Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

D.Litt. et Phil / The primary aim of this study is to: assess the relevance of the Zulu first language syllabus in respect of its meeting the needs of pupils; investigate and discuss language teaching approaches that may be appropriate to Zulu first language teaching; establish if various types of language syllabuses can be integrated for the enhancement of effective language teaching; integrate teaching approaches. Method of investigation The main method of investigation used was the literature review. In this research the focus is on the theoretical treatises, the present syllabus as well as Zulu textbooks and methodology books used for language teaching. Only materials relevant to the study were selected, categorised and discussed systematically in detail under the topics such as: the role of linguistics in language teaching; language teaching syllabuses; learning styles and theories on language learning and teaching; methods of language teaching in the classroom. The findings were compared with other investigations in the same field of study and were applied to Zulu first language teaching. Findings In this thesis it is recognised that the methodology and approaches in the teaching of Zulu first language is inadequate, since it focuses primarily on theoretical intricacies of the subject. Grammar teaching is not utilised maximally because teachers are to adhere to the theoretical aspects of the subject at the cost of the development of communicative competence. In the teaching of languages such as English, the value of the teaching of grammar has been questioned in the course of time, but not so with Zulu first language. The focus in the traditional Zulu first language syllabus is on grammar teaching, it however, lacks proper application. In the light of the above it is clear that the traditional way of teaching Zulu first language is inadequate. The thesis will hopefully guide Zulu mother tongue teachers into acquiring adequate language teaching skills and techniques. Recommendations It is recommended that language teaching should break away from the methodology that does not apply to real-life situations and that language learning should be made useful to learners by applying it to develop their life-skills. Teachers should explain theoretical principles by using authentic or quasi-authentic texts or speech as the point of departure. In other words the theoretical principles should not be merely illustrated by isolated decontextualised examples. Language teaching should reflect on all four language skills, namely, listening, speaking, reading and writing. An integrated approach to language teaching will enhance the standard of Zulu first language teaching. Therefore, language teaching should not be confined to only one syllabus type, but various syllabus types should be integrated depending on the language need to be addressed

M.A. (African Languages) / Please refer to full text to view abstract

M.A. (African Languages) / The main purpose of this study was to investigate morphological reduplication in the word class nouns, verbs and ideophones in Zulu, and to describe them according to their formal and semantic features. An outline is given in chapter 1 of the status of the morpheme within the word morphology according to general linguistic principles, theories concerning the morpheme as well as the character or nature of morphological reduplication. According to the literature on this subject it appears that morphological reduplication performs widely, even universally. In chapter 2 attention is given to reduplication in the most important languages and dialects in the Nguni language group apart from Zulu. These languages and dialects include the following: Swati, Bhaca, Phuthi, Northen Transvaal Ndebele, Lala, Xhosa, Southern Transvaal Ndebele and Mpondo. It is found that all these languages and dialects present a common character with regard to morphological reduplication. Zulu, as the main concern of study in respect of morphological reduplication, is studied in detail in chapter 3. The word classes of Zulu are looked at according to Van Wyk's word class grouping, whilst special attention is given to nouns. It is found that morphological reduplication in Zulu nouns shows an extention of the semantic features represented in the single noun. The reduplicated forms have the semantic features of especially abundance, numerousness and completeness. The formal features of the reduplicated noun in Zulu are studied with special reference to the monosyllabic noun, the disyllabic noun and the polisyllabic noun. Their possible combination (in their reduplicated form) with a suffix as well as the formal features of the reduplicated suffix, are studied at length. In chapter 4 the morphological reduplication of verbs (in this instance also monosyllabic, disyllabic and polisyllabic stems) is discussed. The verb can be reduplicated as a whole or only partially with the semantic features of, inter alia, intensity or thoroughness. The verb can also be reduplicated in combination with a suffix with the result that the semantic feature of the suffix acts complementary to the semantic features of the reduplicated verb. In chapter 5 the morphological reduplication of ideophones is discussed. The semantic features of reduplication are characterised as intense, complete, purposeful and final. The formal features show that only disyllabic ideophones represent morphological reduplication that may be fully or only partially reduplicated.

Ph.D. / Please refer to full text to view abstract.

M.A. (African Languages) / Correct pronunciation of a language is essential since deviations in pronunciation may change the meaning of a word or render it meaningless. This study investigates the pronunciation of Zulu, as second language, by English speaking learners. Similar deviations have been studied with reference to other languages and resulted in theories such as 'Contrastive Analysis Hypothesis', 'Markedness Differential Hypothesis', 'The Error Analysis', 'Autonomous System Analysis' and 'Inter language'. A brief discussion of this research creates the theoretical framework for this study. Differences in the orthography of Zulu and English seem to be problematic. In certain instances, English utilises a variety of letters to represent identical sounds in written form, whilst Zulu is phonetic. When comparing the pronunciation of vowels and consonants of Zulu and English, it is clear that learners find sounds with a similar pronunciation especially confusing. In addition to this, sounds foreign to English often cause problems. Possible reasons for replacement of Zulu sounds by that of English sounds are indicated by this dissertation. The conclusion of this dissertation is that second language Zulu educators should be aware of these possible pitfalls and affords it special attention in order to improve the quality of pronunciation amongst second language learners.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers. / AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte beginsels van taal te bepaal. Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith. Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele Grammatika benadering beskou vir die tweedetaalonderrig van Zulu. Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat bruikbaar kan wees vir die taalonderrigpraktisyn. Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van kommunikatiewe take in Zulu. Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig. / IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi. Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG isetshenziswa kanjani esiZulwini. Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili. Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo ukuhlanganisa imisebenzi yesiZulu yokuxhumana. Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi wabo.

Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade 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. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by various scholars and researchers, which illustrate linguistic elements that can be incorporated into the teaching methodology of writing. Appropriately applied, these elements can develop learners' analytical skills as advanced in Curriculum 2005 in the languages learning area. A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions of Ilanga newspaper has been performed. This analysis reveals that text construction reflects generic factors such as the economic and social status of the community, its culture, which influence the communicative purpose. An attempt is made to investigate in detail the parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued that once the learner has mastered the parameters for text construction and analysis, he/she will be better equipped to achieve the learning outcomes specified for writing of Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van Kurrikulum 2005. 'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel, hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005. / OKUCASHUNIWE Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005. Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize, siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo. Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi : Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani? Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.

Dissertation (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This study deals with three interrelated types of information about sentences in Zulu, i.e. situation aspect or events, viewpoint aspect which includes i.a. the perfective and imperfective aspect and the contribution of the temporal location of a sentence focusing on the basic tenses. The semantic feature of temporal location has been integrated with the view of the two components in sentences i.e. aspectual situation type and viewpoint. Vendier's classification of aspectual classes formed a base from which the Zulu event structure has been discussed. The contribution of the two theories, i.e. the Two Component theory of Smith (1997) and the Event Structure of Pustejovsky (1995) which is situated within the Generative Lexicon theory of lexical semantics featured prominently in the analysis of events and states in Zulu. A conclusion has been reached that there are four situation types relevant to Zulu and distinguished from each other by different temporal features. These situation types feature basic-level and derived-level types (according to Smith (1997)). Three event types have been identified for Zulu, i.e. state, process and transition (according to Pustejovsky (1995)). Events are complex semantic objects resulting in an extended event structure. Event structure classification for Zulu is established with structured sub-event. These event structures are defined with respect to three different types of ordering relation between sub-event, i.e. temporally ordered subevents, simultaneous sub-event and temporal overlap. The event structure has been distinguished through event headedness which give rise to twelve possible constructions. The basic principles and the temporal structures underlying the Zulu tenses are viewed in relation to the moment of speech, time of the situation and the reference time in the structure of tenses as shown in the viewpoint of Reichenbach developed by Hornstein (1990). The role played by adverbs as modifiers of tense is highlighted. The behavior of bounded and unbounded sentences in relation to tense is mentioned. Regarding the expression of aspect in Zulu, a clear distinction has been established between perfective and imperfective in Zulu. The aspect appears as an inflectional category within syntax. These categories may have a maximal projection according to the X-bar theory. / AFRIKAANSE OPSOMMING: Hierdie studie gee aandag aan drie onderling verbonde tipes inligting oor sinne in. Zulu, d.i. die situasie-aspek of die gebeure, gesigspunt-aspek wat, onder andere, die perfektiewe en imperfektiewe aspek insluit en die bydrae van die temporele lokasie van 'n sin, met die fokus op die basiese tye. Die semantiese verskynsel van temporele lokasie is geintegreer met die aanname van die twee komponente in sinne, d.i. aspektueie situasie tipe, en die gesigspunt. Vendier se klassifikasie van aspektueie klasse het die basis gevorm waarvan daan die Zulu gebeure struktuur bespreek is. Die bydrae van die twee teorië, d.i. die Twee Komponent teorie van Smith (1997) en die gebeurde struktuur van Pustejovsky (1995) wat binne die Generatiewe Leksikon teorie van leksikale semantiek geleis, is in die analise van gebeure en toestand gebruik. Daar is tot die gevolgtrekking gekom dat daar vier situasietipes relevant tot Zulu is, en daar word tussen hulle deur middel van temporele verskynsels onderskei. Hierdie situasietipes beeld die basiese-vlak en die afgeleide-vlak tipes uit (volgens Smith (1997)) Drie tipes gebeure is vir Zulu geidentifiseer, d.i. toestand, proses, en oorgang (volgens Pustejovsky (1995)). Gebeure is kompleks semantiese voorwerpe wat tot uitgebreide gebeurde struktuur lei. Die gebeurde-struktuur se klassifikasie in Zulu is met gestruktureerde sub-gebeure gevestig. Hierdie gebeure-strukture is met betrekking tot drie verskillende tipes van verhouding ordening tusen sub-gebeure omskryf, d.i. temporeel geordende sub-gebeure, gelyktydige sub-gebeure en temporele oorslag. Die gebeure-struktuur is deur kemgebeure onderskei, wat aanleiding tot twaalf moontlike konstruksies gee. Die basiese beginsels en die temporele strukture onderliggend aan die Zulu tye word met betrekking tot die spraakmoment, tyd van die situasie, en die verwysingstyd in die struktuur van tye soos in Reichenbach se gesigspunt wat deur Hornstein (1990) ontwikkel, is, beskou. Die rol wat bywoorde as modifiseerders van tye speel, word na vore gebring. Die gedrag van gebonde en ongebonde sinne in verband met tyd word genoem. Betreffende die uitdrukking van aspek in Zulu is 'n besondere onderskeiding tussen die perfektief en imperfektief in Zulu gevestig. Die aspek kom as 'n infleksionêre kategorie binne sintaksis voor. Hierdie kategorie mag 'n maksimale projeksie volgens die x-bar teorie hê.