Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study deals with the lexical semantic analysis of motion verbs -za and -ya in Xhosa. In Chapter 1 the aim of the study is stated vividly. The characteristics and properties about the lexical semantic analysis of the verbs -za and -ya as well as the generative lexicon theory by Pustojovsky (1996) are discussed. The theoretical framework and the organisation of study are also discussed in this Chapter. In Chapter 2 we address in more detail the type for semantics. A generative theory of the lexicon includes multiple levels of representation for different types of lexical information needed. Amongst the levels there are structures such as Arguments, Event, Oualia and Inheritance structure. This structure of Oualia and the role they play in giving out the functional behaviour of words and phrases in composition is represented in more detail. Chapters 3 and 4 address the lexical semantic analysis of the verbs -za and -ya to account for the variety of selectional properties of the noun phrase subject argument of the verbs -za and -ya and the various interpretations that arises the terms of composition with its polysemous behaviour of the verbs -za and -ya are examined in sentence alternation constructions with respect to event structure characteristics. The lexical representation in terms of argument structures and the event structure of the verbs -za and -ya in different sentences and also explored. The different meanings of the lexicon in the different sentences are also explored. Chapter 5 is the conclusion, the critical analysis of the findings of all 4 Chapters in this study on lexical semantic analysis of the motion verbs -za and -ya in the Xhosa language. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die leksikaal semantiese eienskappe van die bewegingswerkwoorde -za en -ya in Xhosa. In hoofstuk een word die doelstelling van die studie uiteengesit. Die teorie van Generatiewe Leksikon van Pustejovsky word kortliks bepreek, wat die teoretiese raamwerk is van die studie. Laastens word die organisasie van die studie bespreek in hierdie hoofstuk. In hoofstuk 2 bespreek ons in groter besonderhede die model van Generatiewe Leksikon teorie. 'n Generatiewe teorie van die leksikon sluit in veelvuldige vlakke van representasie vir die verskillande tipes leksikalle inligting wat benodig word. Tussen die vlakke daar is strukture soos is Argumentstruktuur, Handeling struktuur, Qualia en die rol wat dit speel in die verspreidig van die funksionele gedrag van woorde en frases in kombinasie, word ook in meer besondere bespreek. Hoofstuk 3 en 4 ondersoek die leksikaal semantiese analise van die werkwoorde -za en -ya en die verskeidenheid interpretasies wat beskikbaar is vir -za en -ya in kombinasie met die komplement argumente daarvan. Die polisemiese gedrag van die werkwoorde - za en -ya word ondersoek in sinsalternasiekonstrukusies ten opsigte van die gebeurtenis struktuur. Die leksikale representasie in terme van argument struktuur en die gebeurtenis struktuur van die werkwoorde -za en -ya in verskillende sinne met verskillende seleksiekenwerke van die subjek, word ook ondersoek. Die verskillende representasis van -ya en -za leksikon vir verskillende sinne word ook ondersoek. Hoofstuk 5 bied 'n samevatting van die studie, en gee die vernaamste bevindings van die vorige hoofstukke van hierdie studie oor die leksikaal semantise analise van die werkwoorde -za en -ya in Xhosa.

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)--Stellenbosch University, 2000. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.

