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Xhosa narrative : an analysis of the production and linguistic properties of discourse with particular reference to "iintsomi" textsGough, David Huw January 1986 (has links)
Although the areas I intend to investigate are rather diverse, what unites them is a concern for the ancient and fascinating question of the relationship between language and thought. Assumptions concerning the latter are surely latent as the basis for any inquiry into language. One of my general purposes is to give some overt orientation to this problem which is all too often simply glossed over. More particularly, I am also concerned with shaping a new approach to Bantu linguistic inquiry in terms of an emphasis on discourse analysis. In the context of the burgeoning of discourse analysis internationally, the field has been seriously neglected in Southern Africa. Studies of discourse are, we believe, vital to advancing our knowledge of inter-ethnic communication and understanding, an area that cannot be ignored in Southern Africa. In more general terms, I hope that this thesis represents a challenge to linguistic inquiry in ways that we have already outlined above. Most importantly, is that while it appears that most South African linguists are satisfied with adopting a rigid monotheoretical approach, I differ, advocating a multitheoretical perspective. This, I believe, allows a greater and more holistic view not only of the 'data' in question but also in terms of the general nature of inquiry, as well as the 'world' it attempts to describe. The body of this thesis is divided into two sections which reflect the two central concerns we have outlined above. Section A, divided into three chapters, is chiefly concerned with the conceptual basis of Xhosa narrative and its linguistic manifestation. In this section we shall find cause to query and to redefine traditional approaches to the linguistic categories manifest in Xhosa narrative. In section B, also divided into three chapters, we shall be concerned with the development of a theory of narrative production with specific reference to intsomi production. In this section we include an in depth criticism of previous approaches to this problem before developing and applying our own theory. There are two appendices attached to this thesis. The first presents certain tables and figures relevant to chapter 4. while the second includes the narrative texts from which we draw our examples. (Introduction, p. 21-22)
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Izincomo phakathi kwesiduna namabhinqa esiXhoseniRalarala, Knowledge Monwabisi 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study aims to investigate the speech act of complimenting in Xhosa. The study
constitutes of six chapters with respective to execute this aim.
Chapter one provides special details regarding the aim of this study, the method that has
been followed, and the organisational structure of the study.
Chapter two focuses on both speech act and politeness theories. The central notion
relates to (a) the acts of locution, (b) illocution and (c) perlocution. These elements of
speech acts entail the notion that utterances that are produced by participants in a
conversation comprises of (a) the actual sounds and words uttered, and those words and
sounds (b) are intended towards the fulfilment of the force or intention behind them and (c)
the effect of that force is intended to the hearer. Although there are other related
elements, this notion is prominent in this chapter.
Chapter three examines speech acts of complimenting in Xhosa along with their
responses. This examination is informed by various ideas from respective researchers.
For an effective and successful investigation of speech acts, a guideline which serves as a
base follows a model of ethnography of communication. Almost all these researchers are
putting emphasis on this view. This chapter takes this issue further by exploring the
differences in compliments and responses with reference to gender, along with other
qualities that have been mentioned. The elements of the responses the principles, their
nature, structure and appearance in general conversations with specific reference to
complimenting, are other key properties examined in this chapter.
Chapter four focuses on the functions of the compliments. For example, almost all the
researchers in the field are in agreement that compliments serve to revitalize, establish or
create or encourage solidarity. Although there are other functions relating to this speech
act, such as replacing other conversational formulas, e.g. greetings, softening criticism, the
function of solidarity is perceived to be central. Another area which receives attention is
the structural qualities of the compliment, along with syntactic and lexical features. This
analysis explores the syntactic categories that relate to this work, together with the
formulaic nature of this speech act. In addition, the status and gender of the participants in an interaction, as informed by situations or friends who like to be complimented, are all
matters that receive scrutiny in this chapter.
Chapter five constitute the central part of the study. The differences in compliments and
responses receive attention with the aim of establishing possible difference between
compliments given by males and females.
