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Tsenguluso ya kushumisele kwa mirero na maidioma kha vhafumakadzi kha manwala a Netshivhuyu na SigogoMudau, Thivhulawi Sarah January 2015 (has links)
Thesis (M. A. (African Languages)) -- University of Limpopo, 2015 / Refer to document
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Mathyelo ya mavito ya swinyenyana exifundzenintsongo xa Mhala ehansi ka Xifundzankulu xa Bohlabela : Maendlelo ya onomisitiki / The naming of birds in the Mhala Sub-District of Bohlabela District : an onomastic approachMahime, Neftali January 2013 (has links)
Thesis (M.A. (African Languages)) -- University of Limpopo, 2013 / Refer to the document
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The impact of zero equivalence on translation with special reference to English and XitsongaMabunda, Idah January 2013 (has links)
Thesis ( M.A. (African Languages)) --University of Limpopo, 2013. / This study examines the impact of Zero equivalence when translating Xitsonga to
English and vice versa. Translation is essential in everyday communication, therefore
it is important to choose the accurate equivalent variant during the process if not so
misunderstanding occurs especially where the target language has nil elements for a
particular concept.
In this study semi-structured interview was conducted and it is discovered that in
place of zero equivalent variants different strategies were provided by different
respondents to overcome the deficiency which target languages experience. Looking
for sameness of meaning during communications exposes insufficiency of words,
phrases and concepts in translating languages with different culture.
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The speech act of apology in Xitsonga educational contexts /Sombhane, Mihloti Penelope. January 2008 (has links)
Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.
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Nkucetelo wa vukriste eku vumbeni ka swimunhuhatwa swa vavasati eka matsalwa ya Sasavona hi D.C. Marivate na Ri Xile hi S.B. NxumaloUbisi, L. L. January 2013 (has links)
Thesis (M.A.(African Languages)) -- University of Limpopo, 2013 / The main aim of this study is to examine the way in which women are explored and explained by authors with special reference to Xitsonga novels, Ri xile by S.B. Nxumalo and Sasavona by D.C. Marivate. The first chapter reveals the general outline of the study, the problem statement, the aim, the importance and its methodology. The most important terms of the study has been explained in this chapter so as to reveal what is expected to be analyzed. Chapter two gives short summary of the novels Sasavona by D.C. Marivate and Ri xile by S.B. Nxumalo which have been examined together with the history of their authors. The definitions of the word characters and characterization have been included and defined in this chapter. In this chapter, the novels which have been selected to be analysed have been analysed. Chaper three explains, defines and analysed the themes of selected two novels. The definitions of theme has been given in this chapter. This definitions will make readers to understand what theme is.
Chapter four deals with the setting or milieu of the above mentioned novels.
Chapter five deals with the general summary of this mini-dissertation. The recommendations and recommendations for further research have been indicated in this chapter.
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Presence of Xitsonga linguistic features in Black South African English (BSAE): an investigation of mother-toungue transferMthethwa, Gugu Marie January 2007 (has links)
Thesis (MA (English studies) -University of Limpopo / National Research Foundation
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Nxopaxopo wa maendli mo susa ma xiendliwa xinwe eka Xitsong hi ku kongomisa eka tinxakankulu tinharhu ta: Basisa, Sula na Susa / An analysis of Xitsonga transitive verbs of removal with special reference to three main types: Clear, Wipe and RemoveMaswanganyi, Khazamula Negroes 16 May 2019 (has links)
MA (Xitsonga) / Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika Vutshila na Mfuwo / Xikongomelonkulu xa ndzavisiso lowu i ku xopaxopa maendli mo susa ma xiendliwa
xin’we eka Xitsonga hi ku kongomisa eka tindlela leti ma tirhaka hatona exivulweni.
Xikongomelo lexi xi aviwa hi marhavi manharhu. Rhavi ro sungula ri kongomana na
ku xopaxopa maendli mo susa lama paluxaka mukhuva na mbuyelo hi xikongomelo
xo kumisisa michumu leyi nga tirhaka tanihi tiagumente ta nhlokomhaka na
tiagumente ta swiendliwa, xikan’we na ku lavisisa michumu leyi nga tirhaka tanihi
switirho swa maendli mo susa. Rhavi ra vumbirhi rona ri langutana na ku lavisisa
maendli mo susa ma xiendliwa xin’we lama paluxaka mukhuva na mbuyelo lama
tirheke eswivulweni ma ri na swivulwana swa mahlanganisi swa xivangelo,
xikongomelo na xipimelo. Kasi rhavi ra vunharhu ri tirhana no kambisisa
tinhlamuselo/mitirho ya xisemantiki leyi nyikiwaka tiagumemnte hi maendli mo susa
ma xiendliwa xin’we lama paluxaka mukhuva na mbuyelo. Eka ndzavisiso lowu ku
tirhisiwa thiyori ya vunongoti, ku nga thiyori leyi kongomanaka na ndlela leyi vanhu va
twisisaka xiswona marito. Mhaka leyi endlekaka eka thiyori leyi, hi leswi vanhu va
twisisaka xiswona marito emiehleketweni ya vona eka leswi ma vulaka swona hi ku
angarhela. Swiphemu swa nkoka leswi thiyori leyi yi jikajikaka eka swona i
nhlokomhaka leyi nga xiendli xa leswi susiwaka, riendli leri hlamuselaka leswi
susiwaka na hilaha swi susiwaka hakona, xiendliwa lexi khumbekaka hileswi vuriwaka
hi riendli, na xilandzelandzhaku lexi nga vaka ndhawu, xitirho na swin’wana ni
swin’wana. Ndzavisiso lowu wu endliwa hi ku landzelela maendlelo ma nkoka, laha ku
nga na maendlelo mambirhi mo kongoma ehansi ka wona; ku nga mo tirhisa ntlawa
wo karhi wa vavulavuri va Xitsonga lava nga xiyayiya swivulwa leswi mulavisisi a swi
vumbeke leswi vaka swi tirhisile maendli mo susa. Mulavisisi u lulamisile papila ra
swivutiso leri longoloxeke swivulwa leswi a lavaka leswaku vavulavuri lava va swi
xiyayiya ku xiya loko swi twala kumbe swi nga twali na maendlelo ma nxopaxopo wa
vundzeni bya tsalwa lama tirhisiwaka ku xopaxopa swivulwa leswi nga tirhisiwa tanihi
mahungu ya ndzavisiso lowu. / NRF
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Nxopanxopo wa xitayela xa mutsari eka novhele ya nsuku wa mina na ndzi ta n'wi kuma hi W. R. Chawuke / An analysis of style in W.R. Chawuke's novels nsuku wa mina and ndzi ta n'wi kuma.Mokone, R. L January 2015 (has links)
Thesis (M.A. (African languages)) -- University of Limpopo, 2015 / CHAPTER 1: This chapter outlines as follows : The introduction , cause affects, aim of the study, problem statement of the research , value of the research, research method to be used , literature review and definitions of terms.