Thesis (MA)--Stellenbosch University, 2001 / ENGLISH ABSTRACT: Adjectives in Xhosa represent a small, closed class of descriptive nominal modifiers, which are categorized as the adjective because of their morphological behaviour, i.e. they all have to appear with the prefix of the noun which is the head of the Noun Phrase. There are other nominal modifiers in Xhosa, which may have the same descriptive function as the small class of morphological adjectives. Attention focuses on the relative clauses and descriptive possessives. The term "Adjective" in Xhosa includes the semantic adjective. Various scholars define the adjective as a distinct category by establishing specific criteria for. Semantic prototypes with noun, adjective and verb types, i.e. semantic types according to Dixon (1991) are considered. Semantic types in Xhosa may also have this feature. The following categoreis have been considered: morphological adjective, descriptive possessive, relative clauses, i.e. nominal relative clauses and the verbal relative clauses. With regard to the morphological adjective: Some basic notions on the morphological adjectives, specifically the morphology of adjectives, adjectival phrases, the distribution of the adjectives, comparison and the co-ordinated adjectives, and the definite morpheme are dealt with. The following values have been dealt with regarding the structure of the relative clause, i.e. the nominal relative clause with the definite morpheme [a], the copulative verb and the nominal relative complements of the copulative verbs. Two issues have been discussed in the case of the descriptive possessive: firstly, where the descriptive part is the head of the Noun Phrase with meanings such as groups, nouns denoting quantity, cardinal numbers, the partitives, units of measure and mass, humans with the features of psychological and physical features, the infinitive clause, and secondly, the descriptive part is the complement of the preposition [-a-]. / AFRIKAANSE OPSOMMING: Adjektiewe in Xhosa verteenwoordig 'n klein geslote klas van deskriptiewe nominale bepalers wat as 'n adjektief kategorie beskou word op grond van hul morfologie, di.i. hulle moet almal voorkom saam met die prefiks van die naamwoord wat die kern is van die naamwoordgroep. Daar is ander nominale bepalers in Xhosa wat dieselfde deskriptiewe funksie as die klein klas van morfologiese adjektiewe kan hê. Aandag is gegee an die relatiewe en deskriptiewe possessiewe. Die term "adjektief" in Xhosa sluit die semantiese adjektief in: verskeie taalkundiges definieer die adjektief as 'n aparte kategorie deur spesifieke kriteria vir adjektiewe te bepaal. Semantiese prototipes met naamwoorde, adjektiewe en werkwoordtipes, d.i. semantiese tipes volgens Dixon (1991) is ondersoek. Semantiese tipes in Xhosa kan ook hierdie kenmerk hê. Die volgende kategorieë is ondersoek: Morfologiese adjektief, deskriptiewe possessief, relatief klouse waaronder nominale en werkwoordelike relatiewe klause. Met verwysing na die morfologiese adjektief: sekere basiese begrippe ten opsigte van die morfologiese adjektief is nagegaan, waaronder spesiefiek die morfologie van adjektiewe, adjektief frases, die distribusie van die adjektiewe, vergelyking en die neweskikkende adjektiewe sowel as die bepaaldheidsmorfeem. Die volgende sake is oorweeg met betrekking tot die struktuur van die relatief klous: die nominale relatief klous met die bepaaldheidsmorfeem [-a-], die kapulatiewe werkwoord en die nominale relatiewe komplemente van die kopulatiewe werkwoorde. Twee sake is bespreek in die geval van die deskriptiewe possessief: eerstens, die deskriptiewe deel is die kern van die naamwoordfrase met betekenisse soos groepe, naamwoorde wat kwantiteit aandui, hooftelwoorde, partitiewe, eenhede van maat en massa, mense met sielkundige en fisiese kenmerke, die infinitief klous,· en tweedens die deskriptiewe deel is die komplement van die preposisie [-a-].

