This study focuses on the predicate argument structure (PAS) of a sub-class of verbs in Xitsonga - verbs of change of possession: give, contribute, future having, providing, obtaining and verbs of exchange. It is shown that these verbs select various theta roles to form their PAS in the different alternations allowed in this language. The effects of the applicative {-el-} and causative {-is-} verbal affixes on the PAS of such verbs are also considered. The study confirms the fact that the ordering of objects in ditransitive verbs is determined by an interplay of syntactic and semantic factors. Ambiguity arises in the case of two animate objects. In this case the object with a definite reading will appear adjacent to the verb. / African Languages / M. A. (Arican Languages)

Orientador: Juanito Ornelas de Avelar / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T15:34:59Z (GMT). No. of bitstreams: 1 Goncalves_Elisangela_D.pdf: 2293043 bytes, checksum: 0e46c4ba88b878d4815016c4fb63a451 (MD5) Previous issue date: 2012 / Resumo: Assumindo os pressupostos minimalistas da Teoria de Princípios e Parâmetros (CHOMSKY 1995), mais especificamente na linha da abordagem proposta em Adger (2004), esta tese analisa construções com o verbo ser que adquirem leitura existencial, comparando seu comportamento sintático com o de sentenças existenciais construídas com outros verbos, como ter e estar (com). Adotando uma visão não-lexicalista, à luz da Morfologia Distribuída (HALLE & MARANTZ 1993), a hipótese norteadora desta pesquisa é a de que a matriz fonológica de ser é inserida pós-sintaticamente, sob a condição de que a categoria v esteja adjacente a um núcleo portador da versão interpretável do traço Deg (Degree), responsável pelo caráter avaliativo que marca as construções existenciais com esse verbo. Para embasar essa hipótese, a investigação se pauta nos estudos de Avelar (2004, 2009) em torno das construções existenciais com ter e estar com, segundo os quais a matriz fonológica do verbo existencial é selecionada pós-sintaticamente, a partir da combinação de traços resultante de procedimentos que se operam na computação sintática. A tese também segue a proposta de Embick (2003), que apresenta evidências favoráveis à ideia de que condições de adjacência são relevantes no processo de inserção vocabular, bem como explora desdobramentos da análise de Silbaldo (2006) em torno das Small Clauses Livres do Português Brasileiro, em particular no que diz respeito ao argumento de que tais construções trazem em sua configuração a projeção DegP (Degree Phrase) / Abstract: Based on the Minimalist version of the Principle and Parameters Theory (CHOMSKY, 1995), more specifically in accordance with the approach proposed in Adger (2004), this paper analyzes existential constructions with the verb ser (to be), comparing its syntactic behavior to that of existential sentences with verbs ter (to have) and estar/estar com (to be (with)). By adopting a non-lexicalist view, based on the theoretical assumptions of the Distributed Morphology framework (HALLE & MARANTZ, 1993), the guiding hypothesis of this research is that the phonological matrix of be is inserted post-syntactically, under the condition that the v category be adjacent to a head that presents an interpretable version of the Degree feature, responsible for the evaluative character that marks existential constructions with this verb. To support this hypothesis, the research follows the studies of Avelar (2004, 2009) related to existential constructions with the verbs ter and estar com. According to those studies, the phonological matrix of the existential verb is selected post-syntactically, based on the combination of features resulting from procedures that occur in syntactic computation. This doctoral dissertation also follows Embick's (2003) proposal, which presents evidence for the idea that adjacency conditions are relevant in the vocabulary insertion process. Besides, it explores Sibaldo's (2006) deployments about Free Small Clauses in Brazilian Portuguese, particularly regarding the fact that such constructions bring in its configuration a Degree Phrase / Doutorado / Linguistica / Doutora em Linguística