Chapter six is the last chapter, it presents the findings and conclusion of the study. / AFRIKAANSE OPSOMMING: Hierdie studie het as doelstelling die ondersoek van die spraakhandeling van
komplimentering in Xhosa. Die tesis beslaan ses hoofstukke wat gestruktureer is om
uitvoering te gee aan hierdie doelstelling.
Hoofstuk een gee spesifieke besonderhede betreffende die doelstelling van die studie, die
metode wat gevolg word, en die organisasie van die studie.
Hoofstuk twee fokus op spraakhandelingsteorie en hoflikheidsteorie. Die sentrale konsep
hou verband met (a) die handelinge van lokusie, (b) ilokusie en (c) perlokusie. Hierdie
elemente van spraakhandelinge behels die begrip dat die uitinge wat deur deelnemers in
'n gesprek geproduseer word bestaan uit (a) die werklike klanke en woorde wat geuiter
word, en wat (b) die intensie het om uitdrukking te gee aan die fors daaragter, en (c) die
effek is gerig op die hoorder. Hierdie oorweging is sentraal in die hoofstuk.
Hoofstuk drie ondersoek die spraakhandeling van komplimentering in Xhosa tesame met
die response daarop. Hierdie ondersoek word ingelig deur sieninge van verskillende
navorsers. Vir die effektiewe ondersoek van spraakhandelinge, is 'n rigtinggewende basis
vanuit die etnografie van kommunikasie nodig. Hierdie hoofstuk ondersoek die verskille in
komplimente en die response daarop met betrekking tot gender en ander eienskappe. Die
aspekte van die response, hulle beginsels, aard, en struktuur, en die gebruik daarvan in
gesprekke wat komplimente bevat, word ondersoek.
Hoofstuk vier fokus op die funksies van komplimente. Feitlik al die navorsers in die veld
van komplimentering stem saam dat komplimente die doel het om solidariteit te skep of te
versterk. Alhoewel daar ander funksies is van komplimentering, bv. die verplasing van
gespreksformules, soos groet, kritiek, is die bevestiging van solidariteit sentraal. 'n Ander
area wat aandag kry in die hoofstuk, is die strukturele kenmerke van komplimente,
insluitende sintaktiese en leksikale kenmerke. Die analises behels 'n ondersoek na die
sintaktiese kategorieë wat komplimente realiseer, tesame met die formule-agtige aard van
komplimente as spraakhandelinge. Voorts word die status en gender van die
gespreksgenote ondersoek.
Hoofstuk vyf vorm die sentrale deel van die studie betreffende die bepaling van moontlike
gender verskille in komplimente. Hoofstuk ses bied die samevatting en gevolgtrekkings van die studie. / ISISHWANKATHELO: Esi sifundo sikwiphulo lokuphanda ngezenzo zentetho zezincomo. Kuqulunqwe izahluko
ezintandathu ezineenjongo ezahlukiyo ukufezekisa eli phulo.
Isahluko sokuqala sinika umkhombandlela malunga nenjongo yesifundo, imethodi
elandelweyo kananjalo nolwakhiwo zinikwa ingqwalasela.
Isahluko sesibini sinika ingqwalasela kwithiyori yezenzo zentetho kananjalo neyentlonelo.
Uluvo olungundoqo nolunika umdla kule ngxelo luqulathe izenzo ze (a) ilokhushini, (b) 1-
ilokhushini ne (c) nephelokhushini.
Ezi zenzo zixhibe ingcamango yokuba intetho eveliswa ngabo bathatha inxaxheba
kunxibelelwano iqulathe (a) izandi zolwakhiwo Iwesigama, ukuze eso sigama (b) sijoliswe
kwinjongo ethile ekuyimfuneko ukuba iphunyezwe ekugqibeleni (c) ifuthe laloo mpumelelo
lingqale lowo kunxityelelwano naye okanye umphulaphuli. Nasekubeni ekhona namanye
amasolotya axhagileyo, kodwa le ngcamango iphawuliweyo iphume izandla kwesi
sahluko.
Isahluko sesithathu siphonononga izenzo zeentetho zezincomo kananjalo neempendulo
zazo. Olu phononongo lungqongwe zizimvo zeengcali eziphuma kwiinkalo ngeenkalo.