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts in isiXhosa which are extracted from the Bona magazine. These five articles are genres which all just deal with social commentary issues. This study will first explore the broad genre-based theoretical approach to the investigation of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be utilized as framework for discourse properties of the Xhosa texts and a review will be given of the linguistic competence component of the more general theory of writing advanced by Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) 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 and how. In terms of the parameter "write" which is examined extensively in this study the aspects of text analysis examined include topic structuring, coherence, text cohesion, lexical choices as a reflection of communicative purpose as well as cognitive move structure or structural description which is discussed in Bhatia (1993). These text-linguistic properties of the genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text construction. Finally, this study will also explore the relationship between the ethnography of writing, learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts in language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-analitiese kenmerke van sosiale kommentaar tekste in isiXhosa wat verkry is uit die BONA tydskrif. Die vyf artikels is genres wat almal verband hou met sosiale kommentaar vraagstukke. Die studie sal eerstens die breë genre-gebaseerde benadering tot die analise van die isiXhosa tekste ondersoek. Die genre-teoretiese benadering sal aangewend word as raamwerk vir die ondersoek van diskoers eienskappe van die Xhosa tekste, en In oorsig word gegee van die taalvermoë komponent van die meer algemene teroeivan skryf gepostuleer deur Grabe en Kaplan (1996). Daar word aangevoer dat die teorie van Grabe en Kaplan toepaslik is as In raamwerk vir die onderrig van skryfvaardigheid daar dit ook die etnografie van skryf inkorporeer, wat meebring dat In gedetaileerde analise van tekste ook die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom en hoe. Ten opsigte van die "skryf" parameter, wat uitgebreid ondersoek word in hierdie studie, word aspekte beskou wat insluit inligting strukturering, onderwerp strukturering koherensie, teks kohesie, leksikale keuses as In refleksie van kommunikatiewe doel, sowel as kognitiewe skuif struktuur of strukturele beskrywing, wat bespreek word in Bhatia (1993). Hierdie teks-linguistiese eienskappe binne die genre-teoretiese benadering sal ondersoek word met betrekking tot Grabe en Kaplan se model van tekskonstruksie. Laastens ondersoek hierdie studie ook die verband tussen die etnografie van skryf- en leeruitkomste 3, 4 en 5 van Graag 9, tesame met die verbandhoudende assesseringstandaarde, in Kurrikulum 2005. Die studie ondersoek vrae van hoe die genre analise van tekste in taalonderrig in Kurrikulum 2005 doeltreffend aangewend kan word. / ISICATSHULWA : Olu fundo luyaphanda ngohlahlelo lohlobo Iwesakhiwo Iwencwadi enenkcazo yezentlalo yeembalo zesiXhosa ezithi zithatyathwe kwimagazini yeBona. La manqaku mahlanu olu hlobo athi ajongane nemicimbi yencwadi echaza ngezentlalo. Olu fundo luyakutlu luvelise ngokubanzi iimbalo ezisekeke kwindlela yesakhiwo sokuphanda ngembalo zesiXhosa njengezona mbalo eziluncwadi olunenkcazo. Indlela yohlobo Iwesakhiwo luyakuthi lusetyenziswe njengophahla ekuhlahleleni iilwimi, ubuchule kunye nemihlaba yokufundisayo kwimbalo zesiXhosa kunye nokunika umboniso welungu lobuchule besakhiwo esiphangaleleyo ekubhaleni ngobunzulu nguGrabe noKaplan (1996). Kuyakuthi kuxoxwe ukuba uGrabe noKaplan (1996) kwisakhiwo sabo uthi alungele ubuchule bokufundisa ukubhala, kuba ithi ingeneiele kuninkcazo yobunzululwazi yokubhala ethi ivelise ukuba uhlahlelo olunamanqanaba Iwembalo lubonisa le mibuzo ilandelayo: ngubani obhalayo ntoni kubani enaziphi injongo, kutheni kunye nakanjani? Phantsi kweparamitha "ukubhala" ekuthi kubeyiyona ende kakhulu kolu fundo ebonakalisa imiba yohlahlelo Iwembalo efana nentloko yolwazi, (edibanisa imihlaba) yobumbo lolwazi oluyintloko, unamathelwano, imbalo enamathelanayo, ukhetho Iwezichazimagama ezizona zibonakalisa injongo zonxibelelwano nangokunjalo nobumbo oluhambayo lobunzululwazi bengqondo okanye inkcazelo ebumbekileyo ethi icaciswe nguBhatia (1993). Le mihlaba yembalo zeelwimi zendlela yohlobo Iwesakhiwo ziyakuthi ziphandwe zivelisa uGrabe noKaplan kumzekelo wabo wobumbo Iwembalo. Okokugqibela, olu fundo luyakuphinde luvelise ukuzalana phakathi kwenkcazo yobunzululwazi bokubhala, ezifundo iziphumayo 3, 4 kunye nesesi 5 sesigaba 9 kunye namanqanaba _okuhlola ahamba nazo. Olu fundo luvelisa imibuzo ukuba uGrabe noKaplan kumzekelo wabo bangathi basebenze ngokuphumelelayo ekuhlahleleni iimbalo kwakubo obu buchule boludwe Iwezifundo zika 2005 ekufundiseni ulwimi, ubuchule bokufunda nokubhala kunye nonxibelelwano.

