Submitted in fulfillment for the Degree Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2004. / Isahluko sokuqala siphethe isethuIo socwaningo-jikeIeIe. Lapha kubukwa izinhIoso zocwaningo; intshisekeIo; indIeIa yokuqhuba ucwaningo, umkIamo wocwaningo nemibono yongoti. Isahluko sesibiIi siphethe ukuqhathaniswa kohIeIo oIwakbeIwe phezu kwegama nesiqu; ukuthi IufundeIwani uhIeIo IoIimi; isayensi yohIeIo IoIimi; umsuka wohIeIo Iolimi; ukubunjwa kohIeIo IoIimi esiZuIwini; umahluko phakathi kwesiqu nomsuka; ukuchazwa kabusha kwamatemu 'isiqu nomsuka'; umsuka nomphumeIa wawo; imofoIoji encike kwiziqu namagama; imofoIoji esuseIwe eziqwini zoIimi nokuthi ikuphi okuyikonakona phakathi kwemofoIoji esuseIwa emabizweni noma eziqwini. Isahluko sesithathu siphethe ukubhalwa kwamagama ngokuwahlanganisa noma ngokuwahlukanisa okuqukethe ukuthi ingabe ahlanganiseIwani futhi ahIukaniseIwani amagama uma ebhaIwa; indIeIa yokuhIukanisa amagama, indIeIa engapheIeIe yokuhIukanisa amagama; okubekwe endaweni yokunye; ingabe abaIetha inkoIo kubantu bawahIukanis~ kanjani amabizo; ukuhIukaniswa kwamagama ngokuka van Wyk; ukuhIukanisa kube kodwa;" okunokuphambaniswa ukwahlukanisa; okunokubuyiseIwa endaweni; ukubunjwa kobhalo-jikeIeIe egameni eIiIodwa nesiphetho. Isahluko sesme siphethe ukuhIeIwa kwamabizo ngezigaba zawo okuqukethe Iezi zihIokwana ezithi ingabe amabizo ahleIeIwani ngezigaba zawo; izigaba zamabizo; ubuthakathaka ngezindIeIa uDoke noCoIe abahleIa ngazo izigaba zamabizo; ukuhIeIwa kwamabizo ngezigaba z awo ngokukaDoke; ukugxekwa k wendIeIa uDoke ahleIa ngayo izingcezu zenkuIumo. IsahIuko sesihIanu siphethe ukuhIeIwa kwamabizo nezingcezu zenkuIumo ngendIeIa kavan Wyk okuqukethe Iezi zihIokwana ezithi izingcezu zenkuIumo ngokukavan Wyk; (v) okulandelayo kutshengisa isigabazwana; ukublelwa kweziphawulo, izibaluli, maru nezibanjalo ngohlelo luka van Wyk. Isahluko sesithupha siphethe lokho okuthiwa isiphawulo esiZulwini; umIando omfuphi ngokuthiwa isiphawulo; ubuthaka balokhu okuthiwa" isiphawulo; indlela engandulelwa ukubhekana nobuthakathaka nalokho okuthiwa isiphawulo nesiphetho. Isahluko sesikhombisa esibhekene nokuhlaziywa kocwaningo jikelele, lzincomo nesiphetho.

Zulu belongs to the Nguni group of the Southern Bantu languages, which are spoken throughout Southern Africa. Other groups are the Suthu and the Shona, which are spoken in the interior, whereas the Nguni languages are spoken towards the south-east coast, Xhosa in the eastern part of the Cape Province, Zulu in Natal and Zululand, and Swazi in Swaziland. Swazi represents a distinct variety of Nguni speech known as "tekela", characterized by t in place of Zulu and Xhosa z, ts or tf and dz or dv in place of Zulu and Xhosa t and d, and by other phonetical characteristics, but Zulu and Xhosa are so similar that they are linguistically dialects of the same language. However, they have important separate literatures and are generally regarded as separate languages. For these reasons and for the more real reason that it is in tonal structure that they differ most greatly, this study excludes Xhosa and concentrates on Zulu only. / Thesis (Ph.D.)-University of Natal, Durban, 1966.

