homogeneity within the SLI group. The performance of the SLI group proved to be slightly inferior to that of the other two groups, but no statistically significant differences were found among the three groups. The L2 participants were asked to translate the idioms and similes into English. It was found that the Afrikaans idioms and similes were seldom likened to their English equivalents. Idioms which were semantically and syntactically similar or identical to the Afrikaans sentences often incited literal interpretations. Incorrect phonological transfers also appeared to create confusion and to obscure meaning. The L2 speakers’ difficulties possibly arose from (i) a lack of familiarity with figurative language, (ii) an inability to grasp figurative language, and/or (iii) a lack of proficiency in Afrikaans. Pedagogical implications and recommendations are discussed, and comments are made regarding future research on this topic. / AFRIKAANSE OPSOMMING: Kinders met taalversteurings blyk dikwels ook tot 'n minder of meerdere mate probleme te hê met die begrip van figuurlike taal. Hierdie studie ondersoek en vergelyk die begrip van figuurlike taal, naamlik idiome en vergelykings, in drie groepe seuns tussen die ouderdomme van 8 en 10 jaar. Hierdie drie groepe sluit in (i) tipies-ontwikkelende Afrikaans eerstetaalsprekers, (ii) tipies ontwikkelende Afrikaans tweedetaalsprekers, en (iii) Afrikaans eertetaalsprekers met spesifieke taalgestremdheid (STG). 'n Totaal van 18 deelnemers is bestudeer. Onderhoude is individueel met elke deelnemer gevoer en toetse is verbaal uitgevoer. 25 idiome van Die Afrikaanse Semantiese Taalevaluering (AST) is gebruik. Aanvanklik is geen konteks gegee nie, maar indien die deelnemer 'n verkeerde of letterlike antwoord vir 'n idioom gegee het, is die idioom in konteks geplaas. Die gebruik van konteks het in alle groepe 'n positiewe effek gehad. Vergelykings is aan deelnemers gelees, waar hulle as respons die laaste woord moes verskaf. Die vergelykings was vir alle groepe makliker vir begrip, moontlik weens hulle hoër vlak van eksplisiteit. Die data is statisties geanaliseer, maar weens die klein aantal deelnemers is elkeen ook individiueel as 'n gevallestudie ondersoek, wat verdere insigte in die resultate gelewer het, en die nie-homogeniteit van die STG groep aangedui het. Die prestasie van die deelnemers met STG was effens onder dié van die ander twee groepe, maar geen statisties-beduidende verskille is onder die drie groepe gevind nie. Die tweedetaal-deelnemers is gevra om die idiome en vergelykings in Engels te vertaal. Daar is gevind dat die Afrikaanse idiome en vergelykings selde aan hulle Engelse ekwivalente gekoppel is. Letterlike interpretasies is dikwels gegee vir idiome wat sintakties en semanties eenders is as die Afrikaanse sin. Verkeerde fonologiese oordragte het ook verwarring veroorsaak en betekenis verduister. Die probleme van die tweedetaal-deelnemers is moontlik as gevolg van (i) onvoldoende vertroudheid met figuurlike taal, (ii) onvermoë om figuurlike taal te interpreteer, en/of (iii) onvoldoende vaardigheid in Afrikaans. Pedagogiese implikasies en aanbevelings word bespreek, en kommentaar word gelewer oor verdere ondersoek op hierdie gebied.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study examines the effectiveness and inducement of political rhetoric in South African context. Political discourse has become more significant in South Africa since the sanction of a democratic political dispensation. This study is motivated by the events occurred as from 1998, which demand accounts from those implicated. Comments and reactions pertaining to events such as the Pan Africanist Congress (PAC)- led land grabbing in BredeII, near Kempton Park, Gauteng; the Youth Day incident -16 June 2001; the ongoing tug-of-war between the ANC and its ally, Congress of South African Trade Unions (Cosatu) over strategic government policies; and Tony Yengeni's advertised refutation of getting kickbacks from the 'Arms Deal', have been the main focus of this study. These accounts have made it possible to apply Benoit's (1995) integrated image restoration strategies theory, which he developed from a variety of theories developed to understanding why certain utterances are made in certain contexts. The fundamental approach to developing Benoit's integrated theory originates from a constant interest by linguists and communication theorists in particular, and social psychologists in general, to understanding the dynamics of politeness in social context. Chapter 2 of this study presents a theoretical background to the development of politeness theory. Chapter 3 summarises the development of integrated image restoration strategies theory in public and social contexts. Chapter 4 deals with the application of Benoit's integrated image restoration strategies theory through the critical analysis of the abovementioned accounts from a weekly Internet publication, ANC Today, vol 1, no: 1, 2001, which serve as a platform for the ANC to counteract the pervasiveness of political scandal in South African politics. Tony Yengeni's newspaper advertisement was of great interest as it was the first independent and personally paid public statement by a South African politician since the new democratic dispensation. Through the critical analysis of these accounts, it has been found that South African politicians do make public statements implementing defensive and persuasive strategies in order to protect or restore their images. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die doeltreffendheid van die uitoefening van politieke retoriek in die Suid-Afrikaanse konteks. Politieke diskoers het toenemend meer betekenisvol geword sedert die invoer van 'n demokratiese bestel. Hierdie studie is gemotiveer deur die politieke diskoers oor gebeure wat sedert 1998 plaasgevind het, waarvoor die geïmpliseerde persone verduidelikings moes aanbied. Kommentaar en response rakende gebeurtenisse soos die Pan-Afrika Kongres grondbesettings in BredeII, naby Kempton Park, Gauteng; die Jeugdag insident op 16 Junie 2001, die voortgaande dispuut tussen die ANC en sy vennoot, Kongres van Suid- Afrikaanse Werkers Unie (COSATU) oor strategiese regeringsbeleid; en Tony Yengeni se ge-adverteerde weerspreking van bevoordeling uit die Wapenkontrakte, vorm die hooffokus van hierdie studie. Hierdie verduidelikings is ondersoek deur die toepassing van Benoit (1995) se geïntegreerde beeld-herstel strategieë teorie, wat ontwikkel het vanuit 'n verskeidenheid teorieë ontwikkel om te verstaan waarom bepaalde uitinge in bepaalde kontekste gemaak word. Die grondliggende benadering in die ontwikkeling van Benoit se teorie het as oorsprong die belangstelling van taalkundiges en kommunikasie-teoretisie in die besonder, en sosiaal-sielkundiges in die algemeen, om die dinamika te verstaan van beleefdheid in sosiale konteks. Hoofstuk 2 van hierdie studie bied die teoretiese agtergrond van die ontwikkeling van beleefdheidsteorie. Hoofstuk 3 gee 'n opsomming van die ontwikkeling van geïntegreerde beeld-herstel teorie in openbare en sosiale kontekste. Hoofstuk 4 doen 'n toepassing van Benoit se beeld-herstel strategieë teorie deur die kritiese analise van die bogenoemde verduidelikings vanaf die Weeklikse Internet bulletin, 'ANC Today' vol. 1 no. 1, 2001, wat as 'n mondstuk dien vir die ANC om 'n teenstand te bied teen die algemeenheid van politieke skandaal in Suid-Afrikaanse politiek. Tony Yengeni se koerantadvertensie het groot belangstelling uitgelok omdat dit die eerste onafhanklike en persoonlik-betaalde openbare verklaring was wat deur 'n Suid-Afrikaanse politikus gemaak was sedert die instellingvan die demokratiese bestel. Deur die kritiese analise van hierdie verduidelikings is bevind dat Suid-Afrikaanse politici openbare verklarings maak waarin hulle verdedigende en oorredende strategieë implementeer ten einde hul beeld te beskerm en te herstel. / USHWANKATHELO : Olu phando luphonononga ukusebenziseka nokukhuthazeka kokusetyenziswa kobuciko bezopolitiko kwimeko yaseMzantsi Afrika. Idiskhosi yezopolitiko ithande ukubaluleka eMzantsi Afrika ukusukela ngokumiselwa kwenkqubo yolawulo ngedemokrasi. Olu phando lukhuthazwe ziziganeko ezenzeke ukusukela ngo-1998 nezinyanzelise ukunikwa kweeakhawunti ngabo bachaphazelekayo. lintetho neempendulo ezayamene neziganeko ezinjengokurhwaphilizwa komhlaba ngabantu abakhokelwe ngamalungu aphambili e-Pan Africanist Congress (PAC) eBredell ngaseKempton Park, eRhawuntini; isiganeko soSuku loLutsha - 16 Juni 2001; ukuxambulisana phakathi kwe-African National Congress (ANC) kunye nehlakani layo i- Congress of South African Trade Union (Cosatu) ngezicwangciso-nkqubo; kunye nentengiso kaTony Yengeni yokuphika ukufumana izinyobo kuThengo Iwezixhobo, zibe ngumxholo ophambili wolu phando. Ezi akhawunti zenze kukwazeke ukusebenzisa ithiyori ehlangeneyo yobugcisa bokubuyekeza umfanekiso kaBenoit (1995) nayiphuhlise kwiithiyori ezahlukeneyo ezaphuhliselwa ukuqonda kuba kutheni kusenziwa iintetho ezithile ngokweemeko ezithile. Esona siseko singumvulandlela ekuphuhlisweni kwale thiyori kaBenoit sivela kumdla osoloko ukho kwiingcali zolwimi nezonxibelelwano, kunye neesayikholojisti zasekuhlaleni wokufuna ukuqonda ubuchukubhede ngentlonelo kwimeko yasekuhlaleni. Isahluko 2 solu phando sinika imvelaphi yethiyori yokuphuhliswa kwethiyori yentlonelo. Isahluko 3 sishwankathela ukuphuhliswa kwethiyori yobuyekezo lomfanekiso kwimeko yasesidlangalaleni neyasekuhlaleni. Isahluko 4 sijongene nokusetyenziswa kwethiyori yobuyekezo lomfanekiso kaBenoit ngohlalutyo Iwee-akhawunti ezixelwe apha ngentla, nezivela kupapasho Iweveki olukwi-Internet, ANC Today, vol 1, no: 1, 2001 nesebenza njengeqonga le-ANC lokunika izimvo ngeziganeko namanyundululu ezopolitiko eMzantsi Afrika. Intengiso kaTony Yengeni kumaphephandaba yatsala amehlo nanjengoko ibe kokuqala ukwenziwa kwengxelo eloluhlobo ngumpolitiki kweloMzantsi Afrika kweli lixa ledemokrasi. Ngohlalutyo Iwezi akhawunti, kufumaniseke ukuba abapolitiki boMzantsi Afrika bayazenza iingxelo neentetho ezisebenzisa ubugcisa bokuzikhusela nobolukuhlo ngeenjongo zokuzikhusela okanye ukubuyekeza umfanekiso wabo.