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)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The aim of the study is to examine the phenomenon of politeness in isiXhosa discourse within the speech acts of apology and complaint. Politeness is evidenced where nonverbal and verbal actions work together for the purpose of achieving smooth communication among speakers. The actions that occur through discourse are called speech acts. The most important aim of the speech act of apology is to maintain a good relationship among speakers. This study focusses specifically on the speech act of apology and the manner in which Xhosa speakers forward apologies and complaints among themsleves. Politeness theory will be used as a basis of this study. In this study, the main focuss is on how the male and female students forward complaints and apologies. It is discovered that, there are different ways of expressing apologies and complaints in isiXhosa in different situations, and the different ways in which males and females students forward apologies among themselves. For instance, in space situation, males forwarded more apologies as they occupied more space than females. In time situation, females forward more apologies as they were lacking more in time management than males do. According to Trosborg (1995) there are several ways or strategies of apology, which are as follows: The opting out-catergory; minimizing the degree of offence; indirect apologies; explanation or account; promise of forbearance and the offer of repair. It has been discovered firstly in this study, that females used more apology strategies than males. Secondly, four main apology strategies: request for forgiveness; explicit explanation; offer of apology and the expression of lack of intent have been extensively used by both males and females in the empirical data examined. Trosborg (1995) mentions eight complaints strategies, namely: hints; annoyance; ill consequences; direct complaints; indirect complaints; modified blame (behavior) and an explicit blame (person). Females used more complaint strategies than males. Five complaint strategies: direct complaint; annoyance; ill consequences; indirect complaint and the modified blame have been extensively used by both males and females. This study helps us to understand the different ways of expressing apologies and complaints in different situations in isiXhosa. The more appropriate apology and complaint is used, the better the communication. This becomes evident in the manner in which males and females forwarded apology and complaint strategies in the discourse analysed in this study. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die verskynsel van beleefdheid in isiXhosa te ondersoek binne die uitvoering van die spraakhandelinge van verskoning en klagte. Beleefdheid word aangedui wanneer nie-verbale en verbale aksies saam van belang is vir die bereiking van doeltreffende kommunikasie tussen sprekers. Die handelinge wat plaasvind deur diskoers word spraakhandelinge genoem. Die belangrikste oogmerk van die spraakhandeling van verskoning is om goeie verhoudinge tussen sprekers te handhaaf. Hierdie studie fokus spesifiek op die spraakhandeling van verskoning en die wyse waarop Xhosasprekers verskonings en klagtes tussen mekaar uitruil. Beleefdheidsteorie sal as raamwerk gebruik word vir hierdie studie. Die studie gee ook aandag aan hoe vroulie en manlike studente verskonings uitruil. Dit word bevind dat daar verskillende wyses is waarop verskonings en klagtes in Xhosa uitgedruk word in verskillende situasies, en dat daar verskillende wyses is waarop manlike en vroulike studente verskonings uitruil. Byvoorbeeld, in 'n ruimte situasie gee manlike persone meer verskonings as vroulike persone, aangesien hulle meer ruimte in beslag neem. In 'n tyd situasie, gee vroulike persone meer verskonings as manlike persone aangesien dit voorkom of hulle minder besorg is oor tydsbestuur. Volgens Trosborg (1995), is daar verskeie wyses of strategieë van verskoning, insluitende die volgende: die uitwegkategorie, minimalisering van oortreding, indirekte verskonings, verduideliking, belofte van geduld, en aanbod vir herstel. Daar is bevind in die studie dat vroulike persone meer verskoning strategieë gebruik as manlike persone. Tweedens, vier hoof verskoning strategieë, nl. versoek vir vergiffenis, eksplisiete verduideliking, aanbod van 'n verskoning en die uitdrukking van 'n tekort aan bedoeling, is uitgebreid gebruik deur sowel manlike as vroulike persone. Trosborg (1995) noem agt klagte strategieë, naamlik skimpe, irritasie, sleg gevolge, direkte klagtes, indirekte klagtes, gewysigde blaam (t.o.v. gedrag), en eksplisiete blaam (t.o.v. 