CHAPTER 2: This chapter outlines the detailed biography of the writer W .R. Chauke, summary of literature in the selected books of Nsuku wa mina and Ndzi ta n’wi kuma.
CHAPTER 3: In this chapter different types of conflict will be defined and also explain each types.
CHAPTER 4: In this chapter we will explain what is characterisation, allegorical figure and caricature.
CHAPTER 5: This chapter will focus on the analysing of language and different style of the author in the selected novels. CHAPTER 6: This chapter concludes the research by outlining the findings and giving recommendations.
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A genre analysis of texts in XitsongaMdumela, Tsakani Amos 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language,
literacy and communication has revealed a number of essential areas of research in
African languages that urgently need to be addressed if this curriculum for African
Languages is to be successfully implemented with the necessary theoretical basis as
support. This dissertation addresses one such research issue, the genre-based approach
to Xitsonga texts within the broad field of language and literacy.
This study wil] first explore different models of writing approaches that relate to the analytic
approach to genre literacy, including the traditional progressivist approach, the Bereiter
and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that
Grabe and Kaplan's model is suitable as a framework for teaching writing, because it
incorporates the ethnography of writing which entails that a detailed analysis of texts
should address the following questions: who writes what to whom, for what purpose,
why, when and how? The use of the ethnography of writing in the analysis of texts
according to Grabe and Kaplan's model also explores factors such as the communicative
purpose, the culture and the community in which the text is produced. This is investigated
through the text-linguistic analysis of the nine Xitsonga written speeches where the
speech genre has an identifiable format including an introduction, middle and ending.
This study also explores the relationship between the ethnography of writing, the Grabe
and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and
9 and their related assessment standards. Attention is given to prescribed texts and the
taxonomy of academic writing skills, knowledge bases and processes, using some of the
nine Xitsonga written speeches for illustrative purposes. This study explores questions of
how Grabe and Kaplan's model can be effectively employed in the analysis of texts within
the framework of Curriculum 2005 in the teaching of language.
This study further focuses on the teaching of Xitsonga as a language subject within a
multilingual education system. It is argued that in order to develop Xitsonga terminology
for teaching content subjects, resources must be put in place, both materially and
financially. It will be argued that Xitsonga should be taught as a language subject and
. used as a medium of instruction in content subjects in conjunction with English across the
curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills
acquired in the teaching of writing of Xitsonga as a language subject in their learning
across the curriculum. / AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale,
geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die
Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum
suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie
navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van
Xitsonga tekste binne die bree veld van taal en geletterdheid.
Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat
verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die
tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en
Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se
benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van
skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae
moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die
gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en
Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en
die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die
analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n
identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot.
Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en
Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle
verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die
taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die
nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan
se model effektief ingespan kan word in die analise van tekste binne die raamwerk van
kurrikulum 2005 in die onderrig van taal.
Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige
opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te
ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor
voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van
inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees
om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n
taalvak in hulle leer oar die kurrikulum.
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The impact of phonetics and phonology on the Xitsonga orthographyMaluleke, Rivalani January 2013 (has links)
Thesis (M.A. ( Translation and Linguistics)) -- University of Limpopo, 2013 / The aim of this dissertation is to examine the impact of phonetics and phonology on the
Xitsonga orthography. It looks at the history of Xitsonga orthography and the
developments from the missionaries’ era in the 1800s until 2013. The study also
examines the contribution made by the Tsonga Language Board, the Tsonga Language
Committee and Pan South African Language Board (PanSALB) in the development of
Xitsonga orthography. In addition, the study focuses on the Xitsonga speech sound
types and the way they are spelled by the speakers. On the other hand, there are
speakers who adhere to the standard orthography whereas on the other hand there are
speakers who prefer to use speech sounds according to their respective dialects. The
challenges which Xitsonga speakers face on a daily basis have been outlined and what
can be done to resolve them. It is suggested that more Xitsonga dictionaries should be
written and published and PanSALB should ensure that booklets that deal with Xitsonga
spelling rules must be distributed as widely as possible
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