Mémoire (M.Ling.)-- Université du Québec à Chicoutimi, 1992. / Ce mémoire a été réalisé à l'UQAC dans le cadre du programme de maîtrise en linguistique de l'Unniversité Laval extensionné à l'UQAC. CaQCU Bibliogr.: f. 113-117. Document électronique également accessible en format PDF. CaQCU

Thesis (M.A. (Translation and Linguistics)) -- University of Limpopo, 2022 / The aim of this study was to compare anaphors between Xitsonga and English. This study was to find out if there are any similarities and differences of anaphors between Xitsonga and English. The researcher also wanted to find the functions of anaphors in Xitsonga and English, the types of anaphors, as well as surface structures and deep structures of anaphors in Xitsonga and English. The researcher looked at the syntax of Xitsonga and English focusing on anaphors. The similarities and differences were discovered, the types of anaphors in Xitsonga and English, the functions of anaphors in Xitsonga and English, as well as the surface structure and the deep structure of anaphors in Xitsonga and English were compared. The interpretation and meaning of anaphors are the same but varies in syntax constructions. The findings of the study are that there are two types of anaphors in Xitsonga and in English, which are reflexives and reciprocals. In Xitsonga, prefixes of verbs form reflexivity, for example ‘tirhandza’ (loves herself). The prefix ti- from the verb tirhandza forms reflexivity. On the other hand, reciprocals are formed by suffixes, for example; ‘rhandzana’ (love each other). The suffix -ana from the verb rhandzana form reciprocity. This means anaphors in Xitsonga are formed by verbs. English uses pronouns like ‘himself’, ‘herself’ and ‘themselves’ to identify their anaphors. The study suggests that scholars must do further research on anaphors between Xitsonga and English. Academics, linguists among others, must be interviewed as they may have better interpretation of anaphors between Xitsonga and English.

Thesis(M.A. (Translation and Linguistics Studies)) -- University of Limpopo, 2022 / The aim of this study was to examine the notion of projection, as underpinned by the Projection Principle, between the subject, the verb, the object, the adjective and the adverb in Tshivenḓa. Data were collected through participant observation, wherein the researcher collected data in the form of clauses and sentences in Tshivenḓa. This study found that verbs and subject prefixes are predicates which project arguments in sentences. These arguments are characterised both linguistically and in the form of word realities. The study further found that Tshivenḓa is a pro drop language because the adjectival argument prefix can locate the subject argument in absentia. In turn, subject arguments and adjectival arguments carry the same class nominal prefix. The projection of elements of a sentence in Tshivenḓa identifies grammatical relations between constituents. Lastly, it is recommended that studies of a similar nature should be conducted in other African languages to establish how elements of a clause or sentence cohere as informed by the Projection principle.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study investigates how gratitude expressions may be expressed in Tshivenda. Studies on the expressions of gratitude have been conducted in various languages. Politeness is a pragmatic mechanism in which a variety of structures work together according to the speaker's intention of achieving smooth communication. Speech acts on the other hand is the same as an illocutionary act (intention of the sender). The same world can be used to perform different speech acts. The findings in this study is based on situations in which gratitude is expressed in response to receiving a reward, gift, favour, service and compliment (Eisentein and Bodman 1986). Gratitude is expressed when a person benefits from another person. In this study the data shows consistent use of expressions of gratitude within specific contexts. The results of this study are consistently interpretable in that the bigger the imposition on the giver, the more polite expressions are employed. Gratitude expressions have been analysed from gratitude functions. These functions include the following: Thanking, appreciations, liking, surprise, generosity, pleasure, indebtedness, relief, desire, caring, enthusiasm, reciprocate, reason, reassurance and compliment. In Tshivenda thanks, pleasure and appreciation have a high frequency and these gratitude functions show extreme politeness of the Venda people. There are also certain functions in Tshivenda which have a very low frequency, i.e. reason, desire, enthusiasm, reciprocate, generosity