Thesis (DLitt)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The dissertation proposes a theoretical model of a dictionary which will include three languages, namely French, Yipunu and English in a specific field of medicine. The decision to compile such a dictionary was motivated by the desire of the Gabonese government to promote local languages. The necessity also exists for Gabon, like other African countries, to build a constant and total awareness among the communities on issues relating to health as a process for self education in an attempt to reduce the spreading of diseases of which medication is costly for the government. The compilation of the dictionary demands not only a dictionary plan but also a sound theoretical knowledge in lexicography as the discipline regarding dictionary compilation. The title of the dissertation alone requires that notions like theory, model, explanation, dictionary, medicine and terminology need to be explained in detail; this is done in Chapter 1. Chapter 2 focuses on the medical background in Gabon with specific attention to the medical infrastructures of the country. As AIDS and malaria are the most deadly pandemics in Gabon, special attention is given to them as well as the notion of health in both western and African ways. Chapter 3 discusses various theoretical issues of the lexicographic process, from data acquisition to its distribution, with particular attention to the interdisciplinary environment prevailing in Gabon. Chapter 4, the frame structure, contains metalexicographic structural components of the dictionary and their classification, where the central list as principal part of the dictionary is no longer the only venue for data accommodation within the dictionary but is complemented by a variety of outer texts. Attention is also given to the role of various functions such as the knowledge-orientated function and the communication-orientated function. Chapter 5 presents both the macro- and the microstructure as the core structures of the dictionary. It introduces a hybrid type of macrostructure with a thematic arrangement mingled with a straight alphabetical macrostructure. The different themes to be included in the FYEDMT are arranged alphabetically as topic of themes section. The lemmata included in each topic as article stretch are also alphabetically organized. The microstructure introduces a new type of article: the amalgamated dictionary article, in which three individual articles are combined. This new type of article gives the user three distinctive search areas with French being the language of lemmatisation and Yipunu the first target language and English the second. Chapter 6 develops the guide structure constituted by the access structure (to help the user by presenting various devices and different venues of data for better consultation), the addressing structure (help the user by means of data coordination) and the mediostructure (direct the user to specific slots of the dictionary). / AFRIKAANSE OPSOMMING: Die proefskrif bied 'n teoretiese model van 'n woordeboek in 'n spesifieke veld van die medisyne wat in drie tale aangebied word, naamlik Frans, Yipunu en Engels. Die besluit vir die opstel van so 'n woordeboek is gemotiveer deur die wens van die Gaboenese regering om plaaslike tale te bevorder. Die noodsaaklikheid bestaan vir Gaboen, soos ook ander Afrikalande, om 'n konstante en totale bewustheid oor gesondheid tussen die gemeenskappe te vestig as 'n proses van selfopvoeding in 'n poging om die verspreiding van siektes wat die regering baie geld kos, te verminder. Die samestelling van die woordeboek vereis nie slegs 'n woordeboekplan nie maar ook 'n deeglike teoretiese kennis van leksikografie as die dissipline gerig op die samestelling van woordeboeke. Die titel van die proefskrif vereis reeds 'n presiese bekendstelling van begrippe soos teorie, modelle, verduidelikings, woordeboeke, medisyne en terminologie; dit is die doel van hoofstuk 1. Hoofstuk 2 fokus op die mediese agtergrond in Gaboen met spesiale aandag aan die mediese infrastrukture in die land. Aangesien MIV/VIGS en malaria dodelike pandemies in Gaboen is, word spesiale aandag hieraan gewy, asook aan gesondheidsgebruike in die Weste en Afrika. Hoofstuk 3 bespreek verskeie teoretiese aspekte van die leksikografiese proses, vanaf data-insameling tot dataverspreiding, met besondere aandag aan die interdissiplinêre omgewing wat tans in Gaboen bestaan. Hoofstuk 4, die raamstruktuur, bevat metaleksikografiese struktuur-komponente en die klassifikasie van die woordeboek, waar die sentrale lys die belanggrikste deel van die woordeboek is maar nie langer die enigste plek vir die data-aanbod nie maar wat aangevul word deur ’n verskeidenheid buitetekste. Aandag is ook gegee aan die rol van verskeie funksies, byvoorbeeld die kennis- en kommunikasie-gerigte funksie. Hoofstuk 5 bied beide die makro- en mikrostruktuur as die kernstrukture van die woordeboek. Dit