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A framework for teaching : reading in Xhosa at secondary school levelPiet, Fezeka Caroline 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed.
Learners are encouraged to see the importance of reading so that they can produce an
effective communication.
A range of approaches will be employed to describe and analyze what the author or writer
wants to deliver through his/her message. Various types of descriptions and analyses of
texts are explored in order to demonstrate the importance of reading. Important proposals
advanced by Davies (1995) in her framework of hierarchical levels of text analysis are
employed in showing that Xhosa reading can be analyzed in terms of this framework. This
study aims at demonstrating the success of adopting the Davies framework for the
learning and teaching of reading in Xhosa.
Different examples of articles are examined from the Xhosa Bona Magazines. Six articles
about Tourism promotion are demonstrated in an analysis using Davies' (1995)
hierarchical levels of describing and analyzing texts.
The seven specific outcomes for the language, literacy and communication learning
area as specified in the Outcomes-based education (OBE) curriculum are discussed in
relation to the teaching and learning of reading. The tourism promotion articles used in
demonstrating the learner - centered approach underlying outcomes-based teaching.
One of the aims of the Outcomes-based curriculum is to enhance learner participation in
learning language including reading. The teaching of this kind of reading skills necessitate
an understanding of how learners respond and understand texts when reading.
The analyses undertaken for the Xhosa texts are important, because they demonstrate the
foundation for successful teaching and learning of reading in Xhosa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste
in Xhosa ontleed kan word.
In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die
inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en
analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te
demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk
van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa
leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as
doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk
in die onderrig en leer van leesvaardigheid in Xhosa.
Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor
toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese
vlakke vir die beskrywing en analise van tekste.
Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea
soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met
betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die
uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot,
insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In
begrip van hoe leerders tekste verstaan wanneer hulle lees.
Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer
van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
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A framework for the analysis of Xhosa texts for teaching readingTyala, Abegail Nomapha 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study investigates the reading process as addressed by Davies and Wallace in
their research. The key concept of the models of the reading process as explored by
Davies with reference to different researchers are examined. These researchers
include Gough, whose model of the reading process represents a bottom-up view of
the reading process, Goodman's model which reflects a top-down view of the reading
process and Rumelhart's interactive model which is an alternative to bottom-up and
top-down models. Davies advances a schema-theory which is the development of
Rumelhart's interactive model. The study also considers the model of Rayner and
Pollatsek as proposed by Davies, namely, the bottom-up interactive model of the
reading process. This model intends to be bottom-up, without excluding the
interactive features. A further model explored by Davies is that of Mathewson,
which incorporates affective factors in reading. Hedge, according to Davies,
developed the models of reading into a taxonomy of modes, anchors and drivers.
Modes represent the reading behaviours, anchors express knowledge sources, and
drivers typify the reading purposes. The study also considers Wallace's approach to
the reading process, which represents reading as a psycholinguistic as well as a
sociolinguistic process.
In addition, this study conducts an investigation of a practical framework for
describing and analysing texts; ways of describing differences amongst texts as
proposed by Wallace and the integration of different descriptions of texts. Levels of
text analysis and the theoretical foundation of the analytic procedure are considered.
The last part of this discussion provides some perspectives on reaching reading in the
outcomes-based curriculum for language, literacy and communication (see Appendix
B).
In the next part of the study an analysis of the Xhosa Bona magazine articles is
offered which commences with the recapitulation of the framework for the analysis of
texts. This framework includes elements such as the discourse type and genre; textual units and their functions; rhetorical functions and rhetorical patterns; text
cohesion; text coherence and language choice as a reflection of the writer's
communicative purpose or goal. Each article is analysed according to the framework
assumed. The study invokes Davies' analytic framework for the analysis of the Bona
magazine articles. The last part of this research explores the significance between
Davies' model and the requirements of outcomes-based language teaching. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n praktiese raamwerk vir die beskrywing en analise van tekste,
maniere vir die beskrywing van verskille tussen tekste soos voorgestel deur Wallace,
en die integrasie van die verskillende beskrywings van tekste. Die vlakke van
teksanalise en die teoretiese basis van die analitiese prosedure word bespreek. Die
laaste deel van hierdie bespreking skenk aandag aan perspektiewe oor die onderrig
van leesvaardigheid in die Uitkoms-gebaseerde kurrikulum vir die leerveld tale,
geletterdheid en kommunikasie (sien Bylae B).
