Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study aims at exploring speech acts. Actions via utterances are generally called speech acts. They are commonly given specific labels such as apology, compliment, - request, promise or warning etc. The usefulness of speech acts illustrates kinds of things we can do with words and identifying some of the conventional utterance forms we use to perform specific actions. This study examines speech act of complaints in a domestic context. According to Trosborg (1995) there are two different types of complaints. The direct complaint is when complainer diretly accuse the complainee of having committed the offence. The indirect complaint is when the complainer ask the hearer a question about the situation that she/he is in someway connected with the offence. This study illustrates how Xhosa people complain in a domestic context. Quationaires were distributed to the people of Kayamandi Township in Stellenbosch, Emgwali Location in Stutterheim and Kwalini Location in King William's Town. The focus was on Mothers and Fathers, Daughters and Sons, Brothers and Sisters. The family members complain to each other on different levels and according to their status. Trosborg (1995) has identified eight complaint strategies. The hint, annoyance, ill consequences, direct accusation, indirect accusation, modified blame, explicit condemnation of the accused's action and explicit condemnation of the accused as a person. The mother complains to the daughter more than when she is complaining to the son and the father. The father complains to the son more than when he complains to the daughter. The son and the daughter complain almost equaly to their parents. The daughter complains equaly as her sister. These members have some ways of responding to the complaints. Boxer (1991) has identified six types of responses to the indirect complaints. The question, the joke, contradiction, commisseration, lecture and advice. The father has used more strategies when responding to the mother. The mother has responded to the daughter more than when responding to the father and the son. the son and the daughter has responded almost equaly to their parents. The brother and the sister responded equaly to their parents. The examination of speech acts will help us understand how actions are carried out and interpreted wthin speech events and how more get communicated than is said. It has been established that speech acts of complaint in Xhosa playa crucial sociocultural role in our communities. This is being proved by the manner in which females and male have used the strategies in this data. / AFRIKAANSE OPSOMMING: Hierdie studie het as doelstelling die ondersoek van spraakhandelinge in Xhosa. Handelinge wat uitgevoer word via uitings word spraakhandelinge genoem. Hierdie spraakhandelinge word oor die algemeen bepaalde benaminge gegee, soos verskoning, komplimentering, versoek, belofte, waarskuwing, ens. Die gebruik van spraakhandelinge illustreer die soort dinge wat mense met woorde kan doen, en identifiseer sommige van die konvensionele uiting vorme wat mense gebruik om spesifieke spraakhandelinge uit te voer. Hierdie studie ondersoek die spraakhandeling van klagte in huishoudelike konteks. Volgens Trosborg (1995) is daar twee verskillende tipes klagtes. Die direkte klagte behels dat die klaer die klagte-hoorder direk beskuldig van 'n oortreding. Die indirekte klagte behels dat die klaer _'n vraag vra aan die klagte-hoorder oor die situasie waarmee laasgenoemde op 'n manier verbind is met die oortreding. Hierdie studie ondersoek hoe Xhosa-sprekende persone kla in huishoudelike konteks. Vraelyste is gegee aan inwoners van die Kayamandi wooongebied in Stellenbosch, Emgwali woongebied in Stutterheim en Kwalini woongebied in King William's Town. Die fokus was op vaders en moeders, dogters en seuns, en broers en susters. Die familielede kla teenoor mekaar op verskillende vlakke en dienooreenkomstig hulle status. Trosborg (1995) identifiseer agt klagte strategieë, naamlik die skimp, verviesing, slegte gevolge, direkte beskuldiging, indirekte beskuldiging, gewysigde blaam, eksplisiete veroordeling van die beskuldigde se aksies, en die eksplisiete beoordeling van die beskuldigde as persoon. Die moeder kla meer teenoor die dogter as wat sy kla teenoor die vader of die seun. Die vader kla meer teenoor die seun as teenoor die dogter. Die seun en dogter kla ongeveer in 'n gelyke mate teenoor hulle ouers. Die dogter kla eweveel as haar suster. Boxer (1991) identifiseer ses tipes response op indirekte klagtes, naamlik die vraag, die grap, die weerspreking, die lesing, en advies. Die vader het meer strategieë gebruik in response teenoor die moeder. Die moeder het meer response gehad teenoor die dogter as wat sy gehad het teenoor die vader en die seun. Die seun en dogter het ongeveer in 'n gelyke mate response teenoor hulle ouers gehad. Die broer en suster het ongeveer dieselfde mate van response teenoor mekaar gehad. Die ondersoek na spraakhandelinge lewer 'n bydrae daartoe om te verstaan hoe handelinge uitgevoer word en geïnterpreteer word binne spraakhandelinge, en hoe meer gekommunikeer word as wat gesê word. Daar is vasgestel dat spraakhandelinge van klagte in Xhosa 'n wesenlike sosio-kulturele rol speel in gemeenskappe. Hierdie feit word bevestig deur onder andere die wyse waarop mans en vroue die strategieë gebruik het in hierdie studie

