Thesis (M.A. (African languages)) -- University of Limpopo, 2015 / CHAPTER 1: This chapter outlines as follows : The introduction , cause affects, aim of the study, problem statement of the research , value of the research, research method to be used , literature review and definitions of terms. CHAPTER 2: This chapter outlines the detailed biography of the writer W .R. Chauke, summary of literature in the selected books of Nsuku wa mina and Ndzi ta n’wi kuma. CHAPTER 3: In this chapter different types of conflict will be defined and also explain each types. CHAPTER 4: In this chapter we will explain what is characterisation, allegorical figure and caricature. CHAPTER 5: This chapter will focus on the analysing of language and different style of the author in the selected novels. CHAPTER 6: This chapter concludes the research by outlining the findings and giving recommendations.

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)

Poor sexual health communication among first generation Nigerian American parents and their adolescent children due to disparities in cultural integration constitutes a barrier to effective parent-child relationships. The purpose of this phenomenological study, which was guided by the acculturative family distancing (AFD) model, was to explore the lived experience of Nigerian immigrant families in the United States regarding communication effectiveness about sex and integration into the American way of life. The research questions addressed cultural bias, parent-adolescent communication effectiveness, strategies employed, resources available to new immigrants, and barriers to their usage. Data collection was by individual interviews of 5 Nigerian-born parents and their adolescent children ages 13 to 17 years who have been in the United States for 10 years or more. Inductive analysis of qualitative data revealed challenges of parenting roles due to differences in cultural beliefs and parents' perceptions of their children's confrontational attitudes; parents' lack of knowledge about safe sex education methods and prevention of sexually transmitted diseases; Nigerian parents' authoritarian views; and parents' belief in the need to listen to the views of their children and relate more closely to them. Parents reported wanting to curtail children's rights, while children reported that their parents did not respect their opinion or privacy, which is a barrier to the cordial relationship they wanted. Most parents recommended orientation classes for parents to help resolve these issues and ease integration challenges. These results may inform policy on integration for new immigrants and promote strategies for improving effective parent-adolescent communication.

Despite abundant oil resources, the residents of the Niger Delta endure extreme poverty, polluted environments, poor infrastructure, and high unemployment. In the early 1990s, these problems led to a violent uprising against oil exploration. In 2009 the government of Nigeria attempted to end the uprising by implementing an amnesty program for the militants that was designed to address the region's problems. The amnesty program resulted in suspending the violence but so far has not resolved the region's problems. If these problems are not addressed, the uprising may resume. Although the Urhobo people comprised the largest number of militants from the Western Niger Delta, there has been no research on whether there are aspects of the Urhobo culture that may be helpful for strengthening the amnesty program and preventing a return to violence by Urhobo ex-militants. Benet's polarities of democracy model served as the theoretical framework for this ethnographic study. Data were collected through semi-structured interviews and observations of 20 Urhobo ex-militants to learn what might prevent their return to violence. Content analysis was used to identify significant themes. Findings indicated that aspects of the Urhobo culture, such as communal obligations, respect for elders, and commitment to social justice and equality, may contribute to strengthening the amnesty program and preventing a return to violence. Recommendations include incorporating meaningful participation of Urhobo elders in the further development and implementation of the amnesty program. Implications for social change include informing policy makers of the importance the Urhobo culture may play in strengthening the amnesty program.

The research problem is an analysis of the political evolution of Cameroon from a colony in 1884 to an independent state in 1961. It involves not only the transition of the country from a colony to an independent state per se, but also the various factors which kindled the rise of nationalism in the country. The problem is rendered more interesting and complex by the fact that the country had, at different times in its colonial history, been a German colony, as well as British and French colonies – although technically Britain and France administered their respective portions of the country first as mandates of the League of Nations and then as trusteeship territories of the United Nations Organization. In order to study the problem, an analysis of the political and economic policies of the colonizing powers in the country is imperative, since they were the determining factors which conditioned the country’s political destiny until 1961.

Granville Kachipumo was the Universities Mission to Central Africa’s African-born teacher at Mkului in East Africa near today’s Muheza district of Tanga, Tanzania. He was taken from his home along River Lintipe at 10 to 12 years old. Granville Kachipumo’s life began with his family west of Lake Nyasa. Ripped from the arms of his parents, Granville Kachipumo faced two inland journeys, each with its complex forms of slave trade. From the inland environment, Granville Kachipumo navigated to the mission halls of Masasi and beyond. Kachipumo’s story is, as Arthur Cornwallis Madan stated, “a story of an intelligent boy who has been seven years in the Mission Schools and risen to be a teacher and to promise well for future usefulness.”1 Granville Kachipumo’s story of slave trade to redemotion highlights the continuing slave trade after 1873. My argument is centered on the fact that after 1873, circumstances for enslaved Africans and the nature of the inland slave trade were complex. These complex circumstances are seen through Granville Kachipumo’s enslavement, emancipation, and post-enslavement life process. This paper does not aim to encapsulate the story of the slave trade as a whole but to follow the lead of Robert Harms to “shine a small beam onto the dark underside” of the East African slave trade from the inland to the coast, capture, and missions. By shining a beam on the slave ship Salama and Granville Kachipumo’s unique enslavement narrative. I demonstrate how allowing Africans to "speak for themselves" enables us to observe how the slave trade in East Africa continued and transformed in the years after 1873.