In die volgende deel van die studie word 'n analise gedoen van Xhosa BONA
tydskrifartikels, wat begin met 'n rekapitulasie van die raamwerk vir die analise van
tekste. Hierdie raamwerk sluit elemente in soos diskoerstipe en genre, retoriese
funksies en taalkeuse as 'n refleksie van die skrywer se kommunikatiewe
doelstellings. Elke artikel word ontleed volgens die analitiese raamwerk van Davies.
Die laaste deel van die studie ondersoek die verband en betekenis van Davies se
leesmodel vir die onderrig van lees volgens die vereistes van die Uitkoms-gebaseerde
kurrikulum. / ISICATSHULWA:
Esi sifundo sijongene nophando ngendlela yokufunda njengoko indululwe
ngokaDavies noWallace kwiincwadi zabo. Le ngqikelelo yemifuziselo yofundo
njengoko iphononongwa ngulo kaDavies ngokubhekisele le ke kwizimvo zabacebi,
nayo iyahlolwa kwesi sifundo. Aba bacebi bale mifuziselo yale ngqikelelo yofundo
ngaba balandelayo; okaGough, omfuziselo wakhe wofundo ubonisa ukuba ufundo
luqala phantsi luye phezulu oko kukuthi, phantsi-phezulu, kanti yena uGoodman
uqikelela ufundo njengento eqala phezulu iye phantsi, oko kukuthi, phezulu-phantsi.
Kukho ke noluvo lokaRumelhart malunga nolu qikelelo-fundo. Vena uceba ufundo
okanye umfuziselo wofundo osebenzisanayo, futhi oluyenye indlela endaweni yezi
zimbini zit hi phantsi-phezulu okanye phezulu-phantsi. Ngaphaya koko, uDavies
uvelisa enye indlela ekwacetywa nguRumelhart, athi ukuyibiza yinkcazo-ngcingane
(theory) yeskima. Yona ikhulisa ikwaqhubela phambili le yomfuziselo
osebenzisanayo (interactive model). Isifundo esi sikwaluthathela ingqalelo uluvo
lukaRayner noPollatsek ngokuphakanyiswa nguDavies, olu ke lokuba bacebe
inkqubo yofundo oluqala phantsi luye phezulu luze luhlangane nolu lukaRumelhart
lokusebenzisana. Injongo yale nkqubo yofundo lwabo kukuba baqiniseke ngofundo
oluqala phantsi luye phezulu phofu bengakhange nakancinane balahle ezo mpawu
zolo fundo losebenziswano. Omnye umfuziselo wofundo owaziswa nguDavies
ngokaMathewson. Wona ke ubandakanya iimeko ezichukumisayo xeshikweni ubani
afundayo (affective factors). UDavies ukwasichazela nangoluvo lukaHedge othe
yena le mifuziselo (models) yokufunda wayihlela ngokwezintlu azibiza ngokuba
ziindlela zokuziphatha xa ufundayo (modes) okanye (reading behaviours), neeankile
(anchors) ezithetha indawo apho ubani afumana khona ulwazi (knowledge sources)
kunye nezo athi ngabaqhubi (drivers). Zona ke zibonisa iinjongo zokuba ubani
afunde oko asukuba ekufunda. OkaWallace ufundo olu ulubonisa ngeyakhe indlela
eyahlukileyo kwabanye aba. Ulubona njengenkqubo ehlanganisa inzululwazi
ngezengqondo edibaniselene nenzululwazi ngezolwimi, edibeneyo (unitary)
nekhethayo (and selective), kunye naleyo inenzululwazi ngoluntu neelwimi
(sociolinguistic). Ukongeza apho isifundo esi siphonononga indlela ephathekayo yokuchaza
nokucazulula okubhaliweyo (text analysis); iindlela ezahlukeneyo zokuchaza
umahluko phakathi kwezinto ezibhaliweyo. Oku ke kudibene nezimvo ezivela
kokaWallace. Ukuhlanganiswa kwezi ndlela zahlukeneyo zokuchaza okubhaliweyo;
imigangatho yokubhaliweyo (levels of text); eyiyeyona isetyenziswayo nefundwa
ngokubanzi jikelele; isiseko (basic) senkcazo eyingcingane senkqubo yocazululo
kwakunye ke nokuveliswa kweendlela ezimisiweyo ezahlukeneyo zolu calulo
lokubhaliweyo, zonke zikhankanyiwe kwesi sifundo. Indawo yokugqibela yolu
phando inika iinkcazelo ngamagama athile (terms) afumaneka kufundo ngeelwimi
olubhekiselele kwiziqhamo zokufundwayo (outcomes-based language study).