and caring. Therefore, they are not considered as possible gratitude functions in Tshivenda and are also unfamiliar in Tshivenda. / AFRRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe uitdrukkings van dankbaarheid in Tshivenda uitgedruk kan word. Studies oor uitdrukkings van dankbaarheid is gedoen in verskeie tale. Beleefdheid is 'n pragmatiese meganisme waarin 'n verskeidenheid strukture saamwerk volgens die spreker se bedoeling om gladde kommunikasie te bewerkstellig. Spraakhandelinge, aan die anderkant, is dieselfde as illokusionere handelinge (bedoeling van die spreker). Dieselfde woord kan gebruik word om verskillende Spraakhandelinge uit te voer. Die bevindinge in hierdie studie is gebaseer op situasies waarin dankbaarheid uitgespreek word as antwoord op die ontvangs van 'n beloning, geskenk, guns en kompliment (Eisenstein en Bodman, 1986). Dankbaarheid word uitgedruk wanneer 'n persoon voordeel trek uit 'n ander persoon. In hierdie studie toon die data eenvormige gebruik van uitdrukkings van dankbaarheid binne spesifieke kontekste. Die resultate van hierdie studie is telkens interpreteerbaar soos volg: hoe grater die druk op die gewer, hoe meer beleefd is die dankbaarheids- uitdrukkings. Suike uitdrukkings is geanaliseer vanaf dankbaarheidsfunksies, naamlik bedanking, waardering, voorkeur, verrassing, vrygewigheid, plesier, skuld, verligting, begeerte, entoesiasme, wederkerigheid, rede, versekering en kompliment. In Tshivenda het bedanking, plesier en waardering 'n hoe frekwensie van voorkoms en hierdie dankbaarheidsuitdrukkings toon die besondere beleefdheid van die Venda. Daar is ook sekere funksies in Tshivenda wat 'n bate lae frekwensie het, naamlik rede, begeerte, entoesiasme, wederkerigheid, vrygewigheid en sorg. Dus kan hulle nie beskou word as moontlike dankbaarheidsfunksies in Tshivenda nie.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: 1.1 AIM OF THE RESEARCH Relational nouns are those nouns which have the characteristic of being related in some other way. These nouns also show us that there is always equality and inequality in status amongst the people. It is in this research where I am going to show this difference amongst tshivenda nouns. At the end of this study tshivenda relational nouns, with the involvement of vertical relations of dependency and horizontal relations with no dependency, will be explained. Focus on this issue will be paid to different kinship terms with dependency and no dependency. 1.2. ORGANISATION OF THE STUDY Chapter 2 is going to focus on the tshivenda relational nouns. In this chapter vertical relations of dependency and horizontal relations with no dependency will be clearly explained. Kinship terms and non-kinship terms are also going to be illustrated. In the illustration of non-kinship terms, different situations in which they occur are also given. Venda antonyms and synonyms as words that occur in horizontal relations with no dependency are distinguished and classified. Chapter 3 will basically be doing with the kikinship terms. Anthropological views on kinship will also be looked at. Anthropologists Radcliffe – Brown and Fortes give their different views on the concept of kinship. This chapter goes further by showing the linquistic views on kinship. Here Doodenough comes with two relationships that lead to lineal descent. Lounsburry also shows the structural analysis of lexical set of covers and partitions a semantic field. The chapter proceeds by defining marriage and also shows how the Vhavenda boys choose their partners, pay lobola and marry. A Venda lineal descent has also been illustrated. Different generations, from the fourth ascending generation to the third descending generation are explained. Chapter 4 will be showing the outcome of the research. This will be based on chapters 2 and 3.

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.

Study to present a lexical-semantics analysis of two verbs in Xhosa. / Thesis (MA)--Stellenbosch University, 2004. / Study to present a lexical-semantics analysis of two verbs in Xhosa. / ENGLISH ABSTRACT: The aim of this study is to present a lexical-semantics analyis of the verbs -phambuka and -jika in Xhosa. Chapter 1 presents an overview of the study as a whole, including reference to the aims of the research, the Theoretical Framework assumed and the organisation of the study. In Chapter 2, the Generative theory of the lexicon is reviewed. The multiple levels of representation of the different kinds of lexical information are discussed, including Argument structure, Event structure, Qualia structure and also the Lexical Inheritance structure. Chapter 3 presents a discussion of the polysemy of the verbs