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

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

D.Litt. et Phil. / Please refer to full text to view abstract

A thesis submitted to the University of the Witwatersrand in fulfilment of the requirements of the degree of Master of Arts in Linguistics. 11 March 2016 / The study examines some phonological characteristics of isiZulu adoptives, derived from English and Afrikaans. IsiZulu is a member of the Nguni group of languages, whereas English and Afrikaans are linguistically related, belonging to the Indo-European language group. These languages have different phonological structures and borrow words from each other. This research focuses on the repair strategies employed in isiZulu to adapt and rephonologise English and Afrikaans loanwords. Rephonologisation is a process that alters the structure of a word to conform to the phonological structure of a recipient language. This investigation focuses on the segmental and syllable structure modifications that loanwords undergo in order to make them fit into the preferred phonological structure of isiZulu. Particular repair strategies described and accounted for in this study include, inter alia, segment substitution, vowel epenthesis, glide epenthesis, and segment deletion. Certain isiZulu adoptives are completely rephonologised while others only undergo partial adjustment. This indicates the retention, in certain instances, of English and Afrikaans segmental features and syllable structures within isiZulu loanword phonology. This study examines both variants, the fully and the partially rephonologised adoptives. Additionally, with the objective of contributing to phonological typology, the research evaluates and compares its findings to observations made by prior, similar investigations for chiShona (Kadenge, 2012; Kadenge & Mudzingwa 2012) and isiNdebele (Mahlangu, 2007; Skhosana, 2009). The broader objective of this study is to explore the synchronic phonology of isiZulu, exposing the phonological changes that are taking place in this language due to contact with English and Afrikaans. In addition, a vast corpus of isiZulu loanwords (data) from English and Afrikaans is presented; contributing a foundation for utilisation in future studies. The overall analysis of the data is couched within Optimality Theory (OT: Prince & Smolensky 2004), which emphasises that surface forms of language reflect the resolution of conflicts between constraints (Kager, 1999). The intra-linguistic variations of loanwords are explained in terms of constraint re-ranking, which is responsible for the phonological shape of loanwords in isiZulu and is addressed herein.

The research 'Specialized Lexicography with reference to the Zulu Slang' focuses on the aspects of language development which have not yet been considered in isiZulu language. The study also tries to uncover how other languages have benefited from slang words. Linguistic, lexicographical and psycho-social theories have been used in this study to guide the analysis and interpretation of the data. Fromkin and Rodman's (1978) general linguistic theory states that for one to understand one's humanity, one must understand the language that makes one human. The only specific theory of lexicography is that of Zgusta (1971). This theory says that lexicography is connected with all language disciplines. However, there are other theories that have been used like Symbolic Interaction Theory by Mead (1934) which focuses on the way in which people interact with others. Attraction Theory has been used. This theory states that some people get attracted to others, while some incur losses during the process. The Attraction Theory by Grush, Clore, and Costin, (1988) is a psychological theory which proposes that it is human nature to be attracted to things which come easily. Data was collected by means of the participant observation method so that naturally occurring data could be observed and noted. In the case of slang, speakers use this subconsciously at most times. Hence, this method proved to be the best and most reliable method for collecting primary data. The findings of the study indicates that slang words have a major contribution in a language development. Zulu slang words are constantly being used in texts, television and radio. Hence, these words are very much part of Zulu language development and change. However, they have not been documented in a dictionary or otherwise. The main conclusion of the study is that Zulu slang words are part and parcel of many Zulu speakers vocabulary. This, therefore, creates the need for documentation of these words in a dictionary viz. a dictionary of Zulu slang. The following recommendation are made: 1. The formulation of a Zulu Slang Dictionary is an imperative. 2. Other African languages should also pursue such an endeavor. 3. NRF, PANSALB and other language related councils should not only focus on the standardization of languages, but ought also to focus on the development of non-standard varieties e.g. Slang, these institutions should also offer funding with regard to such developments. / Thesis (M.A.)-University of Durban-Westville, 2000.

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

M.A. (African Languages) / Zulu, like many other African languages, is characterized by a system of noun classes which is governed by a characteristic prefix with specific morphological and semantic features. Most classes are found in pairs of which one is singular and the other plural. The prefix is also employed in linking the noun to other words which are syntactically -related to it in the sentence by means of a concord which is derived from the prefix and which normally bears a close resemblance to it. The noun class prefixes have thus been subcategorized according to the following principles: (a) the morphological structure of the prefix; (b) the corresponding singular-plural form; (c) the semantic traits of the noun root; and (d) the agreement system generated by the prefix. Although nouns in Zulu are regular to a great extent, many morphological, syntactical and semantical irregularities are found in the class system. Some of these are: (i) the absence of an initial vowel with certain noun class prefixes; (ii) some nouns belonging to singular-plural pairs have singular prefixes but no plural form whilst some have plural prefixes but no corresponding singular form; (iii) similar singular prefixes take different plural prefixes whereas similar plural prefixes take different singular prefixes; (iv) some nouns belonging to a particular singular-plural pair use a particular prefix in the singular but a plural prefix of a different class; (v) two, and even three, prefixes are sometimes found before the noun root. Nouns in other Bantu languages sometimes lack prefixes; (vi) non-mother tongue speakers may easily confuse the initial part of some nouns with nouns of other classes; (vii) the morphologically determined agreement system is sometimes overruled by the semantic consideration animate versus inanimate. Nouns of class 1 (a) which have a prefix /u-/ and the semantic notion inanimate generate an agreement string similar to that of class 3. Nouns of class 1(a) with the prefix /u-/ and the semantic notion animate, non-human, occasionally use some of the agreement morphemes of class (viii) loan words in class 9 which have a prefix /i-/ sometimes take the agreement system of class 5 instead of class 9; (ix) nouns of classes other than 1, 2, 1 (a) and 2(a), denoting humans, sometimes use the agreement string of classes 1.and 2 in following sentences. The same applies to nouns indicating animals in classes other than 9 and 10, but which use the agreement string of the in-izin-classes in following sentences; (x) the meanings of a vast number of nouns do not fit in with the particular semantic characteristics given for each class; (xi) a large number of nouns with a singular form but plural meaning are found in the different classes; (xii) a number of nouns in plural classes indicate abstract or non-count matters or have singular meanings; (xiii) some mass or abstract nouns have singular prefixes but lack a plural form, whereas other mass or abstract nouns have plural prefixes but lack a singular form; and (xv) nouns with similar roots and corresponding meanings sometimes fall into two different classes.

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

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

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