stel 'n hibriede tipe makrostruktuur bekend met ’n tematiese ordening gemeng met 'n alfabetiese makrostruktuur. Die verskillende temas wat ingesluit word in die 'FYEDMT' word gerangskik volgens die opskrifte van die lemams. Die lemmas in elke onderwerp is ook alfabeties. Die mikrostruktuur stel in nuwe tipe artikel bekend: die geamalgameerde woordeboekartikel met 'n kombinasie van drie individuele artikels. Hierdie nuwe tipe artikel gee die gebruiker drie duidelike soek-gebiede met die lemmas in Frans, Yipunu die eerste doeltaal en Engels die tweede doeltaal. Hoofstuk 6 ontwikkel die gidsstruktuur wat deur die toegangstruktuur gekonstitueer is (om die gebruiker te help deur verskeie middele en verskillende gebiede van data aan te bied vir beter konsultasie), die adresseringstruktuur (help die gebruiker met data-koördinasie) en die mediostruktuur (lei die gebruiker na spesifieke plekke in die woordeboek).

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study investigates the effect of the increased use of a second language (L2) (English) as language of teaching and learning on the bilingual individual in a specific bilingual higher education context. The specific interest is in the development of conceptual fluency, and the role that bilingualism and the increased exposure to an L2 in a teaching and learning context plays in such development. In order to serve the interest of the study, the theoretical framework includes theories developed in language and cognition, bilingualism and cross-linguistic influence. The theoretical stance that is taken in this thesis is one that: recognises that bilingual individuals cannot be expected to exhibit the same kind of linguistic and conceptual knowledge as monolinguals, investigates the possibility that language can affect certain aspects of cognition, acknowledges that bilingual individuals themselves can contribute to the knowledge about the bilingual mind. The participants in the study are L1 speakers of Afrikaans who finished their secondary schooling in Afrikaans. At university they are increasingly exposed to more English as language of teaching and learning than in previous formal education. The effects of the increased use of English on conceptual fluency, academic achievement and self-perception of language proficiency were investigated. The study used university records, language tests and interviews to collect data. No concrete evidence could be found that English has a significantly positive or negative effect on 'conceptual fluency', academic achievement or self-perception of language proficiency. The study however provided valuable information about how bilinguals use the languages they have in their repertoires. The findings from the study suggest that increased exposure to an L2 leads to a unique form of language competence. This 'multi-competence' enables the participants in the study to use both languages in the understanding and learning of concepts in their respective fields of study. Thus this dissertation provides evidence that bilinguals can transfer knowledge and skills between the languages they know. Theories developed by Cook (1999, 2003) and Jarvis and Pavlenko (2008), that suggest transfer is bidirectional, is partly supported by the findings of the study. The study has various implications for the field of bilingualism in education. It illustrates how a multilingual context such as the one we have in South Africa complicates the use of certain methodologies and theoretical frameworks. This also means that models of bilingual education designed elsewhere cannot be implemented in the South African context without considered modification. / AFRIKAANSE OPSOMMING : Hierdie studie het die effek van die toenemende gebruik van Engels (tweede taal) as medium van onderrig, op die tweetalige individu in 'n spesifieke tweetalige hoër onderwys konteks probeer peil. Die spesifieke belangstelling is in die ontwikkeling van konseptuele vlotheid en die rol wat tweetaligheid en die toenemende blootstelling aan 'n tweede taal (T2) in 'n onderrig en leer konteks speel in sodanige ontwikkeling. Om die belangstelling van die studie te dien, sluit die teoretiese raamwerk teorieë oor taal en kognitiewe vaardighede, tweetaligheid, en kruislinguistiese taal invloed in. Die teoretiese standpunt wat in die tesis geneem word, is een wat: erken dat tweetalige individue nie noodwendig dieselfde talige en konseptuele kennis as eentaliges vertoon nie, die moontlikheid ondersoek dat taal sekere aspekte van kognisie kan beïnvloed, en erken dat tweetalige individue kan bydra tot kennis oor die tweetalige denke. Die deelnemers aan die studie is eerstetaal sprekers van Afrikaans wat hulle sekondêre skoolloopbaan in Afrikaans voltooi het. In hulle universiteitsopleiding word hulle toenemend blootgestel aan meer Engels as taal van leer en onderrig as in hul vorige formele opleiding. Spesifiek is die effek van die gebruik van Engels op die Afrikaanse 