The essential function of a language is communication. Effective communication takes place when speakers understand each other‟s language. Speakers of different languages these days stay with each other. This kind of setting results into multilingualism. Multilingualism refers to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa. It serves as a natural solution to the problem of language contact that is extremely widespread throughout South Africa and the world at large. The recognition of the multilingual nature of South African society by the Constitution of this country , as (Made 2010) puts it, necessitates the creation of tools of implementation and redress, in the form of appropriate language policies. Such language policies are designed to correct the universal tendency to practise monolingualism in multilingual societies which disempowers non-mother tongue speakers of the dominant language, to the detriment of both their rights as citizens and in communicative equity in exercising these rights. Many Black South Africans took employment in the industrial centres through urbanization, where they learnt many languages such as Fanakalo, English, Afrikaans and many other languages in the African continent. This resulted into linguistic heterogeneity. Heterogeneity brings speakers of languages together at different workplaces, schools and even places of abode.

The study endeavoured to establish what had been done after 1994, by looking at the literature that reported the activities and documents that were produced. This was done against the background of what language policy and planning stand for. How these are conducted and how they influence the language ecology, was also central to our discussions. The analysis of what took place on the ground revealed that all the promising activities that were engaged in immediately post-apartheid were not sustained and did not produce the much anticipated outcomes. Much evidence for the dismal failure can be attributed to lack of accountability on the part of the powers that be. Recommendations are offered, emphasising, among others, an understanding of the importance of languages to their speakers. It is also important to understand the effects of colonisation and apartheid on the dehumanisation of the South African indigenous languages and how this has also influenced the current generation. We also need to demystify the myth that a language that is foreign to the majority of the population can serve as a unifying element and the idea that foreign and colonial languages can help us access education, employment, economy and law. These are some of the things we are advised to heed in our attempt to improve the situation of these languages. An ideal situation has been alluded to for the stakeholders to follow in the steps of those engaged in the Modernity/Coloniality-Decoloniality Collective Project. It follows two closely related directions: one analytic and the other programmatic. The analytic seeks “to excavate the dark side of domination, where racialization on inter-subjective social relations, and the control of knowledge, labor, land, and nature are revealed as operations of power” over the oppressed people (Veronelli, 2015). This goes hand in hand with the programme which is articulated around the notion of decoloniality, intended “to decolonize all areas of the colonial matrix of power to release the fullness of human relations” (Mignolo 2013, quoted in Veronelli, 2015). / African Languages / M.A. (African Languages)

The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.

The following main aspects of Mtywaku's plays have been dealt with in the dissertation: (i) Sarcasm (ii) Conflict (iii) Style.

The thesis mainly concerns itself with an analysis of the present day pronunciation of Xhosa-English. The isolation and identification of the segmental phonemes and the phonemes of stress, intonation and transition form the core of the work. The author has attempted to give continuity by introducing a subsidiary theme, the Lado hypothesis as stated on page 1. In conformity with the the methodology imposed by the Lado formula, it was first necessary to establish two things: first, a standard background against which the characteristics of XEP could be compared, and secondly, to give briefly, but in sufficient detail for our purpose, the main phonological features of the mother tongue.