with reference to -phambuka. The polysemous behaviour of the verb -phambuka is examined with reference to sentence alternation constructions illustrating how the properties of the event structure of the verb changes in the alternations. Chapter 4 examines the polysemy of the verb -jika. The polysemous behaviour of the verb -jika is examined with reference to sentence alternation constructions that demonstrate the properties of the event structure of this verb in the respective alternations with AgentlTheme subject in contrast to Location-subject constructions. Chapter 5 presents a summary of the main findings and the conclusion of the study. / AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie is om 'n leksikaal-semantiese analise te doen van die bewegingswerkwoorde -phambuka ('afdraai') en -jika ('draai') in Xhosa. Hoofstuk 1 bied 'n oorsig van die studie as geheel, insluitende die stel van die doelstellings van die studie, die teoretiese raamwerk wat aanvaar word, en die organisasie van die studie. In Hoofstuk 2, word die Generatiewe Leksikon Teorie behandel. Die veelvuldige vlakke van representasie vir die tipes semantiese inligting benodig, word ondersoek. Hierdie vlakke is naamlik die Argumentstruktuur, Gebeurtenisstruktuur ('Event structure'), Qualia struktuur, en Leksikale erfenisstruktuur. Hoofstuk 3 bied 'n bespreking van die polisemie van werkwoorde met verwysing na -phambuka in Xhosa. Die polisemiese gedrag van -phambuka word ondersoek met verwysing na alternasiekonstruksies, wat illustreer het hoe veranderings in die alternasies verband hou met gebeurtenis-struktuur eienskappe van die werkwoord. Hoofstuk 4 ondersoek die polisemie van die werkwoord -jika in Xhosa. Die polisemiese gedrag van die werkwoord -jika word ondersoek met verwysing na sinsalternasie konstruksies wat die eienskappe van gebeurtenis struktuur van die werkwoord illustreer in die respektiewelike alternasies met AgentrTema subjek, in teenstelling met Lokasie-subjek konstruksies. Hoofstuk 5 bied die hoofbevindinge en 'n opsomming van die studie.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study deals with the lexical semantic analysis of motion verbs -za and -ya in Xhosa. In Chapter 1 the aim of the study is stated vividly. The characteristics and properties about the lexical semantic analysis of the verbs -za and -ya as well as the generative lexicon theory by Pustojovsky (1996) are discussed. The theoretical framework and the organisation of study are also discussed in this Chapter. In Chapter 2 we address in more detail the type for semantics. A generative theory of the lexicon includes multiple levels of representation for different types of lexical information needed. Amongst the levels there are structures such as Arguments, Event, Oualia and Inheritance structure. This structure of Oualia and the role they play in giving out the functional behaviour of words and phrases in composition is represented in more detail. Chapters 3 and 4 address the lexical semantic analysis of the verbs -za and -ya to account for the variety of selectional properties of the noun phrase subject argument of the verbs -za and -ya and the various interpretations that arises the terms of composition with its polysemous behaviour of the verbs -za and -ya are examined in sentence alternation constructions with respect to event structure characteristics. The lexical representation in terms of argument structures and the event structure of the verbs -za and -ya in different sentences and also explored. The different meanings of the lexicon in the different sentences are also explored. Chapter 5 is the conclusion, the critical analysis of the findings of all 4 Chapters in this study on lexical semantic analysis of the motion verbs -za and -ya in the Xhosa language. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die leksikaal semantiese eienskappe van die bewegingswerkwoorde -za en -ya in Xhosa. In hoofstuk een word die doelstelling van die studie uiteengesit. Die teorie van Generatiewe Leksikon van Pustejovsky word kortliks bepreek, wat die teoretiese raamwerk is van die studie. Laastens word die organisasie van die studie bespreek in hierdie hoofstuk. In hoofstuk 2 bespreek ons in groter besonderhede die model van Generatiewe Leksikon teorie. 