Thesis (MA (African Languages))--University of Stellenbosch, 2005. / This study has the main goal of investigating the speech act of persuasion in isiXhosa. The main aim of the investigation is to examine the characteristics of persuasion in remedial interchanges based on the isiXhosa pragmatics. The study is concerned with the strategies people use when persuading targets, how message sources seek compliance, how targets resist and / or comply and how influence interactions are structured and what constraints on conversation need to be taken into account.

Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.

Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study examines data from advice-giving in Setswana relating to pragmatic theorists' argument that every human interaction, to a large extent carries with it an element of threatening one or both participants' face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech act is influenced by contextual, cultural and many other background factors associated to age, gender and rank to mention a few, which contribute towards how the speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Setswana speaking students. The study has evaluated Brown and Levinsons' theory of politeness as a universal phenomenon against the findings of my data, in that the universality of these theorists does not quite fit with this study. The variable percentages in this data, especially in giving advice, indicate that politeness does not always exist in terms of positive and negative face in the participants' mind but other considerations related to the goal of the speech act are the main source of the speech act. In this study, politeness in the Setswana school context has demonstrated that politeness has been employed as a strategy for encoding distance between the speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favorable context anticipated by the solicitor. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor advies-gee in Setswana wat verband hou met pragmatiekteoretici se argument dat elke menslike interaksie tot 'n groot mate 'n element het dat een, of beide, deelnemers se gesig bedreig word. Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat ingespan word in die gee, sowel as die vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele, kulturele en talle ander agtergrondfaktore wat verband hou met onder andere ouderdom, gender en rang, wat bydra tot die wyse waarop die spraakhandeling saamgestel word. Die vraagstukke rakende die beleefdheidsteorie het aanleiding gegee tot hierdie studie oor die mate waartoe beleefdheid 'n rol speel in advies-gee in opvoedkundige kontekste deur Setswana-sprekende persone. Die studie evalueer Brown en Levinson se teorie van die Universele beginsels wat dit stel teenoor die bevindinge van die data verkry in die navorsing oor Setswana-sprekende studente en daar word afgelei dat Brown en Levinson se universalia nie volledig bevestig word nie. Die varieerbaarheid waargeneem ind ie data oor advies-gee dui aan dat beleefdheid nie altyd manifisteer in terme van negatiewe gesig in die deelnemers se oorwegings nie, maar dat ander oorwegings rakende die doelstelling van die spraakhandeling die hoofbron vorm van die spraakhandeling. In hierdie studie, het beleefdheid in die Setswana opvoedkundige konteks aangetoon dat beleefdheid ingespan word as 'n strategie om afstand te vestig tussen die spreker en die hoorder. Die doel van advies-gee aan onderwysers en studente deur beleefdheidsgedrag is om 'n gunstige konteks te vestig, wat verwag word deur die hoorder.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study explores the speech act of refusal in educational contexts in isiXhosa. The speech utterance is used to accept or refuse request. The request can be made by a friend, parent, school principal etc. The authority of the one making request is very important because it makes the recipient of the request to think twice before he or she refuses. This is done by the fact that the recipient is afraid to damage the face of the requestor. Secondly, the rights that people have make it difficult for the person in authority to use his powers in a way that is not satisfactory, because people belong to unions that protect their rights. For instance, the teacher requests leave because he wants to go and make provisions for his son who is coming from the initiation school. In this regard, the principal is unable to refuse fully although the exams are around the corner. He has to use certain strategies in convincing the teacher about the importance of the forthcoming exams. In the Department of education there is a district director and his team, responsible for certain departments, the school inspectors, subject-advisors, school principals, teachers and students. Each and every one of the above-mentioned has a right to make request. Some of them resort into using politeness strategies when requesting or refusing to obey the request. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van weiering in opvoedkundige kontekste in isiXhosa. Die spraakuiting word gebruik om 'n versoek te aanvaar of te weier. Die versoek kan gemaak word deur 'n vriend, ouer, skoolhoof, ens. Die gesag van die persoon wat die versoek maak is baie belangrik, want dit veroorsaak dat die ontvanger van die versoek deeglik dink voordat hy/sy dit weier. Dit word veroorsaak deurdat die ontvanger van die versoek bang is om die gesig ('face') van die versoeker te beskadig. Die regte wat mense het, maak dit moeilik vir die persoon met gesag om sy/haar magte te gebruik op 'n wyse wat onbehoorlik is, want mense behoort aan vakbonde wat hulle regte beskerm. Byvoorbeeld, 'n onderwyser versoek verlof want hy wil voorsorg gaan maak vir sy seun wat terugkeer uit die inisiasieskool. In hierdie gval is die skoolhoof nie in staat om die versoek volledig te weier nie, alhoewel die eksamens binnekort geskryf sal word. Die skoolhoof gebruik sekere strategieë om die onderwyser te oortuig van die belangrikheid van die eksamens. In die Departement van Onderwys, is daar 'n distriksdirekteur en sy span, verantwoordelik vir sekere departemente, die skoolinspekteurs, vakadviseurs, skoolhoofde, onderwysers en leerders. Elkeen van die genoemde persone het die reg om versoeke te rig. Sommige persone maak gebruik van beleefdheidstrategieë in die weiering of reg van 'n versoek.

Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study examines data from advice-giving in Tshivenda relating to pragmatic theorist's argument that every human interaction, to a large extent carries with it an element of threatening to one or both participant's face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech acts is influenced by contextual, cultural and many other background factors associated to age, gender and rank which contribute towards how a speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Tshivenda speaking learners. The study has employed Brown and Levinson's theory of politeness as a universal phenomenon against the findings of my data, in that universality of these theorists does not quite fit with this study. In this study, politeness in Tshivenda school context has demonstrated that it has been employed as a strategy for encoding distance between speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favourable context anticipated by the solicitor. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data van adviesgewing in Tshivenda in verband tot die pragmatiekteoretikus se argument dat elke menslike interaksie tot 'n groot mate daarmee saamdra 'n element van bedreiging vir een of beide deelnemers se gesig ('face'). Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat gebruik word in die gee en vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele kulturele en talle ander agtergrondfaktore wat verband hou met ouderdom, gender, en rang, wat bydra tot die kernposisie van die spraakhandeling. Die vraagstukke rakende die teorie van beleefdheid het hierdie studie gemotiveer, wat handelaar die mate waartoe beleefdheid 'n rol speel in adviesgewing in Tshivenda in opvoedkundige kontekste deur leerders. Die studie het Brown en Levinson se teorie van beleefdheid aangewend en geevalueer teenoor die bevindinge van die data van Tshivenda. Daar is bevind dat die universaliteits-aansprake van Brown en Levinson nie volledig strook met die data uit Tshivenda nie. In hierdie studie, het beleefdheid in Tshivenda in skoolkontekste gedemonstreer dat dit ingespan word om afstand te kodeer tussen spreker en hoorder. Die doel van adviesgewing aan onderwysers en leerders deur beleefdheidsgedrag is om gesig te verminder en om 'n gunstige konteks te skep, soos geantisipeer deur die adviesvraer.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: An apology in Setswana is offered ;when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work,designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide chioce of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. In the acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immidiately. It is not all the males who do not want to apologize directly to females, but there are some who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful to Setswana male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of manifested. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve a few strategies. / AFRIKAANSE OPSOMMING: 'n Apologie in Setswana word gedoen wanneer 'n individu 'n sosiale norm oortree het, of enige vorm van 'n klagte wil herstel. Wanneer dit gegee word, dien 'n apologie as remediële werk, ontwerp om enige sosiale ontwrigting wat veroorsaak is, uitstryk. Somtyds kan 'n persoon wat veronderstel is om 'n apologie aan te teken, redes vind om die graad van die oortreding te minimaliseer. Indien die oortreding baie groot is, kan 'n verbale apologie onvoldoende wees om die beskadigde verhouding te herstel. Manlike en vroulike Setswana-sprekende leerders pleeg talle oortredings teenoor mekaar by die skool, en hulle is verplig om apologie aan te teken teenoor mekaar. In die proses van apologie aanteken, word hulle gekonfronteer met In wye verskeidenheid strategieë waaruit hulle kan kies. In die meeste gevalle, het leerders die neiging om In verduideliking te gee vir hulle oortredings. Hulle kies nie altyd 'n direkte apologie nie. In die aanvaarding van hulle oortredings, kies hulle langer strategieë om apologie aan te teken. Manlike persone blyk óf te trots óf te skaam te wees om apologie aan te teken teenoor vroulike leerders. Vroulike leerders, hierteenoor, wil nie langer strategieë aanwend om apologie aan te teken nie, en hulle vra onmiddellik vir vergiffenis Dit is egter nie alle manlike leerders wat nie direk apologie aanteken teenoor vroulike leerders niesommige manlike leerders teken wel direk apologie aan, maar die gebruik daarvan is nie so gewild nie. Hulle is die manlike leerders wat die vroulike leerders as hulle gelykes sien en 'n goeie verhouding met hulle wil handhaaf. 