'konsepsuele vlotheid', algehele akademiese prestasie en self-persepsie ondersoek. Die studie het universiteitsrekords, taaltoetse en onderhoude gebruik om data in te samel. Geen konkrete bewyse kon gevind word dat die gebruik van Engels, enige van die aspekte beduidend negatief of positief beïnvloed nie. Die studie het egter waardevolle inligting verskaf oor hoe tweetaliges die tale tot hul beskikking gebruik, en het ook bewyse gelewer dat toenemende blootstelling aan die tweede taal, 'n unieke vorm van taalvaardigheid tot gevolg het. Hierdie "multi-vaardigheid" het tot gevolg dat die deelnemers aan die studie toenemend beide tale gebruik in die leer en verstaan van konsepte in hul onderskeie studievelde. Die studie het ook ondersteuning gebied dat tweetaliges kennis en vaardighede kan oordra tussen die tale wat hulle ken. Teorieë wat deur Cook (1999, 2003) en Jarvis en Pavlenko (2008) ontwikkel is, wat voorstel dat oordrag bi-direksioneel is, word dus gedeeltelik ondersteun deur die studie. Die studie het verskeie implikasies vir die terrein van tweetaligheid in opvoedkunde. Dit illustreer hoe 'n veeltalige konteks soos ons dit in Suid-Afrika vind, die gebruik van sekere metodologieë en teoretiese raamwerke kompliseer. Dit beteken ook dat huidige modelle van tweetalige onderrig wat elders ontwikkel is nie sonder meer gebruik kan word in die Suid-Afrikaanse konteks sonder om dit aan te pas nie.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates teachers' language practices in multilingual classrooms with regard to their attitudes, skills and strategies in their management of linguistic diversity among learners in their first year of primary school. Both the critical interpretive theoretical paradigm adopted and the qualitative research approach employed in the execution of the study presupposed gathering rich data, which a case study design of research assured. The data for the study was gathered from four year one classrooms purposively selected based on parameters that were deemed of interest in this study. These included, but were not limited to, the location of the school, the linguistic diversity among learners in the classrooms and the literacy traditions of the first languages spoken by the learners in the target classrooms. Although the specific context provided real input to the study, the findings may be relevant to language-in-education issues in many other African countries, and even in multilingual communities beyond. The study reveals yawning discrepancies between language policy and practice; between teachers' beliefs about linguistic diversity and their actual language behaviour in the classrooms; and between the definitions of mother tongue provided by the Ministry of Education and teachers' re-interpretations of these definitions in the various contexts studied. The study further indicates that teachers are working in an environment that is not supportive of effective policy implementation. This very limited policy implementation support is reflected in teacher training and preparation, teacher placement criteria, text book production and school examinations. This study indicates that even a sound understanding of linguistic diversity among teachers and their best intentions to give learners a sound foundation, is only the beginning of literacy development of young learners in Kenya. It recommends a new and incisive look at critical aspects of the education system in an effort to synchronise the different levels at which policy and practice need to meet. Various well-informed choices need to be made in the creation of a supportive environment for effective policy implementation. This should include among other things a change in the language-in-education policy to move away from early-exit to late-exit mother tongue education, and more first language maintenance in bilingual or multilingual classrooms. If learners are to benefit from mother tongue instruction in line with current research in the field, much needs to be done. Based on the insights gained in this study, a revision of teacher education curricula to include the management of linguistically diverse learners and improved language awareness is suggested, as is flexible curriculum delivery, scrapping of formal examinations in the early years and introduction of alternative assessment methods in these levels. In later years, bilingual (in some cases even multilingual) tests are bound to lower the drop-out rate and produce more understanding and less rote learning. The aim should be to assure multilingual, multiliteracy development and academic achievement for all learners regardless of their particular linguistic backgrounds. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek onderwysers se taalpraktyke in veeltalige klaskamers ten opsigte van hulle houdings, vaardighede en strategieë in die hantering van talige diversiteit onder leerders in hulle eerste jaar van primêre onderrig. Sowel die vertolkende teoretiese paradigma wat gevolg word as die kwalitatiewe navorsingsbenadering wat die studie aanneem, het daarop gereken dat ingesamelde data ryk sou wees aan inligting; die navorsingsontwerp, naamlik dié van gevallestudie, verseker die verkryging van sulke data. Die studie is gebasseer op inligting wat ingesamel is in vier klaskamers van leerlinge in die eerste skooljaar. Die betrokke navorsingsterreine is telkens doelbewus gekies op grond van die parameters wat belangrik was vir die studie. Dit sluit in, maar is nie beperk tot, die ligging van die skool, die talige diversiteit van die leerders in die klaskamers en die geletterdheidstradisies van die onderskeie eerstetale van die leerders in die geteikende klaskamers. Alhoewel hierdie spesifieke konteks verseker het dat die studie in 'n werklike situasie geanker is, is die bevindinge waarskynlik relevant tov taal-in-onderrig kwessies in verskeie ander Afrikalande, en selfs ook in veeltalige gemeenskappe elders. Hierdie studie onthul gapende ongerymdhede in die verhouding tussen taalbeleid en praktyk; tussen onderwysers se oortuigings rakende talige diversiteit en hulle werklike taalgebruik in die klaskamers; en tussen die omskrywings van moedertaal wat deur die Ministerie van Onderwys voorsien word en die onderwysers se herinterpretasie van hierdie omskrywings binne die verskillende kontekste wat ondersoek word. Die studie dui verder daarop dat onderwysers in ʼn omgewing werk wat nie die effektiewe implementering van beleid ondersteun nie. Sodanige beperkte ondersteuning in die implementering van die beleid word weerspiëel in die opleiding en voorbereiding van onderwysers, die plasingkriteria van onderwysers, die publikasie van handboeke en skooleksamens. Hierdie studie toon aan dat selfs 'n goeie begrip van talige diversiteit onder onderwysers en hulle beste voornemens om aan leerders ʼn vaste grondslag te bied, net 'n eerste tree is in die geletterdheidsontwikkeling van jong leerders in Kenia. Dit stel ʼn nuwe en indringende ondersoek van kritiese aspekte van die onderwyssisteem voor as ʼn poging om die verskillende vlakke waar beleid en praktyk mekaar behoort te ontmoet, te sinchroniseer. Verskeie goed ingeligte besluite sal geneem moet word in die skep van ʼn omgewing wat bevorderlik is vir effektiewe beleidimplementering. Dit sou onder andere ʼn verandering in die taal-in-onderwys beleid insluit om weg te beweeg van die vroeë wegbeweeg moedertaalonderrig na later wegbeweeg van moedertaalonderrig, sowel as meer instandhouding van die eerstetaal in twee- of veeltalige klaskamers. Vir leerders om baat te vind by moedertaalonderrig in oorstemming met huidige insigte uit navorsing in die veld, moet nog baie gedoen word. Gebaseer op die insigte wat in hierdie studie verkry is, word onder andere hersiening van die onderrigkurrikula vir onderwysers voorgestel sodat die hantering van talig-diverse groepe leerders asook verbeterde taalbewustheid daarby ingesluit is. Dieselfde geld ontwikkeling van buigbare kurrikula, die skrapping van formele eksaminering in die vroeë skooljare en die instelling van alternatiewe assesseringsmetodes op hierdie vlakke. In die later jare sal tweetalige (in sommige gevalle selfs veeltalige) toetse beslis die uitvalsyfer verlaag, asook meer begrip en minder leë memorisering tot gevolg te hê. Die doel moet wees om veeltalige, multi-geletterheidsontwikkeling en akademiese prestasie vir alle leerders te verseker ongeag hulle spesifieke talige agtergrond. / The African Doctoral Academy (ADA) at Stellenbosch University through the Partnership for Africa's Next Generation of Academics (PANGEA), for providing the funds

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates the construction of Performance Assessment Discourses in three companies in the Western Cape, South Africa. The specific interest of is in how Performance Assessment Interviews (PAIs) are performed in terms of content, form, structure and social practice, and how managers and employees experience and make sense of this organizational practice. The study further investigates how individuals express their membership to communities of practice (CofPs) within the workplace, and seeks to identify obstacles (boundaries) in terms of acquiring and maintaining membership. This study is conducted within the broader framework of discourse analysis (DA) and employs genre theory and small story analysis as analytical tools. The 31 participants in this study are managers and employees of three participating companies in the Western Cape. They are L1 speakers of Afrikaans, English, isiXhosa and isiZulu, and are representative of a wide range of employment levels (lower-level employees to top management). Each individual participated in either a one-on-one interview or in a focus group discussion, which were audio-recorded and transcribed. During these interviews and discussion groups, individuals frequently resorted telling small stories in order to explicate their