M.A. / The term locative refers to all words that have a locative meaning. They include locative nouns, i.e. nouns that belong to classes 16, 17 and 18. Locatively derived nouns, i.e. nouns to which the locative prefix and/or suffix or variants thereof have been added to convey a locative meaning, are also included. Word groups and certain nouns can also obtain a locative meaning by the addition of the locative particle or locative possessive particle. Various theories on the origin of the locative prefix, suffix and class prefixes are discussed. The word status of locatives is investigated, leading to the conclusion that locatives belong to the word class "noun". A morphological description of locative nouns as well as of the norm and variants of the locative prefix and suffix used with locatively derived nouns is provided. The morphological features of the locative particle and the locative possessive particle are discussed. As a result of the combination of locative morphemes with nouns in the derivation of locatives or particles that occur with word groups, certain sound changes occur. These changes can be organized logically and in detail by using phonological rules. In European languages the meaning of locatives is conveyed by adverbs and prepositions. The basic semantic feature of locatives is the feature [+ locality]. In certain instances it also has the feature of reference to an object. Locatives have a wide variety of possible syntactical uses, including the following: subject valence, object valence, descriptive (or adverbial) valence, complementary valence, qualificative and antecedental valence. Pronouns derived from the locative noun classes can serve as auxiliary verbs and conjunctions. In certain syntactical contexts the locative prefix can be omitted from locatively derived nouns

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

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

Submitted to the Faculty of Arts in fulfilment of the requirements for Master of Arts in the Department of African Languages at the University of Zululand, 1990. / This study is a review of the Possessive in Zulu. Many grammarians that have dealt with the possessive in Zulu over—emphasised the structure of the possessive thus very often neglecting the meaning of the possessive in Zulu, and the so-called unmarked possessive. Different approaches to word identification have been discussed. The implications of the two approaches to word identification for the possessive in Zulu, namely, the conjunctive5^ and the semi- X conjunctive approach, have been discussed. The conjunctivists indicate that the possessive is one word made up of three parts, the agreement morpheme, the possessive norpheme and the possessor. e.g. i + a - urafana yomf sr. = ■' of the boy ! The semi-conjunctivists indicate that a possessive consists of two words, namely, a possessive particle and a complement- e.g. ya-umfana ' (of the boy) Possessives that are direct in manner have been distinguished by inter alia Dotee- These possessives are semantically and morphologically regular. e.g. ibhola lomfana (the ball of the boy) Some structures do not include the possessive particle and yet they do carry a possessive meaning. e.g. uyihlo (your father} There are possessives that are indirect in nature, having possessive particles, but which do not imply true possession. The noun-possessor, and the noun-possessee are thus not semantically in a true possessive relationship in an example such as the following. e.g. intalantala yomsebenzi (a lot of work) Possessives which are structurally irregular in that they contain no possessive particle, are also discussed in this study. The possessor and the posses see are in a part-whole relationship in this sentence. e.g. ngiphule umfana ingalo (I broke the boy * s arm)

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.

There is no abstract available for this dissertation. / Department of English

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

The lack of terminology in Zulu can be overcome if it is developed to meet international scientific and technical demands. This lack of terminology can be traced back to the absence of proper language policy implementation with regard to the African languages. Even though Zulu possesses the basic elements that are necessary for its development, such as orthographical standards, dictionaries, grammars and published literature, a number of problems exist within the technical elaboration and standardisation processes: * Inconsistencies in the application of standard rules, in relation to both orthography and terminology. * The lack of standardisation of the (technical) word-formation patterns in Zulu. (Generally the role of culture in elaboration has largely been overlooked). * The avoidance of exploiting written technical text corpora as a resource for terminology. (Text encoding by means of corpus query tools in term extraction has just begun in Zulu and needs to be properly exemplified). * The avoidance of introducing oral technical corpora as a resource for improving the acceptability of technical terminology by, for instance, designing a type of reusable corpus annotation. This study contributes towards solving these problems by offering a practical approach within the context of the real written, standard and oral Zulu language, mainly within the medical terminological domain. This approach offers a reusable methodological foundation with proper language exemplification that can guide terminologists in terminological research, or to some extent even train them, to achieve effective technical elaboration and eventual standardisation. This thesis aims at attaining consistent standardisation on the orthographical level in order to ease the elaboration task of the terminologist. It also aims at standardising the methods of word- (term-) formation linking them to cultural factors, such as taboo. However, this thesis also emphasises the significance of using written and oral technical corpora as terminology resource. This, for instance, is made possible through the application of corpus linguistics, in semi-automatic term extraction from a written technical corpus to aid lemmatisation (listing entries) and in corpus annotation to improve the acceptability of terminology, based on the comparison of standard terms with oral terms. / Linguistics / D. Litt et Phil. (Linguistics)