Thesis (M.A. (African Languages)) --University of Limpopo, 2014 / Refer to the document

Thesis (M. A. (African languages)) -- University of Limpopo / Ndzavisiso lowu wu kongomanile ni mitlangu ya mindhavuko ya xintu, ngopfungopfu ya Xitsonga. Eka xiyenge lexi rito xintu ri tirhisiwile hikuva mitlangu leyi ya xakelana hikuva tinxaka ta ka ntimeni ti ni swo tala leswi ti hlanganaka eka swona, xikombiso swinsin’wana leswi hi swi kumaka eka mintsheketo yo fana na Jelani wa Jelani swi ngo hambana hi matsalelo kambe hungu ra swona i rin’we. Hambiswiritano, eka tsalwa leri, ku ringetiwa ku xopaxopa swinsin’wana swa vana leswi tikombaka swi tshuriwile hi vatsonga. Xikongomelo xa tsalwa leri i ku hlayisa na ku kambisisa hi ta swinsin’wana na mitlangu ya vana va Vatsonga leyi ngo nyamalala ku nga ri na laha yi nga hlayisiwaka kona. Tsalwa leri kombisa nkoka wa swinsin’wana na mitlangu ya vana, leswi vana va swi dyondzaka ni ku pfuneka hi ku endla swilo leswimbirhi. Emakumu ndzi tiyisa leswaku hi ku vona hilaha swinsin’wana na mitlangu ya vana va Vatsonga swi nga hangalaka hakona, ndza ha ta ya emahlweni ndzi lavisisa na ku tsala hi swinsin’wana na mitlangu ya ndhavuko wa vana va Vatsonga leswaku swi nga fi na ku nyamalala kambe swi hlayiseka, eka malembe lawa ya taka leswaku yi va ndhaka ya rixaka ra vana va Vatsonga leri nga ha ta tumbulukaka.

Thesis (M.Ed.) --University of Limpopo, 2009. / Some dictionaries are presented in such a way that their target users could not easily retrieve the required semantic information with special reference to Xitsonga/English Dikixinari/Dictionary (2005). Semantic information in the dictionary is presented unsystematically. In some cases extra-linguistic information in the form of contextual guidance is presented, which is regarded as secondary information in the place of semantic information (which is primary). The study evaluates this dictionary in terms of the primary of semantic comments in Xitsonga/English Dictionary. The study finds that translation equivalents are not arranged systematically in the microstructure. The research concludes that extra-linguistic information in a form of contextual guidance must be systematical used in the microstructure of Xitsonga/English Dikixinary/Dictionary (2005) so that dictionary users could be able to retrieve systematic information that could help them to speak the target language in a communicative functional way. This as a result will lead to communicative success. / Not listed

Thesis (M.A.) --University of Limpopo, 2008. / The study analyses some of the translation problems of terms from English to Xitsonga, taking into consideration the translation work done thus far with special reference to South African law. The study is divided into six chapters: Chapter one is the introduction. It indicates the aim and rationale behind its study. It also highlights the methodology to be used, scope, terminological work done thus far and a brief definition of significant themes that are of importance to the study, which include “Terminology, Language for General Purpose, Language for Specific Purpose, Translation, Semantics and Indigenous law”. The chapter will also have a summary. Chapter two outlines some of the translation problems of terms from English to Xitsonga. In order to achieve this, the study will look into some of the translation work on terminology done thus far. A summary to the chapter will be given. Chapter three is about some of the terminology of the South African Law, where the translation problems outlined in chapter 2 will guide with the translation of the terminology of this law. These terms will be defined in English, summarised in Xitsonga which will then assist with the equivalents of these terms in Xitsonga. The chapter will also be summarised. Chapter four gives the summary of all the terms which have been used to bring forth this analysis, guided by the translation problems found in chapter 2. A summary to this chapter will be given. Chapter five is the general conclusion of the study and recommendations. Chapter six lists cited materials in the study. / University of Limpopo.

Thesis (M.A.) (Language translation) --University of Limpopo, 2007. / See document, page 135. / N/A

Thesis (M. A. (African Languages)) -- University of Limpopo, 2013. / The main aim of this study is to examine women’s abuse with special reference to Xitsonga folklore, Khale ka Makwangala by F. Rikhotso. This study also shows characters who are abused and those who cause this abuse. The first chapter reveals the general outline of the study, the problem statement, the aim, the importance and its methodology. The most important terms of the study have been explained in this chapter so as to reveal what is expected to be analyzed. Some of the definitions of the Constitution have been given. Chapter two gives short summary of the folklore Khale ka Makwangala by F. Rikhotso which has been examined together with the history of their authors. The definitions of the word human rights have been included and defined in this chapter. In this chapter, other folklores which have been selected for analysis have been analysed. Chapter three explains, defines and analyses the themes of selected folklores. The definitions of themes have been given in this chapter. These definitions make it easier to understand what themes are. Chapter four

Thesis (MA (English studies) -University of Limpopo / National Research Foundation