Emveni koku ke ngoku kulandela ucazululo-ncakasana lwamanqaku omhleli
kalindixesha wesiXhosa ekuthiwa yiBona, cazululo 010 oluqala ngokuwenza
amavandlakanya ngendlela lo kaDavies aceba ngayo ucazululo lokubhaliweyo. Le
ndlela ke yile ilandelayo; idiskhosi nejenra; iziqwengana zentetho ebhaliweyo
(textual units) nemisebenzi yazo; imisebenzi yeentetho zobuciko (rhetorical
functions), neendlela zobuciko (rhetorical patterns); ukunxibelelana nokuyondelelana
kokubhaliweyo (text coherence and text cohesion); nokhetho magamallwimi
ngendlela yokubonisa iinjongo nomyalezo wombhali (language choices as a
reflection of the writer's communicative goal and purpose). Inqakwana (article)
ngalinye kula sesithethe ngawo ngentla apha, licazululwa ngokwale ndlela ixeliweyo
endululwe ngulo kaDavies. Ngaphandle koko isifundo esi sihlola unxibelelwano
phakathi kwendlela yocazululo lokubhaliweyo ecetywa nguDavies kunye nendlela
athe la manqaku eBona acazululwa ngayo.
Ekugqibeleni kwako konke uphando olu luthabatha ingqalelo kumcimbi
wonxibelelwano phakathi kwendlela le kaDavies yocazululo nocalulo
lokubhaliweyo kunye nofundiso lolwimi olujongene neziqhamo
zokufundwayo (outcomes-based language teaching).
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The consumer advice article in Xhosa as genre-textDlepu, Seziwe Everrette 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The study investigates text properties of the consumer-advice magazine article in Xhosa
within the framework of the genre-based approach to literacy and writing. The view of
writing as component of the communication competence component in Grabe and Kaplan's
(1996) theory of writing is assumed. It is argued that the analysis of (non-fictional) genres
is a core ability in terms of the specifications of Curriculum 2005 for outcomes-based
language teaching for writing skills. The term genre as it is used within genre theory refers
to a (non-fictional) text which has an identifiable social (or cultural) purpose, an
identifiable form (including beginning, middle and end) and specific constrains on the
possible deviations allowed in its form. This study will examine seven BONA magazine
articles to establish what identifiable generic properties can be attributed to these genretexts.
The cognitive move structure of these magazine articles on consumer advice will be
analysed to determine whether a typical move structure occurs for this genre.
The text-linguistic properties of the various magazine articles will be investigated invoking
Grabe and Kaplan's model of text-structure. In particular, properties like pronominal
reference conjunctive devices, which contribute to text coherence and cohesion will be
considered as well as lexical choices as a reflection of communicative purpose.
Finally, the study will briefly address the issue of the significance of the genre-text
knowledge underlying writing skills as the relevant kind of knowledge to be developed in
terms of the specifications of outcomes-based language teaching in Curriculum 2005. The
kind of analytic skills exemplified in the examination of the Xhosa magazine articles are
therefore necessitated for accomplishing the outcomes for writing. The nationale for
developing such analytic abilities with respect to writing skills is to empower learners to be
competent writers in their future career lives. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die teks-struktuur eienskappe van die verbruikers-advies
tydskrifartikel in Xhosa binne die raamwerk van die genre-gebaseerde benadering tot
geletterdheid en skryfvaardigheid. Die beskouing van skryfvaardigheid as 'n komponent
van die kommunikasievaardigheid komponent in Grabe en Kaplan (1996) se teorie van
skryfvaardigheid word aanvaar. Daar word geargumenteer dat die analise van nie-fiksie (of
nie-literêre) genres 'n kemvermoë is in terme van die spesifikasies van Kurrikulum 2005 vir
uitkoms-gebaseerde taalonderrig van skryfvaardigheid. Die terme genre, soos dit gebruik
word in genre-teorie verwys na 'n (nie-fiksie) teks met 'n identifiseerbare sosiale,
kommunikatiewe of kulturele doelstelling, 'n identifiseerbare vorm (insluitende 'n begin,
middel en einde) en spesifieke beperkings rakende die toelaatbare afwykings in vorm. Die
studie sal sewe BONA tydskrifartikels ondersoek om te bepaal watter identifiseerbare
eienskappe toegeskryf kan word aan hierdié genre-tekste. Die kognitiewe skuif-struktuur
van hierdie tydskrifartikels oor verbruikersadvies salontleed word om te bepaal watter
tipiese skuif-struktuur voorkom vir hierdie genre.