Orientador: Carolina Maria Rodríguez Zuccolillo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T00:03:46Z (GMT). No. of bitstreams: 1 Santos_GleideAmaraldos_D.pdf: 2312794 bytes, checksum: c5a69120d9bd73d74f46910e0664b1d0 (MD5) Previous issue date: 2013 / Résumé: Cette thèse, inscrite dans l'histoire des idées en commun avec Linguistique Analyse du discours, vise à analyser les effets des sens la formulation discursive des règles et des ajouts dans les grammaires Julio Ribeiro, Said Ali et Evanildo Bechara. Si ces règles de grammaire et des textes qui, ici, nous appelons ajouts grammaticales, ce qui nous considérons leurs discours, concernant la langue del'externalité, étant entendu que cette relation est la constitution mutuelle. En conséquence, nous analysons la rédaction de procédures de la règle, compte tenu de ce qui se passe dans le corps du texte et les notes et commentaires, en tenant compte des conditions particulières de grammatisation au Brésil. Les questions qui guident notre étude sont les suivantes: Comment les images de l'intégralité de la langue? Comme ce sujet se pose par rapport à la langue, au Brésil, en tenant compte des conditions spécifiques de grammatisation? Quel genre de "incomplétude", c'est que si vous voulez "remplir" les grammaires brésiliens? Quelle est votre relation avec la tension entre la langue - la norme - du Portugal et le Brésil? Voici, d'abord, le concept des langues grammatisation, processus qui inclut la question de la formulation de la règle et la norme. Dans un second temps, nous traitons les règles et les ajouts discours historico-grammaticale sur le terrain, discuter de la standardisation de la langue, à travers les règles. Nous avons également discuté de la question de la production de connaissances sur la langue, pour voir comment il donne la formulation de règles et ajouts des grammaires sélectionnés et a ensuite fait un sur vol des parties de grammaires, la coupe des règles spécifiques d'analyse de la mise pronoms atones, en cherchant à réaliser la mise en place de la règle, la formulation de règles et ajouts des grammaires brésiliens / Resumo: Essa tese, inscrita no domínio da História das Ideias Linguísticas em articulação com a Análise de Discurso, tem como objeto analisar discursivamente os efeitos de sentidos da formulação das regras e os acréscimos nas gramáticas de Julio Ribeiro, Said Ali e Evanildo Bechara. Foram essas regras gramaticais e os textos, que aqui chamamos de acréscimos gramaticais, que nos fizeram considerar suas discursividades, relacionando a linguagem à exterioridade, entendendo que esta relação é de constituição mútua. Nesse sentido, procuramos analisar os procedimentos de formulação da regra, tendo em vista o que vai no corpo do texto e nas notas e comentários, considerando as condições particulares da gramatização no Brasil, país de colonização portuguesa. As perguntas que norteiam nossa reflexão são: Como se constrói o imaginário da completude da língua? Como esse sujeito se coloca em relação à língua no Brasil, em relação à língua de Portugal? Que tipo de "incompletude" é que se procura "preencher" nas gramáticas brasileiras? Qual sua relação com a tensão entre a língua - a norma - de Portugal e do Brasil? Apresentamos, primeiramente, o conceito de gramatização das línguas, processo em que se insere a questão da formulação da regra e da norma. Em um segundo momento, tratamos das regras e dos acréscimos gramaticais no domínio histórico-discursivo, discutindo a normatização da língua, por meio das regras. Discutimos também a temática da produção do saber sobre a língua, para verificar de que modo se dá a formulação das regras no corpo do texto e nos acréscimos nas gramáticas selecionadas e em seguida fizemos uma apresentação geral das partes dessas gramáticas trazendo algumas regras gerais para análise e recortando para a análise específica as regras de colocação dos pronomes átonos, procurando perceber a instituição da norma, pela formulação das regras e os acréscimos nas gramáticas brasileiras / Abstract: This thesis, entered the field of Linguistic History of Ideas in a linkage with the Discourse Analysis, aims at analyzing the discursive the effects of senses of formulation of rules and increases in grammars Julio Ribeiro, Said Ali and Evanildo Bechara. These were the texts and grammar rules, which here we call grammatical increases, we did consider his discoursivities, relating the language to exteriority, understanding that this relationship is of mutual constitution. Accordingly, we analyze the procedures for formulating the rule, in view of what is in the body of the text and the notes and comments, considering the particular conditions of grammatisation in Brazil, country of Portuguese colonization. The questions that guide our reflection are: How do you build the imaginary completeness of the language? How this subject arises in relation to language in Brazil compared the language of Portugal? What kind of "incompleteness" is that