'n Klein getal vroulike leerders gebruik langer strategieë om verskoning aan te teken en hulle gebruik nie direkte strategieë nie. Daar is ander strategieë wat ook bruikbaar is vir Setswana-sprekende manlike en vroulike leerders, maar die gebruik daarvan is nie so populêr nie. Strategieë soos die aanvaarding van blaam, en uitdrukking van self-tekort, word die minste gemanifesteer. 'n Apologie word gewoonlik beïnvloed deur die wyse waarop 'n klaer sy/haar ontevredenheid wys. Manlike en vroulike leerders vershil ook t.o.v. die wyse waarop hulle kla - hulle gebruik klagtestrategieë verskillend. Sowel manlike as vroulike leerders gebruik direkte en indirekte aantygings uitgebreid. Vroulike leerders neem egter langer met hulle klagtes as manlike leerders. Vroulike leerders wys hulle ontevredenheid deur meer klagte strategieë te gebruik, terwyl manlike leerders nie lank neem om te kla nie - hulle gebruik slegs 'n paar strategieë.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study investigates the speech acts of complimenting in Xhosa. It is divided into five chapters, which are arranged as follows: Chapter 1 states the aims of the study. The method, design and the organization of the study are also investigated. Chapter 2, the speech act theory and the politeness theory have been dealt with. These theories included the basic assumptions of this study. Chapter 3 deals with compliments and compliment responses as they are discussed with regard to various languages, i.e. the works of Wolfson and Manes (1980), Wolfson (1983), Manes (1983), Holmes (1988) and Herbert (1990). Chapter 4 deals with compliments and compliment responses in Xhosa. In this chapter the compliments have been divided into three social groups, namely males and females; friends and people of unequal status. The people of unequal status are divided into two sub-groups, people with superior status and lower status. In Xhosa people of lower and high status do compliment one another. Also Xhosa males and females; friends and people of unequal status tend to compliment one another. The most common compliments concentrate on appearance, ability and possession. In some cases the compliments are used to a way of encouragement and showing of appreciation. People who are being complimented tend to respond to the compliment. The response can be positive or negative. The person who is complimented can agree or disagree with the compliment. The response depends on how he/she feels about the compliment. Chapter 5 is the last chapter of this study. It represents the conclusion in which the main findings in the study are summarized. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van komplimentering in Xhosa. Die studie is in vyf hoofstukke ingedeel wat soos volg georganiseer is. Hoofstuk 1 bespreek die doelstellings, die navorsingsontwerp en -metode, en die organisasie van die studie. Hoofstuk 2 bied 'n bespreking van die terme van spraakhandelinge en beleefdheidsteorie. Hierdie teorieë is van belang vir die basiese vraagstukke wat in die studie ondersoek word. Hoofstuk 3 bied 'n oorsig van vorige navorsing oor die spraakhandeling van komplimente en komplimentresponse soos ondersoek met betrekking tot verskillende tale. Die navorsing van Manes (1980), Holmes (1988), Herbert (1990) en Wolfson (1983). Hoofstuk 4 ondersoek die spraakhandeling van komplimente en komplimentresponse in Xhosa. In hierdie hoofstuk is die spraakhandeling van komplimente en komplimentresponse onderneem met betrekking tot drie sosiale groeperinge, naamlik tussen manlike en vroulike persone, tussen vriende, en tussen persone van ongelyke status. Laasgenoemde groep is verder verdeel in terme van twee sub-groepe, naamlik: persone met hoër en laer status, respektewelik. In Xhosa diskoers, komplimenteer persone van hoër en laer status mekaar. Voorts komplimenteer manlike en vroulike persone, vriende, en mense van ongelyke status mekaar in Xhosa. Die mees algemene komplimente hou verband met voorkom, vermoëns, en besittings. In sommige gevalle word komplimente gebruik as 'n wyse van aanmoediging of waardering. Die studie bied evidensie uit Xhosa dat mense wat gekomplimenteer word, neig om te reageer op die kompliment. Hierdie respons kan positief of negatief wees. Die persoon wat gekomplimenteer word kan saamstem of verskil met die kompliment. Hierdie reaksie word bepaal deur hoe die hoorder voeloor die kompliment. Hoofstuk 5 is die laaste hoofstuk van die studie. Dit bied die gevolgtrekking van die navorsing oor die spraakhandeling van komplimentering in Xhosa en gee 'n opsomming van die hoofbevindinge. / ISIHWANKATHELO: Esi sifundo siphononga izenzo ntetho zoncomo esiXhoseni. Sahlulwe saba