Die teks-linguistiese eienskappe van die verskillende tydskrifartikels salondersoek word
deur die model van Grabe en Kaplan te gebruik. In die besonder, eienskappe soos
voornaamwoordelike verwysing, voegwoord-meganismes wat bydra tot tekskoherensie en
kohesie salondersoek word, asook leksikale (woord) keuses as 'n refleksie van die skrywer
se kommunikatiewe doelstelling.
Laastens, sal die studie kortliks vraagstukke ondersoek rakende die belang van die genreteks
kennis wat onderliggend is aan skryfvaardigheid as die relevante soort kennis wat
ontwikkel moet word in terme van die spesifikasies van uitkoms-gebaseerde taalonderrig in
Kurrikulum 2005. Die soort analitiese vaardighede wat na vore kom in die ondersoek van
die Xhosa tydskrifartikels word genoodsaak ten einde die uitkomste vir skryfvaardigheid te
bereik. Die motivering vir die ontwikkeling van sodanige analitiese vermoëns ten opsigte
van skryfvaardigheid is om leerders te bemagtig om 'n goeie skryfvaardigheid te hê in hulle
toekomstige beroepe. / ISICATSHULWA ISIXHOSA: Esi sifundo sinika sikwabonisa ngokupheleleyo ukuba nabani na obhalayo rnakacacelwe
ukuba ubhalela isizwe, ngoko ke rnakabe neenjonge. Makaqiqe akucingisise oko
akukhethele ukutyebisela uluntu ngako.
Ibonisiwe imigaqo elandelwa ziingcali zaphesheya nezimvo zazo ngobhalo lwesicatshulwa
kwaneengxaki abathe bahlangana nazo. Esi sicatshulwa sigxininise kwirnigaqo ernayi
landelwe yikharikyularn equlunqwe yalungiselelwa izikolo. Kwikharikyulam kuboniswa
ukuba xa kufundiswa ukubhala urnfundi obhalayo, utitshala obhalayo, isikolo, izixhobo
zokufundisa kwaneendlela zokufundisa zibaluleke ngokufanayo nangokulinganayo.
Kaloku olu hlobo lwesilabhasi lujolise kwiziqhamo.
Indlela zokubhala zinikiwe kubekwa umnwe kwindlela apho urnbhali abhalela ukuxela into
ethile phofu ezarna ukuqweqwedisela iingqondo zabantu kurnba othile. Iintlobo
zokubhaliweyo nazo ziphononongiwe kwaze kwaqononondiswa kuleyo urnntu abhalela
ukugqithisa ulwazi ngento ethile. Okubalulekileyo kokokuba lowo ubhalayornakakhethe
okunorndla yaye kube serngangathweni.
Izicatshulwa ezichongiweyo apha kwesi sifundo zihlonyulwe kwirnagazini yesiXhosa
iBona. Zonke zichazwe gabalala phaya kwisahluko sesine, izizicatshulwa ezingeso
labathengi. Kweli liso labathengi kucetyiswa kufundiswa abathengi ngeendlela
zokuqoqosha ngernpurnelelo njengoko arnaxabiso enyuka umhla nezolo.
Incwadi ebhalwe nguGrabe noKaplan isibonisa indlela erna ilandelwe xa ufundisa
umntwana ukubhala. Bagxininise kwiiphararnitha: ngubani obhala ntoni, ebhalela bani,
enayiphi injongo, ngoba, nini, phi, njani. Ezi phararnitha zisetyenzisiwe ukuphengulula
nokuhlalutya ezi ziqwengana zikhethwe kwirnagazini iBona. Esi sifundo sigxininisa
kwicala losetyenziso - lwirni kulo rnzekelo. Esi sifundo siphinde saxoxa nzulu ngonxulumano olukhoyo phakathi kwezi ziqwengana
zichongwe kwiBona ezingeso labathengi kunye neziqhamo ezisixhenxe ezidweliswe
zacaciswa kuxwebhu lwe-OBE (Outcome-based Education) olulungiselelwe izikolo. Olu
xwebhu lwe-OBE luzama lusikhanyisela ukuba umntwana xa ebhala isicatshulwa
makazicwangcise ngokukuko izimvo zakhe. Ingaba uyakuqonda ekuva na oko kuqulathwe
koko akubhalileyo.