Thesis (MA (African Languages))--University of Stellenbosch, 2009. / The purpose of this study is to examine message production and image restoration in the narratives of isiXhosa-speaking farming communities. According to Gergen (1994), narrative forms – such as the stability narrative, progressive narrative and regressive narrative – are linguistic tools that have important social functions to fulfil. Gergen (1994) further indicates that self-narratives are social processes in which individuals are realised on the personal perspective or experience. The self-narratives used and analysed in this study portray the contemporary, truth-based elements of a well-formed narrative. Narrative accounts are also embedded within social action; they render events socially visible and typically establish expectations for future events because the events of daily life are immersed in narrative. The study starts by laying the foundation for the reasons why human beings tell stories and why stories are so important in people’s daily lives, since most people begin their encounters with stories at childhood. Possibly because of this intimate and long-standing acquaintance with stories from childhood, stories also serve as critical means by which human beings make themselves intelligible within the social world. This study further examines the motivations and conditions for account-giving in isiXhosa. Accounts are similar to narratives and can be retained at the level of private reflections for others to read, to be educated and to learn from and to refer to from time to time. Gergen (1994) considers self-narratives as forms of social accounting or public discourse. In this sense, narratives are conversational resources, their construction open to continuous alteration as interaction progresses. The study elaborates on this phenomenon, especially in the narrative accounts of the various isiXhosa stories that were collected and analysed. What emerges from the analyses is that the individual characters whose stories are told are portrayed as moving through their experience, dealing with some conflict or problem in their lives and, at the same time, searching for a resolution. It also emerges from the collection of these various isiXhosa narratives that they sharpen our understanding of the major stressful situations in each person’s mind and how the individual reasons about the difficulties encountered in life. The narratives prove, in this regard, to be a cultural resource that serves social purposes, such as self-identification, self-justification, self criticism and social solidification. In this sense then, for an account to be true, it has to be goal-orientated and relate to people’s day-to-day lives. The study finds that the social-interactive aspects of account-giving involve severe reproach forms, including personal attacks and derogatory aspects, which elicit defensive reactions resulting in negative interpersonal and emotional consequences.