zizahluko ezintlanu ezicwangciswe ngolu hlobo: Isahluko sokuqala sichaza iinjongo zesi sifundo. Kukwaqwalaselwe, indiela, isicwangciso kunye noluhlu Iwesi sifundo. Isahluko sesibini sixusha ithiyori yesenzo ntetho kunye nethiyori yentetho echubekileyo. Ezi thiyori zibandakanye imiba engundoqo yesi sifundo. Isahluko sesithathu siqwalasela izincomo kunye neempendulo zezincomo njengoko zichazwa kwezinye iilwini, oko kukuthi, imisebenzi ka Wolfson no Manes (1980), Wolfson (1983); Manes (1983); Holmes (1988); no Herbert (1990). Isahluko sesine siqwalasela izincomo kunye neempendulo zezincomo esiXhoseni. Kwesi sahluko izincomo zohlulwe zaba zindidi ezintathu: amadoda nabafazi; izihlobo; abantu abanamawonga angalinganiya. Abantu abanamawonga angalinganiyo bohlulwe bangamaqela amabini: abantu abanamawonga aphezulu kunye nabo banamawonga asezantsi. EsiXhoseni abantu abanamawonga aphezula kwakunye nabo banamawonga asezantsi bathi bancomane omnye nomnye. Kwakhona esiXhoseni amadoda nabantu ababhinqileyo, izihlobo kunye nabantu abanamawonga angalinganiyo badla ngokuncomana. Ezona zincomo zibalaseleyo zezo ziquka imbonakalo, ingqondo kunye nobumnini. Kwezinye iziganeko izincomo zisetyenziswa njengendlela yokukhuthaza kunye nokubonisa ixabiso. Abantu abanconywayo badla ngokuphendula isincomo eso. Impendulo yesincomo isenokuba yeyakhayo okonye engakhiyo. Umntu onconywayo usenokuvumelana okanye angavumelani nesincomo. Impendulo yakhe ixhomekeke ukubeni uziva njani na ngesincomo eso. Kwesi sifundo, isahluko sesihlanu sesokugqibela kulapho kuchazwa khona izigqibo ekufikelelwe kuzo nezithe zashwankathelwa.

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: An apology in Tshivenda is offered when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work, designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide choice of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. Inthe acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immediately. It is not all the males who do not want to apologize directly to females, but there are others who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful in Tshivenda male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of other ones. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve only a few strategies. / AFRIKAANSE OPSOMMING: 'n Verskoning in Tshivenda word aangebied in geval waar 'n individu 'n sosiale reeloortree het. Wanneer dit aangebied word, dien dit as 'n remedie ontwerp om die sosiale onderbreking wat ontstaan het reg te siel. Soms sal die persoon wat veronderstel is om 'n verskoning aan te bied redes vind om die graad van die sosiale oortreding te probeer verminder. ln geval waar die oortreding as baie groot beskou word waar' n mondelingse verskoning nie genoegsaam wees om die verhouding weer te herstel nie. Manne en vrou skoliere behaan heelwat sosiale oortreding teenoor mekaar by die skool en is oorplig om verskoning aan te bied vir sulke oortredings. Tydens die proses van verskoning aanbied word die skoliere gekonfronteer met verskeie opsies om van te kies. Manlike skoliere het die manier om verkonings en verduidelikings te gee vir hulle oortredings. Hulle sal nie 'n direkte apologie aanbied nie. lndien hulle aanvaar dat hulle verkeerd was, sal hul die opsie om hulle verduidelikings te gee as strategie gebruik. Manspersone bly te trots en skaam te wees om 'n apologie te vra van dames. Dames weer vra makliker en direk om verskoning. Hierdie beginstel van om verskoning vra geld nie ten opsigte van alle skoliere nie. Sommiges sal direk apologie aanbied. Ander aanvaar vroulike skoliere as hul gelykes en probeer om 'n gesonde verhouding te handhaf Dieselfde beginsel geld tot vroulike skoliere van hulle sal lang verduidelikings aanbied as 'n strategie deur om verskoning te vra: Hulle vra nie direk om verskoning nie. Daar is ook ander strategiee in gebruiklike in Tshivenda deur manlik sowel as vroulike skoliere, maar is nie populer in gebruik nie. Strategiee soos die duidelike aanvaarding van skuld en die uitdrukking van selfbeskulding word beskou as die minste gebruiklike opsie. 'n Verskoning word beinvloed deur die manier waarop die klaer sy ofhaar misnoe wys of uitspreek. Manlike sowel as vroulike leerders versoek ook in metodiek hoe hulle kla. Hulle maak gebruik van 'n kla strategie wat verskillend is van mekaar. Beide geslagte maak gebruik van direk sowel as indirek beskuldigings. Die verskil egter is by vroulik klaers aangesien hul klagte langer duur as hul manlike ewe nie. Vroulike klaers wys hul woede of ongelukkigheid deur meer klagte strategie te betree. Mans daarom teen neem nie lang om te kla nie en behels net a paar strategiee.