Umzekelo esiwunikwe ngokaBathia we 'moves' ezisixhenxe athi zinokuchongwa
kokubhaliwe yo, nawo usetyenzisiwe ukuxovula isicatshulwa ngasinye. Kolo xovulo
kufumaniseke ukuba zintandathu kuphela i'moves' ezichongeka nezifumaneka kwezi
zicatshulwa zeBona.
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A genre-based approach to the analysis of sports celebrity texts in XhosaGanca, Zanodumo Victor 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of
learners as it also takes into account the learners needs. The main aim is to apply the genrebased
approach to written texts in Xhosa. This framework for instruction will help learners to
be ready for the work place after they have left school. They will acquire the necessary
writing skills, which are needed in the work place today. The genre-based use oflanguage will
enable them to use written language in different situations and they should be able to write
meaningful texts, which will take the reader into consideration, as required by Curriculum
2005.
The approaches to teaching communicative writing skills are discussed in relation to both the
critical outcomes and the specific outcomes for the learning field Language, Literacy and
Communication as specified in the Curriculum 2005 (1997). The framework presented by
Grabe and Kaplan (1996) is also presented in relation to the specific outcomes that need to be
achieved in the Languages, Literacy and communication-learning field.
Six BONA Magazine articles on sport celebrities have been analysed according to the model
of text-construction within the framework proposed by Grabe and Kaplan (1996). It is
concluded that these types of analytic skills are required in an effective approach to the
teaching of writing to accomplish the outcomes of Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders
kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie
is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa.
Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe
eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering
tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word.
Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend
in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te
skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005.
Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met
betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal,
Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe).
Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die
spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en
Kommunikasie.
Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die
genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir
tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van
hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig
vir die bereik van die uitkomste van Kurrikulum 2005.
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The deficient verb in XitsongaNxumalo, Ntiyiso Elijah 04 1900 (has links)
Thesis (DLitt)--Stellenbosch University, 2004. / Full text to be digitised and attached to bibliographic record. / ENGLISH ABSTRACT: This study examines the morpho-syntactic and semantic properties, specifically
tense and aspectual properties, of deficient verbs in Xitsonga. Various properties
of deficient verbs have given rise to a distinction in verbal categories. Among
these a range of features are explored in the study with the aim of establishing
whether they playa significant role in relevant linguistic questions:
The research on the deficient verb involves questions from three theoretical
areas, namely Syntax, Morphology and Semantics.
Deficient verbs in Xitsonga and related African languages are generally
subcategorized for a clausal complement as illustrated in the following example:
[a-hi-hamba [hi-rima laha]]
[We-did-usually [plough here]]
In the above sentence the deficient verb is hamba and it is followed by a
compulsory clause as complement. The main properties of deficient verbs
explored in this study relate to the following phenomena:
• The deficient verb determines the selection of the mood in Inflection of the
clausal complement.
• The clausal complement of a deficient verb must have compulsory agreement
of its subject with the subject of the matrix clause.
• The deficient verbs lack the property which is characteristic of the
autonomous verbs i.e. that they may be extended by derivative affixes such
as the applicative or causative.
• Deficient verbs have distinctive semantic features which are related to two
inflectional categories, i.e. aspect and tense. This study concludes that the deficient verbs may express several meanings,
including meanings related to duration, habitual, frequentative, progressive,
obligative, manner, continuative, concessive and completive. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die sintaktiese en semantiese, in die besonder die
tydvorm- en aspek-eienskappe van hulpwerkwoorde in Xitsonga. 'n
Verskeidenheid kenmerke van hulpwerkwoorde het daartoe aanleiding gegee dat
'n onderskeid getref word ten opsigte van werkwoordkategorieë. Hieronder word
'n verskeidenheid kenmerke ondersoek ten einde vas te stelof dit 'n beduidende
rol speel in relevante linguistiese vrae. Die navorsing van hierdie studie behels
vrae vanuit drie teoretiese velde, naamlik die morfologie, sintaksis, en semantiek.