'n Generatiewe teorie van die leksikon sluit in veelvuldige vlakke van representasie vir die verskillande tipes leksikalle inligting wat benodig word. Tussen die vlakke daar is strukture soos is Argumentstruktuur, Handeling struktuur, Qualia en die rol wat dit speel in die verspreidig van die funksionele gedrag van woorde en frases in kombinasie, word ook in meer besondere bespreek. Hoofstuk 3 en 4 ondersoek die leksikaal semantiese analise van die werkwoorde -za en -ya en die verskeidenheid interpretasies wat beskikbaar is vir -za en -ya in kombinasie met die komplement argumente daarvan. Die polisemiese gedrag van die werkwoorde - za en -ya word ondersoek in sinsalternasiekonstrukusies ten opsigte van die gebeurtenis struktuur. Die leksikale representasie in terme van argument struktuur en die gebeurtenis struktuur van die werkwoorde -za en -ya in verskillende sinne met verskillende seleksiekenwerke van die subjek, word ook ondersoek. Die verskillende representasis van -ya en -za leksikon vir verskillende sinne word ook ondersoek. Hoofstuk 5 bied 'n samevatting van die studie, en gee die vernaamste bevindings van die vorige hoofstukke van hierdie studie oor die leksikaal semantise analise van die werkwoorde -za en -ya in Xhosa.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study explores the lexical semantics of the motion verbs -qengqeleka, -tshona, jikeleza and -tyibilika in Xhosa. In Chapter 1 the aims of the study are stated. Properties about the lexical semantic analysis of the verbs -qengqeleka, -tshona, -jikeleza and -tyibilika as well as the generative lexicon theory posited by Pustejovsky (1996) are discussed. The theoretical framework as it relates to the analyses and the organisation of study are also outlined in this chapter. Chapter 2 addresses in more detail the type system for semantics. The generative theory of the lexicon postulated by Pustejovsky includes multiple levels of representation for different types of lexical information needed. Among such levels are argument structure, event structure, qualia structure and inheritance structure. Chapter 2 also represents in more detail the qualia structure and the role they play in distributing the functional behaviour of words and phrases in composition. Chapter 3 examines the lexical semantics of the verbs -qengqeleka, -tshona, -jikeleza and -tyibilika to account for the range of selectional properties of the NP subject arguments of the verbs -qengqeleka, -tshona, -jikeleza and -tyibilika and the various interpretations that arise in terms of composition with its complement arguments. The polysemous behaviour of the verbs -qengqeleka, -tshona, -jikeleza and -tyibilika is examined in sentence alternation construction with respect to event structure properties. The lexical representation in terms of argument structure and event structure of the verbs -qengqeleka, -tshona, -jikeleza and -tyibilika in different sentences is also investigated. Chapter 4 is the conclusion of the study, and presents a summary of the findings of the previous chapters on the lexical semantic analysis of the motion verbs -qengqeleka, -tshona, -jikeleza and -tyibilika in Xhosa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die leksikale semantiek van die bewegingswerkwoorde -qengqeleka, -tshona, -jikeleza en -tyibilika in Xhosa. In Hoofstuk 1 word die doelstellings van die studie uiteengesit. Eienskappe van die leksikaal-semantiese analise van die werkwoorde -qengqeleka, -tshona, -jikeleza en -tyibilika word bespreek. Die raamwerk van die Generatiewe Leksikon teorie, soos gepostuleer deur Pustejovsky (1996) word ook bespreek. Die teoretiese raamwerk en organisasie van die studie word ook in hierdie hoofstuk uit een gesit. Hoofstuk 2 behandel in meer besonderhede die teorie van Generatiewe Leksikon, in die besonder die semantiese tipe sisteem. Die Generatiewe teorie van die Leksikon soos ontwikkel deur Pustejovsky bevat veelvuldige vlakke van representasie vir die verskillende tipes leksikale inligting benodig. Hierdie vlakke sluit in: Argumentstruktuur, Gebeurtenisstruktuur, Oualiastruktuur, en Leksikale erwingstruktuur. Hoofstuk 2 gee ook 'n meer gedetaileerde oorsig van die Oualia struktuur en die rol wat dit speel in die funksionele gedrag van woorde en frases in komposisie met mekaar. Hoofstuk 3 ondersoek die leksikale semantiek van die werkwoorde -qengqeleka, - tshona, -jikeleza en -tyibilika om 'n verklaring te gee vir die verskeidenheid seleksiebeperkings van hierdie werkwoorde en die verskeidenheid interpretasies wat na vore kom in terme van die komposisie van hierdie werkwoorde met hulle komplement argumente. Die polisemiese gedrag van hierdie werkwoorde word verder ook ondersoek met betrekking tot die gebeurtenisstruktuur ('event structure') eienskappe daarvan. Die leksikale representasie in terme van argumentstruktuur en gebeurtenisstruktuur van die werkwoorde -qengqeleka, -tshona, -jikeleza en -tyibilika in verskillende sinne word ondersoek. Hoofstuk 4 is die konklusie van die studie, en bied 'n opsomming van die hoofbevindinge van die voorafgaande hoofstukke oor die leksikaal-semantiese