it seeks to "fill" the Brazilian grammars? What is your relationship with the tension between the language - the norm - of Portugal and Brazil? Here, firstly, the presentation of the concept of grammatisation languages, process which includes the issue of formulation of the rule and the norm. In a second step, we treat the rules and increases grammatical in the field historical-discursive, discussing the standardization of the language, through the rules. We also discussed the issue of the production of knowledge about the language, to see how it gives the formulation of rules in the body of the text and in the increases in selected grammars and then made a general presentation of parts of grammars, bringing some general rules for analysis and cutting to specific analysis, rules for placement of atonic pronouns, seeking to realize the establishment of the norm, for the rules formulation and the increases in Brazilian grammars / Doutorado / Linguistica / Doutora em Linguística

Cette thèse s’inscrit dans le domaine de la linguistique applicable, discipline médiane entre linguistique et didactique, qui s’intéresse aux contenus grammaticaux proposés pour l’enseignement. On y aborde la problématique de la grammaire sous l’angle exclusif de l’acquisition du FLE (français langue étrangère), et la première partie de la thèse est consacrée à une mise au point théorique dans les études psycholinguistiques et didactiques. La deuxième partie examine la méthodologie relative à la grammaire dans les ressources pour l’enseignement-apprentissage du FLE, les manuels et les ouvrages de référence grammaticaux, ainsi que sur les cd-rom et les sites internet consacrés au FLE. Les contenus relatifs au subjonctif ont été recensés dans ces supports pédagogiques, et on peut aisément montrer qu’ils ne correspondent pas aux usages réels de la langue. Faut-il préférer le silence ou le mensonge métalinguistique ?Si l’on ne peut se résoudre à aucune de ces options, peut-on reposer la question de l’apport de la linguistique à la didactique ?Répondant par l’affirmative, la troisième partie de la thèse passe en revue les théories linguistiques abordant le subjonctif :sémantiques, syntaxiques, générativistes, mentalistes, énonciatives, psychomécaniques, etc. Pour passer de la linguistique théorique à la didactique, un concept novateur est nécessaire :la valeur d’applicabilité. Elle est définie comme la tendance d’une théorie linguistique à être plus ou moins transposable pour l’enseignement-apprentissage. Les critères de cette valeur sont empruntés à des domaines variés, comme la philosophie des sciences, la lisibilité, et bien sûr la didactique. Le passage en revue des théories linguistiques montre que la théorie la plus transposable est celle de Marc Wilmet, mais qu’elle est ne rencontre pas tous les critères de la valeur d’applicabilité. Différentes propositions d’aménagement de la théorie guillaumienne, qui a inspiré celle de Wilmet, prennent place dans la suite de ce travail, et, même si elles ont une valeur d’applicabilité plus élevée, elles ne rencontrent pas non plus tous les critères. Enfin, cette thèse propose une théorie applicable qui concerne le subjonctif, mais aussi, plus largement, les modes français :infinitif, subjonctif et indicatif. Cette théorie fait appel à un principe explicatif unique :l’ancrage. Ancrer signifie lier le procès, par la personne et/ou le temps, au repère choisi par l’énonciateur pour l’énonciation. L’infinitif n’ancre pas le procès, le subjonctif l’ancre sur le plan de la personne et l’indicatif ancre le procès par le temps et la personne. L’ancrage est un terme simple, imagé, métaphorique, qui permettra aux apprenants de comprendre à moindre coût le système des modes français. La théorie permet de prédire les emplois dans un très grand nombre de cas, et cela, avec l’avantage d’une grande économie conceptuelle.<p>Les emplois du subjonctif français sont passés en revue à la lumière de cette théorie, ainsi que les nombreux cas de concurrence entre les modes. Enfin, on propose une séquence applicable, composée d’une synthèse sur les modes et d’explications sur le fonctionnement des emplois du subjonctif français, et incluant une progression des contenus grammaticaux. Cette ultime partie fait donc le lien avec le début de la thèse, et profite des recherches sur la grammaire en psycholinguistiques et en didactique.<p>En conclusion, cette thèse ouvre la voie à une rénovation profonde des contenus grammaticaux pour l’enseignement, tant pour le FLE que pour le FLM, car, si la grammaire française est réputée difficile, c’est peut-être autant dû à une inadéquation entre les règles et les usages donc à des lacunes de ses descriptions, qu’à une complexité inhérente au fonctionnement de la langue.<p><p> / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