feelings, perceptions and positions on certain matters. The data confirms that several generic features of PAIs are identifiable and across all three companies, but that some unique features are also reported. Furthermore, the analysis shows that Performance Assessments are sites of struggles as dominant and competing discourses emerge from the data. Additionally, the study reveals that acquiring membership to CofPs in a diverse workplace is a complex endeavour and that language plays a determining role in acquiring membership, as well as in the construction of workplace identities. In conclusion, this study argues for further linguistic research within professional setting in South Africa, and suggests that CofP theory be revised and further developed to be more descriptive of diverse communities. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe Prestasiebestuur (PB) diskoerse in drie maatskappye in die Wes-Kaap gekonstrueer word. Die studie stel spesifiek belang in hoe prestasiebestuur gesprekke (PBG) uitgevoer word in terme van inhoud, vorm, struktuur en die sosiale praktyke wat daarmee saamhang. Verder word die manier waarop bestuurders en werkers PBGs ervaar en interpreteer ondersoek. Die studie ondersoek ook hoe individue hul lidmaatskap tot praktyk gemeenskappe (verskeie groeperinge wat praktyke deel) binne die werksplek beskryf en die struikelblokke identifiseer wat hulle verhoed om lidmaatskap te verwerf en te behou. Hierdie studie is uitgevoer binne die breër raamwerk van diskoersanalise (DA) en gebruik genre analise en klein verhaal analise as ontledingsmetodes. Die 31 deelnemers in die studie is bestuurders en werkers van drie deelnemende maatskappye in die Wes-Kaap. Hulle is eerstetaalsprekers van Afrikaans, Engels, Xhosa en Zoeloe en is verteenwoordigend van ʼn wye reeks posisies (vanaf junior posisies tot topbestuur). Elke individu het deelgeneem aan óf ʼn individuele onderhoud óf ʼn groepsbespreking. Hierdie onderhoude en besprekings is opgeneem en getranskribeer. Tydens die onderhoude en besprekings het die deelnemers telkens van ‘klein verhale’ gebruik gemaak om hul ervaringe en gevoelens te verwoord. Die data bevestig dat verskeie generiese eienskappe in PBGs geïdentifiseer kan word in al drie maatskappye maar dat daar wel sommige unieke eienskappe voorkom. Verder wys die analise uit dat binne PBs daar baie teenstellings bestaan en dat daar dominante en mededingende diskoerse in die data geïdentifiseer kan word. Die studie wys ook dat lidmaatskap tot ʼn praktykgemeenskap in ʼn diverse werksomgewing ʼn komplekse onderneming is. Dit blyk ook dat taal ʼn bepalende rol speel in die verwerwing van lidmaatskap, sowel as die manier waarop professionele identiteit gekonstrueer word. Verdere navorsing in professionele kontekste binne ʼn linguistiese raamwerk word aanbeveel. Die waarde van klein verhaal analise om diskoerse in professionele kontekste te ondersoek word beklemtoon en voorstelle word gemaak oor hoe die konsep ‘praktykgemeenskappe’ verder ontwikkel kan word om dit meer relevant te maak in die Suid-Afrikaanse konteks. / The ADA for funding this study

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context. / AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika. / The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study focuses on the phenomenon of obligatory reflexivity in Afrikaans. Despite a considerable literature on this phenomenon as it is reflected in other languages, the Afrikaans data have not received any systematic attention. Hence, a first major aim is to address this empirical gap. Secondly, informed by the Afrikaans data, the study aims to develop an analysis that can provide a conceptually adequate account for the facts, and that is amenable to extension beyond Afrikaans. The proposed nominal shell analysis (of obligatory reflexivity) (NSA) is developed within, on the one hand, the general framework of Minimalist Syntax and, on the other hand, the specific framework of proposals about word order and linearisation phenomena in Germanic languages worked out in, amongst others, Holmberg (2000), Biberauer (2003), Biberauer & Richards (2006), Biberauer & Roberts (2006), and Biberauer et al. (2009, 2011). The basic idea underlying the NSA is that two expressions which enter into an obligatory coreferential relationship are initially merged into a nominal shell structure headed by an identity focus light noun n. It is argued that the identity focus n belongs to a natural class of identificational elements which also includes a contrastive focus n, a presentational focus n, a possessor focus n, and a quantity focus n. In terms of the NSA, the identity focus n takes a reflexive pronoun as its complement, with such a pronoun being analysed as a syntactic compound that is derived by merging a category-neutral lexical root √PRON with a D constituent containing unvalued φ-features. This means, then, that a reflexive pronoun is defined in syntactic terms