'n persoon). Die vroulike persone het meer klagte strategieë as manlike persone. Vyf klagtestrategieë, naamlik direkte klagte, irritasie, sleg gevolge, indirekte klagte, en die gewysigde blaam is uitgebreid gebruik deur sowel vroulike as manlike persone. Hierdie studie werp lig op die verskillende wyses van hoe verskonings in Xhosa uitgedruk word en klagtes in verskillende situasies. Hoe meer gepas 'n klagte of verskoning is, hoe meer doeltreffend vind die kommunikasie plaas. Hierdie feit word geïllustreer deur die wyses waarop manlike en vroulike persone verskonings maak, soos aangetoon in die studie.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study explores the lexical semantic analysis of motion verb - phuma in Xhosa. In Chapter 1 the aim of the study is stated. Properties about the lexical semantic analysis of the verb -phuma as well as the generative lexicon theory by Pustejovsky (1996) are discussed. The theoretical framework and the organisation of study are also discussed in this chapter. Chapter 2 addresses in more detail the type system for semantics. A generative theory of the lexicon includes multiple levels of representation for different types of lexical information needed. Among such levels are Argument Structure, Event Structure, Qualia Structure and Inheritance Structure. Chapter 2 also represent in more detail the structure of qualia and the role they play in distributing the functional behaviour of words and phrases in composition. Chapter 3 examines the lexical semantic analysis of the verb -phuma to account for the range of selectional properties of the NP subject argument of the verb -phuma and the various interpretations that arise in terms of composition with its complement arguments. The polysemous behaviour of the verb -phuma is examined in sentence alternation constructions with respect to event structure properties. The lexical representation in terms of argument structure and the event structure of the verb -phuma in different sentences is also investigated. Chapter 4 is the conclusion, summarising the findings of all the previous chapters in this study on lexical semantic analysis of the motion verb -phuma in Xhosa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die leksikaal-semantiese analise van die bewegingswerkwoord -phuma in Xhosa. In hoofstuk 1 word die doelstellings van die studie uiteengesit. Die teorie van Generatiewe Leksikon van Pustejovsky word ook kortliks bespreek, wat die teoretiese raamwerk is van die studie. Laastens word die organisasie van die studie bespreek. Hoofstuk 2 bespreek in groter besonderhede die model van Generatiewe Leksikon teorie. 'n Generatiewe teorie van die leksikon sluit in veelvuldige vlakke van representasie vir die verskillende tipes leksikale inligting wat benodig word. Hierdie vlakke van representasie sluit in die Argument struktuur, Gebeure ('Event') struktuur, Qualia struktuur en Leksikale Erf (Inheritance) struktuur. Hoofstuk 2 bied ook in meer detail die struktuur van qualia en die rol wat dit speel in die verspreiding van die funksionele gedrag van woorde en frases in kombinasie. Hoofstuk 3 ondersoek die leksikaal-semantiese analise van die werkwoord -phuma en die verskeidenheid interpretasies wat beskikbaar is vir -phuma in kombinasie met die komplement argumente daarvan. Die polisemiese gedrag van die werkwoord -phuma word ondersoek in sinsalternasiekonstruksies ten opsigte van die gebeure ('event') struktuur. Die leksikale representasie in terme van argument struktuur en die gebeurestruktuur van die werkwoord -phuma ill verskillende sinne met verskillende seleksiekenmerke van die subjek, word ook ondersoek. Hoofstuk 4 is die Samevatting van die studie, wat 'n opsomming bied