Orientador: Maria Filomena Spatti Sandalo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T12:18:11Z (GMT). No. of bitstreams: 1 CamachoRamirez_RafaelMartin_M.pdf: 1317388 bytes, checksum: 82c5afa27221425fbb08dfdfde8e0049 (MD5) Previous issue date: 2014 / Resumo: Esta tese tem como objetivo principal dar conta do assim chamado Se aspectual no espanhol, especificamente no dialeto falado na cidade de Lima. Fundamentalmente tem tido duas aproximações para explicar ao clítico: semântico-aspectual e sintático. Neste trabalho trata-se de combinar as duas perspectivas através da hipótese de que há um nó Causa nas construções com o clítico aspectual. Baseados nos trabalhos de Pylkkänen (2002, 2008) postulamos que o espanhol é uma língua voice-bundling e root-selecting, isto é, os nós Causa e Voice aparecem juntos, fundidos, e Causa seleciona diretamente a uma raiz que será verbalizada. Construções com o Se aspectual com verbos como Morir(se) ou Beber(se) seriam casos de um processo de causativización (opcional) do verbo. Para a parte aspectual, baseamos-nos no trabalho de de Miguel y Fernández (2000). As autoras argumentam que as construções com o Se aspectual têm duas fases. A segunda fase, que inclui a culminação do evento e a mudança do estado, é focalizada pelo clítico Se. Na tese trata-se de fazer equivaler essas duas fases com os eventos causante e causado, respectivamente. A análise, por outro lado, ajudará a mostrar qual é a função do clítico Se e qual posição ocuparia na sintaxe; especificamente, postulamos que o clítico é um reflexivo que se geraria no Sv, adotando a hipótese base-generated dos clíticos. Também se pretende no trabalho dar conta de maneira exaustiva de todos os contextos verbais nos que aparece o clítico em questão: com verbos inacusativos e transitivos / Abstract: This thesis has like main aim give account of the called aspectual Se in Spanish, specifically in the dialect spoken in the city of Lima. Fundamentally there have been two approaches to explain to the clitic: semantic-aspectual and syntactic. In this work, I try to combine the two perspectives through the hypothesis that there is a Cause node in the constructions with the aspectual clitic. Based in the Pylkkänen's work (2002, 2008), I posit that the Spanish is a voice-bundling and root-selecting language, this is, the Cause node and Voice appear together, merged, and Cause selects directly to a root that will be verbalize. Constructions with the aspectual Se with verbs like Morir (Die) or Beber (Drink) would be cases of a optional causation process of the verb. For the aspectual part, I have based in the de Miguel and Fernández (2000) work. The authors argue that constructions with the aspectual Se have two phases. The first phase is the process (or equivalent) expressed by the verb. The second phase, that includes the culmination of the event and the change of state, is focalized by the clitic. In the thesis, I treat to be equivalent these two phases with the causing event and caused event, respectively. The analysis, on the other hand, will help us to elucidate the function of the Se, and which position would occupy in the syntax; specifically, I posit that the clitic is one reflexive that would have been generated in the Sv, adopting the base-generated hypothesis of the clitics. Also I pretend in this thesis give account, of exhaustive way, of all the verbal contexts in which the clitic appears: with unacussative, inergative, and transitive verb / Mestrado / Linguistica / Mestra em Linguística

MA (ELT) / Department of Engliish / Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit point to institutions of higher learning or to the workplace, learners still display some deficiencies in the mastery of the English concord. This happens despite the fact that, in many South African schools, English is used as a medium of instruction and learnt as a First Additional Language (FAL) especially at high schools. Through the analysis of the written concord errors committed by the 72 of the 720 sampled Grade 12 English FAL learners in Vhembe District, the study answered to two questions which formed its cornerstone which are: what are the most common types of written concord/ subject-verb agreement errors which are committed by Grade 12 FAL learners and what are the causes thereof? The study employed both the quantitative and