Thesis (MA (African Languages))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The main concern of this thesis relates to an investigation of the lexical-semantic nature of the motion verb –phuma (exit, go out) in isiZulu within the framework of Generative Lexicon Theory. In particular, the thesis explores the event structure and aspectual verb class properties in the locative-subject alternation with the verb –phuma in isiZulu. Chapter one presents a general introduction to the study, stating the purpose and aims of the research, giving a broad perspective of the theoretical framework adopted, and outlining the organisation of the investigation of the lexical-semantic properties of –phuma. Chapter two presents a detailed discussion of Generative Lexicon Theory, which centrally concerns accounting for polysemy phenomena across various nominal and verbal expressions. The four dimensions of lexical-semantic representation that constitute the central theoretical properties in Generative Lexicon Theory are reviewed, i.e. Argument structure, Event structure, Qualia structure and Lexical Inheritance structure. In addition, the various facets of meaning of Qualia structure namely Fomral, Constitutive, Telic and Agentive facets, are described in relation to their theoretical significance in accounting for word meaning and polysemy. Chapter three examines in a systematic and comprehensive way the range of locative-subject alternation possibilities with the verb –phuma. In particular the range of semantic types of the NP subject argument of –phuma taking a locative complement is explored to determine whether all these sentences permit a corresponding locative-alternation construction. In addition, the aspectual verb class properties of the two variants in the alternation are analysed with regard to a range of diagnositics associated with stative events, activity events, achievement events and accomplishments events. It is known that the two variants in the alternation can be distinguished in terms of their aspectual verb class properties. Chapter four summarises the main findings of the study and presents the conclusion. / AFRIKAANSE OPSOMMING: Die hoofbelang van hierdie tesis hou verband met die ondersoek van die leksikaal-semantiese aard van die bewegingswerkwoorde –phuma in isiZulu binne die raamwerk van Generatiewe Leksikon teorie soos uiteengesit deur Pustejovsky (1996). Die tesis ondersoek spesifiek die gebeurtenis ('event') struktuur en aspektuele werkwoordklas eienskappe in die lokatief-subjek alternasie met die werkwoord –phuma in isiZulu. Hoofstuk een gee 'n algemene oorsig van die studie, stel die doelstellings van die teoretiese raamwerk wat aanvaar word, en skets die organisasie van die studie oor die leksikaalsemantiese kenmerke van –phuma. Hoofstuk twee bied 'n detail bespreking van Generatiewe Leksikonteorie, wat sentraal verband hou met die verklaring van polisemieverskynsels van naamwoordelike en werkwoordelike uitdrukkings. Die vier dimensies van leksikaal-semantiese representasie wat die sentrale teoretiese eienskappe vorm in Generatiewe Leksikonteorie word beskou, naamlik argumentstruktuur, Gebeurtenis ('Event') struktuur, Qualiastruktuur en Leksikaleerwingstruktuur. Voorts word die verskillende fasette van betekenis van Qualiastruktuur, nl. Formeel, Konstitief, Doel ('Telic') en Agentief beskryf rakende die teoretiese belang daarvan vir die verklaring van woordbetekenis en polisemie. Hoofstuk drie ondersoek op 'n sistematiese wyse die verskeidenheid van lokatief-subjek alternasie moontlikhede met die werkwoord –phuma. In die besonder, word die semantiese tipes van die NP subjek argument van –phuma wat 'n lokatiewe komplement neem ondersoek om te bepaal watter van hierdie sinne neem 'n lokatiewe-alternasie konstruksie. Voorts word die aspektuele werkwoordklas kenmerke van die twee variante in die alternasie ontleed met verwysing na 'n reeks toetse vir die onderskeid van aspektuele werkwoordklasse. Daar word aangetoon dat die twee alternasies onderskei kan word in terme van aspektuele werkwoordklas. Hoofstuk vier gee die opsomming en konklusie van die studie. / UKUBUKEZA KAFUSHANE: Lesi sifundo sibheka ucwaningo lwesimantikhi yelekhizikhoni yezenzo ezikhethiweyo esiZulwini. Esahlukweni soku – 1, injongo yalesisifundo iyashiwo, imiphumela yocwaningo mayelana nesimathikhi yelekhizikhoni yesenzo u – phuma kanjalo nengqikithi yelekhizikhoni itshengiswe ngokukaPustejovosky (1996). Isimo sengqikithi kanye nokulungiselelwa kwesifundo kuzoxoxwa ngakho kulesisifundo. Isahluko sesi – 2 siveza uhlobo lwesimantikhi yethu. Ulwazi olucutshunguliwe lwelekhizikhoni lufaka amazinga amaningi amele izinhlobo ezahlukeneyo zolwazi lwesimantikhi. Kula mazinga singabala isakhiwo sempikiswano, isakhiwo sesigameko, isakhiwo sekhwaliya kanye nesakhiwo esisohlwini ololandelayo. Lesi sahluko sesibili sibuye siboniso ngokucace kakhulu ngokwesakhiwo sekhwaliya nangendima edlaliwe ekuqhubekiseni imisebenzi yamagama kanye namabinzana ahlanganisiwe. Isahluko sesi – 3 sihlola ucwaningo lwesimantikhi lwesenzo u – phuma esimayelana nezingxenye zezimpawu ezikhethiweyo zempikiswano yebinzana lebizo eliyinhloko yesenzo u – phuma kanye nezincazelo ezahiukahlukene ezivela emagameni ahlanganiswe ngokwempikiswano yemfezeko. Izindlela zezincazelo eziningi zesenzo u – phuma zihloliwe esakhiweni sokushintshana emishweni ngokubandakanye esakhiweni sesigameko. Incazelo yelekhizikhoni ngokwamagama esakhiwo sempikiswano kanye nesakhiwo sesigameko sesenzo u – phuma emishweni eyahlukahlukene icutshunguliwe. Isahluko sesi – 4 siyisiphetho esifingqa konke okutholakala ezahlukweni ezindlule esifundweni socwaningo lwelekhizikhoni yesimantikhi yezenzo ezikhethwe esiZulwini.

Thesis (MA (African languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa. / AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.