PhD (Xitsonga) / Ehansi ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila ni Ndhavuko / Ndzavisiso lowu wu wela ehansi ka dyondzonkulu ya semantiki, naswona wu kongomana ni kholokhexini eka Xitsonga. Ndzavisiso wu xopaxopa swivulavulelo swa maendli yo vulavula hi ku dya ku kuma tipatironi ta tikholokhexini leti humelelaka nawona ni tinhlamuselo leti humeseriwaka erivaleni hi tipatironi toleto. Xikongomelo xin’wana i ku kuma ntsengo wa tinxaka ta tikholokheti leti talaka ni leti nga taliki ku humelela na maendli yo vulavula hi ku dya. Eka ndzavisiso lowu ku tirhisiwa thiyori ya “Norms and Exploitations” leyi tshuriweke hi Hanks (2004). Thiyori leyi yi hlamusela leswaku rito i tshaku eka kholokhexini, kambe ku nga ri eka xivumbeko xa vulongoloxamarito. Mahungu ya ndzavisiso lowu ma hlengeletiwile hi ku tsavula swivulavulelo swa Xitsonga leswi vulavulaka hi maendli yo dya ku suka eka matsalwa ya vatsari lava landzelaka: Ntsanwisi, H.W.E. (1968): Tsonga Idioms; Bila, V. na Marhanele, M.M. (2016): Tihlungu ta Rixaka. Dikixinari ya Ririmi ra Xitsonga; Baloyi, P.B. (1988): Vulombe bya mitsheketo; Magagane, M.G. (2004): Tolo na Tolweni; Maluleke, A.V. Maluleke, G.V. na Malungana, S.J. (2004): Magenge ya Ntumbuluko; Maluleke, S.S. (1995): Vamandika na Vanyankwave; Malungana, S.J. (1997): Timitsu ta Vatsonga; Malungana, S.J. (1997): Vele ra Makwenu; Malungana, S.J. (1997): Mfuwo wa Rixaka i Xifuva; Malungana, S.J. (1998): Tinhlanga ta mfuwo wa Rixaka; Malungana, S.J. (1999): Mbewu ya Vatsonga; Malungana, S.J. (2005): Siku Rin’wana; Manganyi, K.T.C. (1995): Garingani; Malungana M. na Ngobeni B.M. (2006): Nhlalala ya Rixaka; Rikhotso, F. (1993): Khale ka Makwangala; Rikhotso, F. (1995): Ndzhaka Yerhu, Rikhotso, F. (1996): Phehlwa ra Gwambe na Dzavana; Ngobeni, B.M. (2004): A hi tsheketeni; Nkuna, B. (2007): Emarhumbini; Thuketana, F.A (1991): N’wambilu Makokoro na Shabangu, I.S. (2006): Vuxaka bya Nkava ni Rhumbu, ni swivulavulelo swo huma eka tibuku ta ntivoririmi ta Marivate, C.T.D na Mathumba, D.I. (1974): Xitsonga xa Rixaladza; Marivate, C.T.D., Mathumba, D.I. na B.J. Masebenza, B.J. (1976): Mayana Xitsonga Ntangha 6; Marivate, C.T.D., Mathumba, D.I. na Masebenza, B.J. (1974): Mayana Xitsonga fomo II; Marivate, C.T.D., Mathumba, D.I. na Masebenza, B.J. (1975): Mayana Xitsonga Ntangha 8; Mayevu, G.S. Mayevu na Nkatini, N.L. (1976) na N.L. Nkatini (1976): Xihluke xa Xitsonga fomo III; Xingulana xa Ririmi; Marhanele, M.M. (1981): Nkondo, C.P.N, (1981): Xiletelo xa Xitsonga; Mushwana, S.E. na Ndhlovu, M.M. (1988): Ririmi ra Manana; Mushwana, S.E. na Ndhlovu, M.M. (1987): Ririmi ra Manana; Mkhari, N.B. na Shikwambana, J.M. (1988): Ririmi ra Manana; Mkhari, N.B. na Shikwambana, J.M. (1987): Ririmi ra Manana; Shabangu, I.S. (1996): Nyeleti ya Mahlahle; Shabangu, I.S. (2006): Xiseluselu; Shabangu, I.S. (2007): Xiseluselu na Mabunda, N.V, Mabunda, P.N. na Nkuzana, K.J. (1991): Xitsonga xa Vagingiriki. Mahungu ya ndzavisiso lowu ma xopaxopiwa hi ku tirhisa nxopaxopo wa patironi ya khophasi (Corpus Pattern Analysis) leyi eka yona nhlamuselo ya rito yi fambelanisiwaka ni matirhiselo ya rona eka tipatironi ta tikholokhexini. Ndzavisiso lowu wu tlhela wu xopaxopiwa hi ku tirhisa nxopaxopo wa maavelo ya ntsengo (Quantitative Distributional Analysis) ku kuma tipatironi eka ntsemakanyo wa xiyimo xa nkoka xa swa tinhlayo ta tikholokhexini ta marito lama valangiwaka. / NRF

Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014 / This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.

Thesis (M. A. (African Languages)) --University of Limpopo, 2001 / This study explores the lexical semantic representation of break verbs in Xitsonga. Chapter One is the introduction of this study. It describes the statement of the problem. The main aim of this study is described which m bnef is to investigate the form, struc e and interpretation of break verbs in Xitsonga. The significance of this study, which is to highlight the semantic value of break verbs in Xitsonga is discussed. The methodology, lite rature review as well as the theta - theory and its properties have been examined. Chapter Two explores the predicate argument structure. The difference between two lexical representations, which are lexical-syntactic and lexical­ semantic representations was investigated. A brief definition of break verbs as well as the six categories of the verbs of change of state have also been discussed. This chapter also analyses the lexical features of break verbs. Various sub - classes of external arguments and of internal argument are observed. Chapter Three presents the lexical - semantic representation of break verbs where focus is on argument structure, event structure, qualia structure and lexical inheritance structure. Chapter Four deals with the syntactic alternation and selection restriction of break verbs. The difference between transitive and intransitive alterna tions was also highlighted. This chapter also explores some of the different types of verbal alternations, such as ' instrument subject alternation', ' locative alternation' and the ' with/ against alternation' . Chapter Five gives the main conclusion of this study.