the qualitative methods to pursue the primary question. Learners responded to the questionnaires and the researcher also analysed their teacher-marked English FAL composition scripts with the focus on concord/subject-verb agreement usage. The findings were that concord/subject-verb agreement was a challenge to the majority of the participants. There was not even a single question which recorded a 100% correct entry. The question on collective nouns was found to be the hardest to the participants while comparatively, the singular indefinite pronoun question recorded the best results. The learners’ written compositions were also found to have been marred by concord/subject-verb agreement errors. In most instances, the learners had resorted to simple sentences avoiding the complex sentence construction as those would have required complicated application of concord/ subject-verb agreement usage. Based on the findings, the following recommendations were made: teaching of grammar should be intensified, and that teachers of English should be retrained even if it will be through the in-service programmes

MA (Xitsonga) / M.E.R. Mathivha Centre for African Languages, Arts and Culture / Xikongomelonkulu xa ndzavisiso lowu i ku xopaxopa maendli ya mfambo yo pfumala xiendliwa eka Xitsonga. Maendli ya mfambo ma nga aviwa hi mitlawantsongo mimbirhi ku nga maendli ya mfambo yo tsutsuma na maendli ya mfambo yo khunguluka. Ndzavisiso lowu wu kongomisa eka maendli ya mfambo yo tsutsuma. Swi nga tlhela swi koteka ku ava maendli ku ya hi tinhlamuselo leti ma ti paluxaka, tanihi maendli ya xihlovo na maendli ya mpakaniso. Eka ndzavisiso lowu, ku kaneriwa hi maendli ya mfambo ehansi ka mitlawa mimbirhi ya maendli ma mfambo lama paluxaka maendlelo na maendli lama endzeni ka wona ma nga na nhlamuselo leyi kongomisaka eka tlhelo. Eka ntirho lowu ku kaneriwa maendli mo ringana 24. Mitlawa leyi ya tinxaka ta maendli ya mfambo yi tlhela yi aviwa hi mitlawantsongo ya mune ku nga maendli ya mfambo lama nchumu wu fambaka hinkwawo ku suka eka ndhawu yo karhi ku ya eka yin’wana, maendli ya mfambo lawa ku fambaka xirho xa nchumu wo karhi ntsena, maendli ya mfambo lama ku fambaka nchumu hi ndlela yin’we na maendli ya mfambo ya muhulahula. Mahungu ya ndzavisiso lowu ma hlengeletiwa hi ku tirhisa yin’wana ya maendlelo ya phurayimari leyi vuriwaka endlelo ra nhlokohlo (elicitation), laha ku tirhisiwaka swivulwa leswi nga vumbiwa hi swichudeni leswi dyondzaka Xitsonga swa lembe ra vunharhu eYunivhesiti ya Vhenda. Ndzavisiso lowu wu endliwa ehansi ka thiyori ya thitha (theta-theory), ku nga thiyori leyi tirhanaka na vuxaka bya riendli ni swiphemu swa swivulwa leswi ri tirhaka na swona, leswi kumekaka eka tindhawu ta nhlokomhaka na swiendliwa. Hi ku ya hi thiyori leyi, agumente yin’wana ni yin’wana yi fanela ku nyikiwa nhlamuselo (ntirho) yo karhi hi riendli. Tinhlamuselo ta kona ti katsa leti landzelaka: muendli, nkongomelo, ndhawu, muamukeri, muvabyi, tlhelo, nkarhi, mukhuva ni tin’wana na tin’wana. Eka ndzavisiso lowu ku tirhisiwa tindlela timbirhi ku xopaxopa mahungu. Ndlela yo sungula i leyi vuriwaka nxopaxopo wa nkoka hi ku landza mikongomelo (thematic qualitative analysis), kasi ya vumbirhi yi vuriwaka manyikelo ya tinhlamuselo eka tiagumente ta swivulwa hi riendli (theta-role assignment). Tiagumente hinkwato leti nga eka swivulwa swa ndzavisiso lowu, leti katsaka tinhlokomhaka, swihetisi na swilandzelandzhaku, ta kombisiwa kasi na tinhlamuselo leti tiagumente ti nyikiwaka tona hi riendli ti paluxiwa.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2019 / This study explores the handling of grammatical structures by the Limpopo Province (LP) English First Additional Language (EFAL) teachers in the Further Education and Training (FET) phase. The problem is that the majority of English language learners’ language proficiency and accuracy are not at an acceptable level. This problem also brings into close scrutiny, the quality of teaching and learning that takes place in English language classrooms, and in particular, the effectiveness of teaching grammar structures in EFAL. The research design was exploratory and the approach was qualitative. A selected number of EFAL FET grammar teachers and English Language Curriculum Advisors (ELCAs) in the LP participated in the study. The study was underpinned by an integration of Behaviourism, Mentalism, Cognitive, and Universal Grammar theories. The study findings indicate some learner language interlanguage and grammar permeability, as well as inadequate handling of grammar knowledge and grammar learning assessment.