Hulpwerkwoorde in Xitsonga en verwante Afrikatale word gesubkategoriseer vir
'n sinskomplement, soos geïllustreer in die volgende voorbeeld:
[A-hi-hamba [hi-rima laha]]
[Ons het gewoonlik [ons ploeg hier]], d.i. ons het gewoonlik hier geploeg
In die bogenoemde sin is hamba die hulpwerkwoord en dit word gevolg deur 'n
verpligte sinskomplement. Die sentrale kenmerke van hulpwerkwoorde wat in
hierdie studie ondersoek word hou verband met die volgende verskynsels:
• Die hulpwerkwoord bepaal die seleksie van modus in die Infleksie van die
sinskomplement.
• Die sinskomplement van 'n hulpwerkwoord moet verpligte kongruensie toon
van die subjek daarvan met die subjek van die matriksin.
• Die hulpwerkwoord kort die eienskap wat kenmerkend is van outonome
werkwoorde, naamlik, dat hulle afleidingsuffikse kan neem, soos die
applikatief -el- en die kousatief -is.
• Hulpwerkwoorde het onderskeidende semantiese kenmerke wat verband hou
met twee infleksie kategorieë, nl. aspek en tydvorm. Die studie kon tot die gevolgtrekking dat hulpwerkwoorde 'n verskeidenheid
betekennis kan uitdruk, insluitende betekenisse wat verband hou met tydsduur,
habitueel, frekwentatief, progressief, verpligting, wyse, voortdurendheid,
toegewing en kompletief.
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Deverbal nominals in XhosaMletshe, Loyiso Kevin 12 1900 (has links)
Thesis (PhD (African Languages))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The relationship between deverbative noun classification and their effect on the semantic
meaning of the derived deverbal nominal has been the focus of many studies in linguistics,
with special reference to African languages in recent years. The study maintains that the
descriptive analysis of deverbal nominals in African languages does not fully interrogate the
predicate argument structures of the verbs that host these deverbal nominals. This thesis is an
investigation of how the syntactic properties of verbs from which deverbal nouns are derived
are invoked in explaining the argument structure and event structure properties of deverbal
nouns, particularly in Xhosa. The analysis presented here is situated in terms of a lexical
semantic representation drawing on Pustejovsky (1996) and Busa (1996), which aims to
capture linguistically relevant components of meaning.
Chapter 1 presents the purpose and aims of the study, and states the theoretical paradigm on
which this study is couched, namely Pustejovsky’s (1996) generative lexicon theory as well as
the methodology for conducting the research.
Chapter 2 contains a literature review on deverbal nominals in African languages. This
chapter explores the general definitions of concepts, the descriptive nature of deverbal
nominals from various African languages, noun classification and the morphology of African
nouns.
Chapter 3 reports on an examination of the generative lexicon theory. This theory contains
multiple levels of representation for different types of lexical information required, namely
the argument structure, the event structure, the qualia structure and the lexical inherent
structure. For the purposes of this study, the first three levels of representation were used for
analysis.
Chapter 4 contains the systematic classification of deverbal nominals that are derived from
various semantic verb classes and are considered under their derivation from intransitive,
transitive and di-transitive verbs, respectively. The first lexical schematic representation for
each verb class gives a classification of various deverbal noun classes 1, 3, 5, 7, 8, 9, 11 and
14 in instances where the noun class applies. The second schematic representation details how
these various verb classes are classified/categorised in terms of their semantic type. There are various noun class nominalisations for each verb class, which serve as a representative for
each group of the various verb classes.
Chapter 5 provides a detailed analysis of various deverbal nouns derived from different verb
classes utilising the generative lexicon theory as a source of reference, particularly the first
three levels of representation. The compositionality and the semanticality of derived nominals
within the predicate argument structures are demonstrated.