van die vernaamste bevindings van al die vorige hoofstukke van hierdie studie oor die leksikaal-semantiese analise van die werkwoord -phuma in Xhosa. / ISISHW ANKA THELO: Esi sifundo siphonononga uhlalutyo lwesemantiki yelekhisikoni yesenzi sentshukumo u-phuma. ISahluko 1 umongo wesifundo uxeliwe kwisahluko 1. Iziphumo zohlalutyo lwesemantiki yelekhisikoni yesenzi u-phuma ngokukaPustejovsky (1996) ZIXOXlwe. zikwaxoxiwe kwesi sahluko. ngokunjalo nengcmgane yelekhisikoni evelisayo Ubume bengcingane kunye nolungiselelo lwesifundo ISahluko 2 siyila indlela ermsrweyo yohlobo lwesemantiki yethu. Ingcingane evelisayo yelekhisikoni iquka imigangatho imininzi yenkcazelo ngokwentlobo ezahlukeneyo ezifuna ulwazi lwesemantiki. Eminye yale migangatho lulwakhiwo lwe-Adyumenti, uLwakhiwo IweSiganeko, uLwakhiwo IweKhwaliya kunye noLwakhiwo Lobalo. ISahluko 2 sikwabonisa ngokucace kakhulu ngolwakhiwo lwekhwaliya ngendima edlaliweyo ekusasazeni impatho yomsebenzi wamagama kunye namabinzana kwindibaniso. ISahluko 3 sivavanya ngohlalutyo lwesemantiki yelekhisikoni yesenzi u-phuma ngokwengcaciso yodweliso lweempawu ezikhethiweyo ze-adyumenti yebinzana lesibizo esiyintloko sesenzi uphuma kunye notoliko olwahlukeneyo oluvela ngokwamagama endibaniso ngokwe-adyumenti yemfezekiso. Impatho yentsingiselo ezininzi yesenzi u-phuma ivavanyiwe kulwakhiwo lotshintshwano lwezivakalisi ngokuhlonela iimpawu zolwakhiwo lwesiganeko. Inkcazelo yelekhisikoni ngokwamagama olwakhiwo lwe-adyumenti kunye nolwakhiwo lwesiganeko sesenzi u-phuma kwizivakalisi ezahlukeneyo zikwaphengululiwe. ISahluko 4 sisiqukumbelo, esishwankathela iziphumo zezahluko ezingaphambili kwesi sifundo kuhlalutyo lwesemantiki yelekhisikoni yesenzi sentshukumo -uphuma kwisiXhosa.

Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine some of them and propose solutions to address them.

IsiXhosa language is one of the first languages in sub-Saharan Africa to be reduced into writing. The first written texts in isiXhosa were produced by British missionaries in the Tyhume river valley as early as 1824. In spite of these early developments, there still remain today many inconsistencies and anomalies with regard to the standardization of isiXhosa orthography that require attention. This research focuses on the status quo of the current orthography of isiXhosa which is used in the writing of the selected texts which were published from 2000 to date. The research study investigates how these texts are written, that is, whether they are written according to the principles of the writing of this language as developed by the respective language boards or not. The reason for doing this is that this language has become one of the official languages of the Republic of South Africa. Therefore, in order for it to be read and written without any difficulty by anyone, as it is expected to be used as a medium of instruction even at tertiary level in the future, it should be written accurately and consistently. The study analyses a number of isiXhosa written texts including the following: (1) Selected literary texts which were published from 2000 to date. (2) Selected publications by government departments. (3) Selected translated texts. (4) Some of the newspapers and magazines which are currently in circulation in this language. (5) Some dictionaries of isiXhosa. (6) The updated isiXhosa Orthography as compiled by the PanSALB (2008). The aims of the study are outlined in Chapter 1. This chapter also provides the theoretical framework within which the research is located. Chapter 2 is about the theoretical perspectives on the development of the art of writing and orthography. The historical background, that is, the development of the art of writing and the general as well as the specific requirements of a good orthography are discussed. Chapters 3, 4 and 5 observe and analyse the orthographical features of some written documents of isiXhosa such as writing of capital letters, word division, usage of concords, etc. These three chapters also observe and analyse the various anomalies and inconsistencies in the spelling of isiXhosa words that were identified in the consulted texts. Chapter 6 is devoted to the conclusion and the recommendations.