analises van die bewegingswerkwoorde -qengqeleka, -tshona, -jikeleza en -tyibilika. / ISISHWANKATHELO Esi sifundo siphonononga uhlalutyo Iwesemantiki yelekhisikoni yezenzi zentshukumo - qengqeleka, tshona, jikeleza notyibilika. UMongo wesifundo uxeliwe kwisahluko 1. Iziphumo zohlalutyo Iwesemantiki yelekhisikoni yezenzi u- qengqeleka, tshona, jikeleza notyibilika ngokunjalo nengcingane yelekhisikoni evelisayo ngokuka Pustejovsky (1996) zixoxiwe. Ubume bengcingane kunye nolungiselelo Iwesifundo zikwaxoxiwe kwesi sahluko. Isahluko 2 siyila indlela emisiweyo yohlobo Iwesemantiki yethu. Ingcingane evelisayo yelekhisikoni iquka imigangatho emininzi yenkcazelo ngokwentlobo ezahlukeneyo ezifuna ulwazi Iwesemantiki. Eminye yale migangatho lulwakhiwo Iwe-adyumenti, ulwakhiwo Iwesiyaneko, ulwakhiwo Iwekhwaliya kunye nolwakhiwo loêalo. Isahluko 2 sikwabonisa ngokucace kakhulu ngolwakhiwo Iwekhwaliya ngendima edlaliweyo ekusasazeni impatho yomsebenzi wamagama namabinzana kwindibaniso. Isahluko 3 sivavanya uhlalutyo Iwesemantiki yelekhisikoni yezenzi u- qengqeleka, tshona, jikeleza notyibilika ngokwengcaciso yodweliso Iweempawu ezikhethiweyo zeadyumenti yebinzana lesibizo esiyintloko sezenzi u- qengqeleka, tshona, jikeleza notyibilika kunye notoliko olwahlukeneyo oluvela ngokwamagama endibaniso ngokweadyumenti yemfezekiso. Impatho yentsingiselo ezininzi zezenzi u- qengqeleka, tshona, jikeleza notyibilika ivavanyiwe kulwakhiwo lotshintshwano Iwezivakalisi ngokuhlomela iimpawu zolwakhiwo Iwesiganeko. Inkcazelo yelekhisikoni ngokwamagama olwakhiwo Iwe-adyumenti kunye nolwakhiwo Iwesiganeko sezenzi u- qengqeleka, tshona, jikeleza notyibilika kwiziVakalisi ezahlukeneyo zikwaphengululiwe. Isahluko 4 sisiqukumbelo, esishwankathela iziphumo zezahluko ezingaphambili kwesi sifundo kuhlalutyo Iwesemantiki yelekhisikoni yezenzi zentshukumo u- qengqeleka, tshona, jikeleza notyibilika kwisiXhosa.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study explores the speech act of refusal in educational contexts in isiXhosa. The speech utterance is used to accept or refuse request. The request can be made by a friend, parent, school principal etc. The authority of the one making request is very important because it makes the recipient of the request to think twice before he or she refuses. This is done by the fact that the recipient is afraid to damage the face of the requestor. Secondly, the rights that people have make it difficult for the person in authority to use his powers in a way that is not satisfactory, because people belong to unions that protect their rights. For instance, the teacher requests leave because he wants to go and make provisions for his son who is coming from the initiation school. In this regard, the principal is unable to refuse fully although the exams are around the corner. He has to use certain strategies in convincing the teacher about the importance of the forthcoming exams. In the Department of education there is a district director and his team, responsible for certain departments, the school inspectors, subject-advisors, school principals, teachers and students. Each and every one of the above-mentioned has a right to make request. Some of them resort into using politeness strategies when requesting or refusing to obey the request. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van weiering in opvoedkundige kontekste in isiXhosa. Die spraakuiting word gebruik om 'n versoek te aanvaar of te weier. Die versoek kan gemaak word deur 'n vriend, ouer, skoolhoof, ens. Die gesag van die persoon wat die versoek maak is baie belangrik, want dit veroorsaak dat die ontvanger van die versoek deeglik dink voordat hy/sy dit weier. Dit word veroorsaak deurdat die ontvanger van die versoek bang is om die gesig ('face') van die versoeker te beskadig. Die regte wat mense het, maak dit moeilik vir die persoon met gesag om sy/haar magte te gebruik op 'n wyse wat onbehoorlik is, want mense behoort aan vakbonde wat hulle regte beskerm. Byvoorbeeld, 'n onderwyser versoek verlof want hy wil voorsorg gaan maak vir sy seun wat terugkeer uit die inisiasieskool. In hierdie gval is die skoolhoof nie in staat om die versoek volledig te weier nie, alhoewel die eksamens binnekort geskryf sal word. Die skoolhoof gebruik sekere strategieë om die onderwyser te oortuig van die belangrikheid van die eksamens. In die Departement van Onderwys, is daar 'n distriksdirekteur en sy span, verantwoordelik vir sekere departemente, die skoolinspekteurs, vakadviseurs, skoolhoofde, onderwysers en leerders. Elkeen van die genoemde persone het die reg om versoeke te rig. Sommige persone maak gebruik van beleefdheidstrategieë in die weiering of reg van 'n versoek.