Thesis (DLitt (African Languages))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: It has been observed in human interaction within our social milieu that individuals make attempts from time to time to influence others in order to accomplish their goals. The scholarly interest in the message-production side of this phenomenon has assumed the study of compliance gaining or persuasion (Wilson 2002; Dillard 2004). According to Wilson (2002:15), “contemporary theories of persuasive message production are guided by a metaphor of ‘goal pursuit’” .This study pursues this proposition by focusing on the following purposes: (a) To explore the social influence goals that are characteristic of interpersonal persuasive communication in Xhosa (b) To explore the empirical and theoretical properties of communicative competence of isiXhosa speakers as exemplified in the planning and accomplishment of influence goals within the framework of Wilson’s (1997, 1998, 2002) Cognitive Rule (CR) model of interaction goals, Berger’s (1997) approach to planning social influence goals in persuasive messages, and Dillard’s (2004) Goal Plan Action (GPA) model (c) To establish the theoretical questions raised by the empirical evidence of social influence goals of Xhosa speakers for the extension, refinement and modification of the cited models of interaction goals and persuasive message production The data, from which the written descriptions of the persuasive messages were analysed, were collected from college students at False Bay College in Khayelitsha, in the Western Cape. A total of 24 Xhosa-speaking students (12 women and 12 men) within the age range of 18 to 23 years were asked to write self-reports on their recollection of recent influence episodes in which they attempted to change other fellow students’ behaviour on specific themes, i.e. Religion, Education, Parent-child relationship, Social/casual relationship, Favour from a friend and Intimacy/relationship. The research data were analysed and evaluated against the amalgamation of the concepts, principles and propositions that constitute the designated theoretical frameworks, namely the CR model, the planning approach and the GPA model. The results indicate that the proposed theoretical mechanisms are applicable and profitable in the analysis of the research data of the current study. This finding is evidenced by the frameworks’ utility in addressing and explaining the nature and scope of persuasive imperatives that presumably underlie the influence goals in seeking compliance in Xhosa. The results indicate that the proposed theoretical mechanisms are applicable and profitable in the analysis of the research data of the current study. This finding is evidenced by their utility in addressing and explaining the nature and scope of persuasive imperatives that presumably underlie the influence goals in seeking compliance in Xhosa. / AFRIKAANSE OPSOMMING: Tydens interaksie tussen mense in ons sosiale omgewing is al opgemerk dat individue van tyd tot tyd pogings aanwend om ander te beïnvloed ten einde hul eie doelwitte te bereik. Die wetenskaplike belangstelling in die boodskapproduksiedeel van hierdie verskynsel het op die studie van die bereiking van nakoming of oorreding gefokus (Wilson 2002; Dillard 2004). Wilson (2002:15) is van mening dat hedendaagse teorieë van oorredingsboodskapproduksie deur ’n metafoor van ‘doelwitnastrewing’ gerig word. Hierdie studie ondersoek hierdie stelling deur op die volgende doelwitte te fokus: (a) Om die sosiale-invloed-doelwitte wat kenmerkend is van interpersoonlike oorredingskommunikasie in Xhosa te ondersoek (b) Om die empiriese en teoretiese eienskappe van kommunikatiewe vaardigheid van Xhosa-sprekers te ondersoek, soos in die beplanning en bereiking van invloeddoelwitte binne die raamwerk van Wilson (1997, 1998, 2002) se kognitiewereël- (KR-)model van interaksiedoelwitte, Berger (1997) se benadering tot die beplanning van sosiale-invloed-doelwitte in oorredingsboodskappe, en Dillard (2004) se doelplanaksie- (DPA-)model toegelig word (c) Om die teoretiese vrae wat op grond van die empiriese bewyse van Xhosa-sprekers se sosiale-invloed-doelwitte na vore kom, te bepaal, sodat die genoemde modelle van interaksiedoelwitte en oorredingsboodskapproduksie uitgebrei, verfyn en gewysig kan word Die data waaruit die skriftelike beskrywings van die oorredingsboodskappe ontleed is, is van kollegestudente by Valsbaai Kollege in Khayelitsha in die Wes-Kaap versamel. ’n Totaal van 24 Xhosa-sprekende studente (12 vroue en 12 mans) in die ouderdomsgroep 18 tot 23 jaar is gevra om selfverslae te skryf oor hul herinnerings van onlangse invloedepisodes waarin hulle gepoog het om ander medestudente se gedrag ten opsigte van spesifieke temas te verander. Dit temas was Geloof, Opvoeding, Ouer-kind-verhouding, Sosiale/oppervlakkige verhouding, Guns van ’n vriend en Intimiteit/verhouding. Die navorsingsdata is ontleed en ten opsigte van die samevoeging van die konsepte, beginsels en stellings waaruit die aangewese teoretiese raamwerke, naamlik die KRmodel, die beplanningsbenadering en die DPA-model bestaan, geëvalueer. Die resultate toon aan dat die voorgestelde teoretiese meganismes toepaslik en nuttig is in die ontleding van die navorsingsdata van hierdie studie. Die bevinding word gestaaf deur die raamwerke se nut om die aard en omvang van oorredingsopdragte, wat vermoedelik ten grondslag van die invloeddoelwitte in die strewe na nakoming in Xhosa lê, bloot te lê en te verklaar.