Umkhombandlela osisikhokhelo kwiphulo lophando Iwezenzo zeentetho naziphi na, ukuze
lube yimpumelelo kwaye lusulungeke kufuneka luiandeie imodeli okanye umgaqo weethinografi
yonxibelelwano phantse bonke aba baphandi babeke umnwe kule ngcamango.
Ngokunxusa oku, esi sahluko, xa sihlabela mgama, siphawula ngeyantlukwano yezincomo
neempendulo zazo ngesini, nangezinye iimpawu ezikhankanyiweyo. Uqulunkqo
Iwemigaqo yokuphendula, ubunjani, ubume nembonakalo yayo entethweni gabalala
ngokunxulumene nezincomo ngamanye amasolotya abalulekileyo nanika umdla kwesi
sahluko.
Isahluko sesine sinika ingqwalaselo kwimisebenzi yesincomo. Umzekelo, phantse zonke
ezi ngcali zikweli phulo ziyayingqina nento yokuba izincomo zivuselela , ziyila okanye
zikhuthaza umanyano. Nangona ibonakala ikhona eminye imisebenzi ekhankanywayo
engqonge esi senzo sentetho njengokuthabatha indawo yezinye zeefomuia zonxulumano, umz. imibulisi, ukuthomakalisa ugxeko-ncomo, olu luvo lomanyano lubonwa
njengoluhamba phambili. Enye indima ephononongwayo ziimpawu zolwakhiwo
Iwezincomo, kananjalo neempawu zesintaksi neleksikali. Olu hlalutyo lulo oludulisa izigaba
zentetho ezibandakanyekayo kananjalo nobufomula besi senzo sentetho. Ukwaleka,
iwonga nesini sabo bathabatha inxaxheba kolu nxibelelwano ngokulawulwa ziimeko
okanye izihlobo ezikholisa ukunconywa, konke oku yimibandela efumana ukuphicothwa
kwesi sahluko.
Isahluko sesihlanu siqulathe umongo wesi sifundo. Uhlalutyo Iwezincomo neempendulo
zazo lunikwa ingqwalasela ngamehlo abukhali; ngeenjongo zokufumanisa umahluko
ongaba ukhona phakathi kwezincomo zamaduna namabhinqa.
Isahluko sesithandathu nesokugqibela sinika iziphumo zophando nesiphelo sesi sifundo.
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The speech act of complaining in isiXhosaManjiya, Monelwa Precious 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study investigates the speech act of complaining in Xhosa. It is organized into six
chapters.
Chapter 1 states the aim of the study. The method, design and the organization of the
study are also presented.
In Chapter 2 the speech acts and politeness theories are presented as the basic
framework of this study. It is clear that people do not only produce utterances, which
contain grammatical structures and words when attempting to express themselves, but
they always perform actions via those utterances. The actions people perform via their
utterances are done in accordance within a certain area of linguistic pragmatics.
Chapter 3 deals with the speech act of complaining as discussed by various theorists.
Chapter 4 is concerned with complaints strategies. Here it is revealed that one must be
able to voice one's annoyance or anger while at the same time it is important to avoid
embarrassment by creating a situation in which it becomes impossible for him/her to face
the aversiveness of taking the blame.
Chapter 5 deals with complaint situations in Xhosa. In order to make sense of what is said
during an interaction, various factors have been examined, which relate to social distance
and closeness. The relative status of the participants is based on social values.
Complaint situations are divided into three social groups: power relations, friendship and
strangers. Power relations involve people of superior and low status. This group is
divided into two subgroups: people with superior status to people with low status and vice
versa; those speakers with a lower status in a Xhosa speaking context tend to mark social
distance between themselves and higher status speakers.
Among friends, there is no social distance because people tend to treat one another as
equals. The same is true of strangers, although they don't know each other; they tend to
treat one another with mutual respect.