and not in terms of special lexical features. The reflexive is subsequently raised to the identity focus n – which forms the locus of the suffix -self associated with morphologically complex reflexive pronouns – where it is spelled out as part of the compound n that is derived in this manner. The antecedent expression is next merged as the specifier of the compound light noun, resulting in a configuration where the antecedent can value the φ-features of the reflexive, with the n serving as mediator. In this configuration, the φ-valued pronoun is semantically interpreted as an anaphor and the nominal expression in the specifier position of the nP as its antecedent; that is, the pronoun is interpreted as obligatorily coreferential with this nominal expression. The details of the NSA and its empirical and conceptual consequences are worked out with reference to six constructions in which reflexive pronouns can occur: verbal object constructions, prepositional object constructions, double object constructions, infinitival constructions, small clause constructions, and possessive constructions. Brief attention is also given to the possibility of extending the ideas underlying the NSA to (i) languages of the Southern Bantu family, where the reflexive element surfaces as a verbal affix, and (ii) two further types of construction in Afrikaans which seem amenable to such a nominal shell approach, namely floating quantifier constructions and expletive daar (“there”) constructions. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die verskynsel van verpligte refleksiwiteit in Afrikaans. Ten spyte van ’n aansienlike literatuur oor die realisering van hierdie verskynsel in ander tale, is daar nog geen sistematiese aandag gegee aan die Afrikaanse data nie. ’n Eerste hoofoogmerk van die studie is derhalwe om hierdie empiriese leemte te vul. ’n Tweede hoofoogmerk is om, in die lig van die Afrikaanse data, ’n analise te ontwikkel wat ’n konseptueel toereikende beskrywing en verklaring van die feite kan gee, en wat hopelik na ander tale uitgebrei kan word. Die voorgestelde nominale skulp-analise (van verpligte refleksiwiteit) (NSA) word ontwikkel binne, enersyds, die algemene raamwerk van Minimalistiese Sintaksis en, andersyds, die spesifieke raamwerk van voorstelle oor woordvolgorde en lineariseringsverskynsels in Germaanse tale soos uiteengesit in, onder meer, Holmberg (2000), Biberauer (2003), Biberauer & Richards (2006), Biberauer & Roberts (2006), and Biberauer et al. (2009, 2011). Die basiese idee onderliggend aan die NSA is dat twee uitdrukkings wat in ’n verhouding van verpligte koreferensie staan, inisieel saamgevoeg word in ’n nominale skulpstruktuur met ’n identiteitsfokus-ligte naamwoord n as hoof. Daar word geargumenteer dat hierdie n tot ’n natuurlike klas van identifikatoriese elemente behoort, waaronder ook ’n kontrasfokus-n, ’n presentasiefokus-n, ’n besittersfokus-n, en ’n kwantiteitsfokus-n. Volgens die NSA neem die identiteitsfokus-n ’n refleksiewe voornaam-woord as komplement, waar so ’n voornaamwoord ontleed word as ’n sintaktiese samestelling wat afgelei word deur die samevoeging van ’n kategorie-neutrale leksikale wortel √PRON met ’n D wat beskik oor ongewaardeerde φ-kenmerke. ’n Refleksiewe voornaamwoord word dus in sintaktiese terme gedefinieer en nie in terme van spesiale leksikale kenmerke nie. Die refleksief word vervolgens gehys na die identiteitsfokus-n – die lokus van die suffiks -self wat geassosieer word met morfologies komplekse relatiewe voornaamwoorde – waar dit uitgespel word as deel van die n-samestelling wat op dié manier afgelei word. Die uitdrukking wat as antesedent dien, word op sy beurt saamgevoeg as die spesifiseerder van die n-samestelling. Dit lei tot ’n konfigurasie waarin die antesedent waardes aan die φ-kenmerke van die refleksief kan toeken – via die n, wat dus as ’n tussenganger optree. In hierdie konfigurasie word die φ-gewaardeerde voornaamwoord semanties geïnterpreteer as ’n anafoor en die nominale uitdrukking in die spesifiseerderposisie van die nP as sy antesedent; met ander woorde, die voornaamwoord word geïnterpreteer as verplig koreferensieel met dié nominale uitdrukking. Die besonderhede van die NSA en die empiriese en konseptuele konsekwensies daarvan word uitgewerk aan die hand van ses konstruksies waarin refleksiewe voornaamwoorde kan voorkom: verbale-objekkonstruksies, preposisionele-objekkonstruksies, dubbelobjekkonstruksies, infinitiefkonstruksies, beknopte-sinkonstruksies, en besitskonstruksies. Daar word ook kortliks aandag gegee aan die moontlikheid om die idees onderliggend aan die NSA uit te brei na (i) tale van die Suidelike Bantoe-familie, waar die refleksiewe element voorkom as ’n verbale affiks, en (ii) twee verdere konstruksies in Afrikaans wat moontlik aan die hand van so ’n nominale skulp-benadering ontleed kan word, nl. swewende-kwantifiseerderkonstruksies en ekspletiewe-daar-konstruksies. / National Research Foundation (NRF)