Chapter 6 summarises the findings of all previous chapters in this study. / AFRIKAANSE OPSOMMING: Die verhouding tussen die klassifikasie van deverbatiewe selfstandige naamwoorde en hul
uitwerking op die semantiese betekenis van die afgeleide deverbatiewe nominaal was die
fokus van talle studies in linguistiek, met spesiale verwysing na Afrikatale in die afgelope
jare. Hierdie studie doen aan die hand dat die deskriptiewe analise van deverbatiewe nominale
in Afrikatale nie die predikaat-argumentstrukture van die werkwoorde wat hierdie
deverbatiewe nominale bevat, ondersoek nie. Die tesis behels ’n ondersoek na die manier
waarop die sintaktiese eienskappe van werkwoorde waaruit deverbatiewe selfstandige
naamwoorde afgelei word, aangewend word om die argumentstruktuur- en
gebeurestruktuureienskappe van deverbatiewe selfstandige naamwoorde, veral in Xhosa, te
verklaar. Die analise is gegrond op ’n leksikaal-semantiese ontlening aan Pustejovsky (1996)
en Busa (1996), met die doel om linguisties toepaslike betekeniskomponente vas te lê.
In hoofstuk 1 word die doel en doelstellings van die studie uiteengesit, asook die teoretiese
paradigma waarop die studie berus, naamlik Pustejovsky (1996) se generatieweleksikonteorie.
Die navorsingsmetodologie word ook in hierdie hoofstuk uiteengesit.
Hoofstuk 2 bevat ’n literatuuroorsig oor deverbatiewe nominale in Afrikatale. In hierdie
hoofstuk word ondersoek ingestel na die algemene definisies van konsepte, die beskrywende
aard van deverbatiewe nominale in verskeie Afrikatale, die klassifikasie van selfstandige
naamwoorde asook die morfologie van selfstandige naamwoorde in Afrikatale.
In hoofstuk 3 word verslag gedoen oor die ondersoek van die generatieweleksikon-teorie.
Hierdie teorie bevat veelvuldige vlakke van verteenwoordiging vir verskillende soorte
leksikale inligting wat vereis word, naamlik die argumentstruktuur, die gebeurestruktuur, die
qualiastruktuur en die leksikaal-inherente struktuur. Vir die doel van hierdie studie is op die
eerste drie vlakke van verteenwoordiging tydens die analise gefokus.
Hoofstuk 4 bevat die stelselmatige klassifikasie van deverbatiewe nominale wat uit verskeie
semantiese werkwoordklasse afkomstig is, en oorweging geniet op grond van hul afstamming
van onderskeidelik intransitiewe, transitiewe en ditransitiewe werkwoorde. Die eerste
leksikaal-skematiese verteenwoordiging vir elke werkwoordklas gee ’n klassifikasie van
verskeie klasse van deverbatiewe selfstandige naamwoorde, naamlik 1, 3, 5, 7, 8, 9, 11 en 14,
in gevalle waar die selfstandigenaamwoordklas van toepassing is. Die tweede skematiese verteenwoordiging sit uiteen hoe hierdie verskillende werkwoordklasse in terme van hul
semantiese soort geklassifiseer/gekategoriseer word. Daar is verskeie nominaliserings vir
selfstandigenaamwoordklasse vir elke werkwoordklas, wat as ’n verteenwoordiging vir elke
groep van die onderskeie werkwoordklasse dien.
Hoofstuk 5 bevat ’n gedetailleerde analise van verskeie deverbatiewe selfstandige
naamwoorde wat uit verskillende werkwoordklasse afgelei is met behulp van die
generatieweleksikon-teorie as ’n verwysingsbron, spesifiek die eerste drie vlakke van
verteenwoordiging. Die samestelling en semantiek van afgeleide nominale in die
predikaatargument-strukture word ten toon gestel.
Hoofstuk 6 bevat ’n opsomming van die bevindinge in die voorafgaande hoofstukke.
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An analysis of account on marriage in isiXhosa /Somlata, Zakhile. January 2008 (has links)
Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.
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Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT) /Dalvit, Lorenzo. January 2004 (has links)
Thesis (M.A. (Linguistics))--Rhodes University, 2004. / Thesis submitted in partial fufilment of the requirements for the degree of Master of Arts.
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Interaction goals in political accounts in isiXhosa /Mokapela, Sebolelo Agnes. January 1900 (has links)
Dissertation (DLitt)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.
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Intercultural communication in three Eastern Cape HIV/AIDS clinics /Mandla, Veliswa Maureen. January 2009 (has links)
Thesis (M.A. (African Language Studies)) - Rhodes University, 2009.
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