Most of the time complaints in Xhosa express disapproval or negative feelings towards the
source of the complaint. Complaints sometimes can be impolite. They can lead to conflict
as they are sometimes very threatening, accusing and cursing. That is why a number of
strategies have been introduced to a complainant who wants to avoid direct confrontation
with the complainee. The indirect accusation strategy is the number one tool, which is
always used by the complainers to avoid conflict, unlike annoyance, direct accusation and
explicit blame of the accused's action or of the accused as a person.
People who use indirect accusations do not want to run the risk of losing face, unlike the
direct accusation, which is face-threatening. Responding to a complaint is also an
important factor as it promotes further interaction. Response serves as a way of
displaying interest in what the speaker is saying. It has been noticed that response gives
the speakers the opportunity to voice their feelings.
Finally, Chapter 6 presents the conclusions of the investigation and the main findings of
the study are summarized. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van klagte in Xhosa. Dit is georganiseer in
ses hoofstukke.
Hoofstuk 1 bied die doelstelling van die studie. Die metode, ontwerp en organisasie van
die studie word ook bespreek.
In Hoofstuk2 word die spraakhandelinge en beleefdheidsteorieë bespreek as die
raamwerk van die studie. Dit word duidelik gemaak dat mense nie slegs uitinge produseer
wat grammatikale strukture en woorde bevat nie, maar hulle voer altyd aksies uit via die
uitinge. Hierdie aksies wat mense uitvoer via hulle uitinge word gedoen in
ooreenstemming in bepaalde area van linguistiese pragmatiek.
Hoofstuk 3 behandel in die besonder die spraakhandeling van klagte soos ondersoek deur
verskillende navorsers.
Hoofstuk 4 behandel klagte-strategieë. Hier word aangedui dat 'n spreker in staat moet
wees om hy/sy se ontevredenheid of woede te lug terwyl dit terselfdertyd belangrik is om
verleentheid te vermy deur die skep van 'n situasie waar dit vir hom/haar onmoontlik maak
om te staan te kom voor die neem van die blaam.
Hoofstuk 5 ondersoek klagte-situasies in Xhosa. Ten einde sin te maak oor wat gesê
word en 'n interaksie, is verskeie faktore ondersoek wat verband hou met sosiale opstand
en nabyheid. Die realtiewe status van die deelnemers word gebaseer op sosiale waardes.
Klagte-situasies kan verdeel word in terme van drie sosiale groepe: magsverhoudinge,
vriendskap en vreemdelingskap. Magsverhoudinge hou verband met die verhoudinge
tussen mense met hoë en lae status. Hierdie groep word verdeel in twee sub-groepe:
mense met superieuse status en mense met lae status en omgekeerd. Persone met 'n
laer status in 'n Xhosasprekende konteks is geneig om sosiale afstand te markeer tussen
hulleself en hoër status sprekers.
Daar is geen sosiale opstand tussen vriende nie, omdat sulke persone geneig is om
mekaar as gelykes te behandel. Dieselfde is waar van vreemdelinge, want alhoewel hulle
mekaar nie ken nie, is hulle geneig om mekaar met respek te behandel.
Die meeste van die klagtes oor tyd in Xhosa gee druk misnoeë of negatiewe gevoelens uit
met betrekking tot die bron van die klagte. Klagtes kan soms onbeleefd wees. Hulle kan
lei tot konflik, aangesien hulle soms baie bedreigend aantygend en beledigend kan wees.
Daarom is 'n aantal strategieë beskikbaar vir 'n klaer wat direkte konfrontasie wil vermy
teenoor die persoon waarteen gekla word. Die indirekte aantyging strategie is die
voorkeur strategie wat deur die klaers gebruik word kom konflik te vermy, in teenstelling
met kwaad word direkte aantyging en eksplisiete blaam van die aangetygde persoon se
aksie of die persoon self.
Persone wat indirekte aantygings gebruik, wil nie die risiko loop om "gesig" (face) te
verloor nie, in teenstelling met die direkte aantyging, wat gesig-bedreiging is. Om te
reageer op 'n klagte, is ook 'n belangrike faktor, aangesien dit verdere interaksie
aanmoedig. Die gee van 'n reaksie is 'n wyse om aan te toon dat daar belangstelling is in
wat die spreker sê. Daar is aangetoon dat 'n reaksie vir sprekers die geleentheid gee om
hulle gevoelens te lug.