Text in Xhosa. / Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study concentrates on the critical evaluation of persuasive messages. In doing this, four articles have been analysed according to two premises namely: the content premises and the process premises. The content premises concentrate solely on the theme of four articles which is the persuasive message towards the transformation of South Africa. In content premises emphasis is put on the cause to effect reasoning. The process premises focus on the three different types of processes that is: the needs, attitude and consistency. In the needs emphasis is put on the need for emotional security and on the need for reassurance of worth. In attitude emphasis is put on evaluative responses. In consistency emphasis is put on the course of dissonance and consonance. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kritiese evaluering van oorredende boodskappe. In hierdie navorsing is vier artikels ontleed volgens twee premisse, naamlik die inhoud premis en die proses premis. Die inhoud premis word ondersoek na aanleiding van die tema van vier artikels wat In oorredende boodskap gerig op die transformasie van Suid-Afrika verteenwoordig. In die inhoud premis word klem gelê op die oorsaak-na-effek redenering. Die proses premis fokus op drie verskillende tipes prosesse, dit is behoeftes, houding en konsekwentheid. In die behoeftes analise word klem gelê op die behoefte aan emosionele sekuriteit en op die behoefte vir versekering van waarde. In die geval van houding, word klem gelê op evaluatiewe response. In die geval van konsekwentheid word klem gelê op die roete van dissonansie en konsonansie.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study explores the text-linguistic and genre-analytic properties of Sesotho magazine texts on society issues. In particular, the model of text construction postulated by Grabe and Kaplan (1996) is employed as general theoretical framework for the research on Sesotho magazine texts. The writing properties of effective texts dealing with the theme of society issues will be analysed, taking into account the ethnography of writing, i.e. the influence of socio-cultural beliefs and views on writing in Sesotho. The study will present an extensive invesitgation of the genre approach to writing in the context of language teaching. The rationale of the genre approach and its advantages for teaching writing are reviewed. The text-linguistic and genre-analytic properties of texts need to be incorporated in methodology for teaching writing at secondary school. The study presents an extensive analysis of the Sesotho magazine texts as regard properties such as information structuring (topic-comment, theme-theme), coherence relations, cohesion and lexical choices as a reflection of communicative purposes. The linguistic devices in Seotho that characterise these properties are examined extensively. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die tekslinguistiese en genre-analitiese kenmerke van Sesotho tydskrifartikel tekste oor sosiale vraagstukke. Die model van tekskonstruksie, soos gepostuleer deur Grabe en Kaplan (1996), word gebruik as algemene teoretiese raamwerk vir die ondersoek van Sesotho tydskrifartikels. Die skryf-kenmerke van effektiewe tekste wat verband hou met die tema van gemeenskapsvraagstukke, salontleed word met inagneming van die etnografie van skryf, d.i. die invloed van sosio-kulturele sieninge op geskrewe tekste in Sesotho. Die studie sal 'n uitgebreide ondersoek bied van die genre-benadering tot geskrewe tekste in die konteks van skryfonderrig. Die rasionaal van die genre-benadering en die voordele daarvan vir skryfonderrig word beskou. Die tekslinguistiese en genre-analitiese kenmerke van tekste moet ingesluit word in 'n metodologie vir skryfonderrig in sekondêre skool. Die studie bied 'n uitgebreide analise van die Sesotho tydskrifartikels t.o.v. eienskappe soos informasiestrukturering, koherensie, kohesie en leksikale keuses as 'n refleksie van kommunikatiewe doelstellings. Die linguistiese elemente in Sesotho wat hierdie kenmerke realiseer word ekstensief ondersoek.