AFRIKAANS: Hierdie studie het die eerste fase van die ontwikkeling van toetsmateriaal vir die evaluasie van gehoorgestremde Xhosa-sprekendes behels. In die Iig van die Suid¬Afrikaanse klimaat van kulturele- en taaldiversiteit is 'n behoefte aan kultuurgeldige toetsmateriaal binne die veld van oudiologiese rehabilitasie geïdentifiseer. Vorige navorsing het uitsluitlik op die samestelling van woordelyste gefokus. Hierteenoor verskaf sinsmateriaal hoë-vlak kontekstuele Iinguïstiese inligting. Die geldigheid van die evaluasieproses word gevolglik verhoog aangesien die individu se vermoë om residuele gehoor te gebruik, binne 'n meer verteenwoordigende luisteromgewing geëvalueer word. Gedurende die ontwerpfase van die studie is die Bamford-Kowal-Bench (BKB) Sentence Lists deur 'n moedertaalspreker van Xhosa vertaal. Twee komitees was onderskeidelik vir die grammatikale en kulturele korreksie en die oorsig oor die ouderdomstoepaslikheid van die vertaalde sinslyste verantwoordelik. Aanpassings is op grond van die komitees se aanbevelings gemaak, waarna die sinslyste aan Studie A van die ontwikkelingsfase onderwerp is. Met die oog op die evaluasie van die kulturele-, dialektiese- en ouderdomstoepaslikheid van die woordeskat, is sestig proefpersone geselekteer. Daar is gepoog om 'n balans te verkry ten opsigte van geslag, ouderdom (8-15 jaar en 18-25 jaar) en gebied (stad en platteland). Analise van variansie ontledings het geen statisties beduidende veskille tussen die onderskeie sinslyste aangedui nie. Ten einde die betroubaarheid van metings te verhoog, is die volledige stel sinne vervolgens aan 'n rekenaarprogram onderwerp met die oog op die samestelling van 'n finale stel sinslyste wat gebalanseer is ten opsigte van foneeminhoud. Tien Iyste bestaande uit tien sinne elk is uiteindelik saamgestel en aan Studie B van die ontwikkelingsfase onderwerp. Met die oog op die kontrolering van die ekwivalensie van saamgestelde sinslyste is sestien proefpersone vir hierdie Studie geselekteer. Die finale stel van tien sinslyste is teen 'n vasgestelde sein-tot-ruis verhouding aan hierdie proefpersone aangebied en response is statisties ontleed. Die Tukey Groeperings het by 'n 95% vertrouensinterval bevestig dat sinslyste 6 en 10 beduidend van die ander Iyste verskil het ten opsigte van moeilikheidsgraad. Hierdie Iyste is uit die toetsmateriaal weggelaat. Die laaste hoofstukke van die studie behels 'n kritiese evaluering van die studie asook voorstelle vir verdere navorsing met die oog op standaardisasie van hierdie materiaal. ENGLISH: This study involved the first phase of the development of evaluation material for the assessment of hearing-impaired Xhosa speakers. In light of the present South African climate of cultural and language diversity, the need for culturally valid evaluation material in the field of audiological rehabilitation, was identified. Previous research focused exclusively on the compilation of wordlists. Sentences, however, provide high level contextual linguistic information. The validity of evaluation is thus increased as a result of evaluating the individual within a more representative listening environment. During the design phase of the study, the Bamford-Kowal-Bench (BKB) Sentence Lists were translated by a mothertongue Xhosa speaker. Two committees were responsible for the grammatical and cultural correction as well as an overview of the age appropriateness of vocabulary. Based on the committees' recommendations certain adaptations were made before subjecting the material to Study A of the development phase. In order to evaluate the cultural-, dialectal and age appropriateness of the vocabulary, sixty subjects were selected. Subjects were balanced in terms of gender, age (8-15 years and 18-25 years) and geographical area (urban and rural). Statistical analysis of variance indicated no significant difference amongst the sentence lists. In order to increase the reliability of measurements, the entire set of sentences were subject to a computerized programme to compile phonemically balanced lists. Ten lists of ten sentences each were compiled and implemented in Study B of the development phase. Sixteen subjects were selected to participate in this study in order to verify the equivalency of the ten lists. The final set of ten lists was presented at a fixed signal-tonoise ratio and subjects' responses were analysed statistically. The Tukey Grouping confirmed at a 95% confidence interval, that Lists 6 and 10 were significantly different in terms of difficulty. These lists were omitted from the final material. The last chapters of the dissertation included a critical evaluation of results as well as recommendations for future research aimed at standardisation of the material. / Dissertation (MA (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Bibliography: leaves 166-172. / Isihlonipho Sabafazi (the Xhosa women's language of respect) is a language in which syllables occurring in the names of menfolk are avoided by women. Thie thesis attempts to place the practice in it social context by applying both descriptive and analytical methodologies. The thesis include a literature survey and a critique on the dynamics of gender and language. The results of interviews conducted in three areas, one urban and two rural, are analysed and tabulated. A glossary of substitute words is included.