Laastens, gee Hoofstuk 6 die gevolgtrekkings van die ondersoek, en die belangrikste
bevindinge van die studie word opgesom.
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Isenzo sentetho yokwala kumaziko emfundo esixhoseniMlandu, Mirriam Nozidima 04 1900 (has links)
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.
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Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary levelMazwi, Ntombomzi Rose-May 03 1900 (has links)
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.
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A pragmatic analysis of complimenting in XhosaAdonis, Nomangwevu 12 1900 (has links)
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.
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An analysis of account on marriage in isiXhosaSomlata, Zakhile 12 1900 (has links)
Thesis (MA (African Languages))--Stellenbosch University, 2008. / This study deals with the analysis of accounts of marriages in isiXhosa. Gergen
(1994) proposes the following aspects that such narratives should cover: structure of
narrative account; narrative form; self-narrative: process; pragmatics of self-narrative,
interknitting of narratives, and emotion. Each of the listed aspects has its own
variants. The variants will be dealt with in Chapter four, where Gergen’s theory is
being summarised. The proposals Gergen (1994) made are central and significant in
this research, since the narratives that have been given by five Xhosa-speaking
married persons will be analysed according to his theory on self-narratives.
This research seeks to verify the validity of Gergen’s (1994) theory of narratives in
the Xhosa context. The research has been conducted by involving five Xhosaspeaking
married persons. Each person had to give his or her account of marriage in
line with the topic of this research, namely, the analysis of accounts of marriage in
Xhosa. After narratives had been collected, an analysis of each narrative has been
done in Chapter five of this research. The analysis reveals how each narrative
reflects the following: the structure of the narrative account, narrative form, selfnarrative:
process, pragmatics of self-narrative, practices of self-narratives, and
emotions, as suggested by Gergen (1994). Analyses vary from one narrative to
another because an account of married life varies from one person to another.
Bakhtin (1981) suggest that the words that narrators use are inter-individual. The
understanding of social morals, values, norms, justice, and the history of the
community by the narrators enables them to be intelligible in their narratives. It is
therefore crucial that this study be pursued in the Xhosa language because
narratives are socially embedded. The narratives in this study could assist people to
think correctly about the marriages in the Xhosa context. The issue of marriage
affects all people, despite language diversity, and it is therefore proper that this study
be conducted in all languages. If this is not done, others may think that the findings
from this research is applicable to the Xhosa-speaking community only.
The analytic part of this research would help communication practitioners and
language practitioners to analyse narratives in their languages in the same manner as they have been analysed from Xhosa narratives. This research analysis would
assist developing communicators to grow into competent communicators.
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"Blessed with a curse?" linguistic constraints on the code-switching of bilingual Shona-Xhosa speakers in Cape TownMambambo, John 11 1900 (has links)
Completely couched in and steered by the qualitative research method, this study examines the linguistic constraints on the code-switching of the bilingual Shona-Xhosa speakers in Cape Town. The views of the key research participants obtained through participant observation, interviews and questionnaires were heavily relied on. The motivations for the code-switching of the bilingual Shona-Xhosa speakers in Cape Town were explored in this study, including the Shona-Xhosa interlink. Myers-Scotton‟s Markedness theory was scrutinized to discern the assorted social variables motivating the bilingual speakers to code-switch in Cape Town while the Matrix Language Frame Model was used to determine that Shona is the base language and isiXhosa is the embedded language in the Shona-Xhosa code-switching in Cape Town. Diverse linguistic constraints were examined in the context of the Shona-Xhosa code-switching and their universality was disputed. Similarities between Shona and Xhosa were unearthed and the researcher recommends that further Shona-Xhosa studies be pursued. / African Languages / M.A. (African Languages)
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Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching matetrialsNomdebevana, Nozibele 2013 November 1900 (has links)
South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics / MA ((Applied Linguistics)
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Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching materialsNomdebevana, Nozibele 11 1900 (has links)
South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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