PhD (Xitsonga) / Ehansi ka Senthara ya MER Mathivha ya Tindzimi ta Xintima, Vutshila na Mfuwo / Riengeteri hi xin’wana xa swihluvi swa mbulavulo lexi nga si kambisisiwaka hi vuenti eka Xitsonga. Hikokwalaho, ndzavisiso lowu wu ringeta ku pfala vangwa leri hi ku endla nkambisiso wo enta hi maengeteri eka Xitsonga. Maengeteri ma nga aviwa hi mitlawakulu minharhu ku nga maengeteri ma ndhawu, maengeteri ma nkarhi na maengeteri ma mukhuva. Ndzavisiso lowu wu kambisisa xivumbeko, tinhlamuselo na vulongoloxamarito bya maengeteri lama boxiweke laha henhla eka Xitsonga hi ku kongomisa eka swivulwahava swa maengeteri ma ndhawu, nkarhi, ntalo na maengeteri ma mukhuva. Eka ndzavisiso lowu ku kambisisiwa matirhelo ma maengeteri ma vundhawu lama humaka eka maviti mo tanihi mavitavito, mavitaswilo na masivi mo tanihi masivinene, masivintalo, masivikomba na man’wana na man’wana ku ya hi mitlawa ya maviti eswivulweni. Mahungu ma ndzavisiso lowu ma hlengeletiwile hi ku tirhisa endlelo ra khophasi laha mulavisisi a nga kuma mahungu kusuka eka matsalwa hi ku kongomisa eka tinovhele ta Xitsonga leti landzelaka: Xisomisana;Thuketana, F.A, (1983), N’waninginingi ma ka tindleve; Thuketana, F.A. (1978), Ndzi ta n’wi kuma; Chauke W.R. (2003), Nsuku wa mina; Chauke W.R. (1992), Hi ya kwihi; Maluleke M.J. (1993), I vutomi; Lubisi, C.M (2007), Xilondza; Lubisi,C.M. (2009), Mulunguntima; Khosa, T.H. (1996), Xona hi xihi? Maluleke; D.R. (1987) na Swa vilula; Ngobeni, M.T. (1996). Ndzavisiso lowu wu le hansi ka ka thiyori ya Neo-Davidsoni, ku nga ntlawa wa tithiyori leti tirhanaka na vuxaka lebyi nga kona exikarhi ka swiphemu swa xiendleko eka xivulwa na maendlelo lama simekiweke eka nhlamuselo, leynga ta tithisiwa eka tinhlamuselo ta maegeteri. Eka ndzavisiso lowu ku tirhisiwa endlelo ra nxopaxopo wa vundzeni bya matsalwa ku xopaxopa mahungu ma ndzavisiso. / NRF

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022 / The prime goal of this study is to explore, form and analyse the semantic content of compound words in Sepedi. The study used the qualitative method. Data were collected using participant observations from various written sources and it was analysed through Content Analysis. The Theory of Construction Morphology was tested on endocentric, exocentric, and copulative compound words to locate the headedness of Sepedi compound words. The study revealed that the head of compound words can be located on the nominal prefix, left-hand side, right-hand side, on both nominal prefixes and it can be determined outside of the compound word for metaphoric exocentric nominal compounds. Furthermore, because of the role noun class prefixes play on determining the head of compound words, the study found that Sepedi compound words are nominals. The formation of Sepedi compound words involves the combination of different word aspects such as objects concords, deverbatives, verbal roots, stems, suffixal endings, and lexical categories such as nouns, Adjectives, and verbs. The resultant compound word of these combinations always results in a compound noun. It was recommended that future researchers should investigate the semantic content of exocentric compound words in African languages, especially the Sepedi language. The study further highlighted that there is still a need for a study that looks at the influences of nominal prefixes on the headedness of compound words in Sepedi. Furthermore, the study recommended that to alleviate the gap of shortage of literature in Sepedi, future studies should focus on word formation processes in Sepedi. / Feenix Crowdfunding and C Track Fleet Management Solutions Pty Ltd