Magister Educationis - MEd / This study1 which followed immediately after a sub-dissertation entitled "An investigation into the problems and pitfalls inherent in the teaching and learning of Xhosa in the .Senior Secondary schools of Transkei" and which was part of the re~earcher's Bachelor of Education academic study programme, was designed to probe deeper into the problems discoverd earlier in the study mentioned above, and to further investigate the root causes of the high rate of failure in Xhosa which has become a source of worry to the Transkei Education Department today. To gather all the data needed during investigation, use of questions and intervi•ews was made. Questionnaires were sent to Std 10 pupils, Std 10 teachers, Std 10 External Examiners and libraries. Files of the Xhosa Subject Commit.tee, the Xhosa Action Committee, the Nguni and Sesotho Language Board and the Transkei Examinations Board were consulted with a view to extracting information that would reveal records pertaining to high failure rate in Xhosa. After observing for several years, as a teacher and examiner of Xhosa language, the performance of Std 10 pupils writing Xhosa, the researcher came tot.he conclusion that there was indeed high failure rate in Xhosa. The period 1981 to 1985 became the focus of his attention because it was the worst in the history of the Transkei Std 10 results in Xhosa. Records of the Transkei Examinations Board reflected that the mean average during that period was only 46'l. (See· Table 1.1). The poor results also became the source of worry to the Department of Education which took steps to remedy the situation by forming a special Committee known as the Xhosa Action Committee which was given the task of devising ways and means of improving the Std 10 Xhosa results as from 1985. The Department further sent out circulars to all schools in Transkei threatening to take disciplinary measures against Std 10 Xhosa teachers whose candidates had failed to .secure less than 50% aggregate in the external examinations.

This thesis is about certain varieties of isiXhosa and their apparent influence on English and vice versa. IsiXhosa is a language mainly spoken in the Eastern and Western Cape Provinces of the Republic of South Africa. The study concentrates on certain varieties of isiXhosa that are spoken in the Eastern Cape Province. These varieties are isiBhaca, isiHlubi, isiMpondo, isiThembu and isiGcaleka. IsiGcaleka happens to be the standard variety. A map is provided to illustrate where these varieties are spoken. The study looks at the learners’ texts which are written in isiXhosa and English. The learners who wrote these texts are in Grades 8 and 9 from selected schools in the areas of Mzimkhulu, Matatiele, Mbizana, Ngcobo and Butterworth. It is worth mentioning that Mzimkhulu has since been moved from the Eastern Cape to KwaZulu/Natal. The learners’ texts are analyzed and comments are provided for each analysis. The study also looks at how educators in selected schools relate with their learners when teaching both isiXhosa and English. Observations are made from the relationship between the educators and learners when the learners are taught isiXhosa and English. The study also looks at the debate between standard and non-standard variety. Based on the discussion of both the standard variety and non-standard variety it is the view of the researcher that this notion of “standard” and “non-standard” needs to be challenged on all fronts. This is so because standardization occurs as a result of historical coincidence. The study further looks at the Language and Planning issues in the Republic of South Africa. It is important to note that language is the key to the heart of any nation and therefore whatever that is discussed about language should be sensitive to the people speaking that language.The study concludes with the fact that there is a need to train educators especially those who are going to teach African Languages. There is also a need to undertake studies on learners’ needs so that those who design the school curricula must do so knowing what is relevant to the learners in general. / African Languages / D. Litt. et Phil. (African Languages)