Thesis (M.A. (Northern Sotho)) -- University of the North, 1977 / Refer to the document

Thesis (M.A. (African Languages)) -- University of the North, 1988 / Refer to the document

Thesis (M.A. (Translation Studies and Linguistics )) -- University of Limpopo, 2012 / Refer to the document

Thesis (M.A. (Translation and Linguistics)) -- University of Limpopo, 2008 / Refer to the document

Thesis (M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2018 / This mini dissertation investigate term creation in Northern Sotho/ Sepedi as a language. The research design for this study was exploratory because the researcher managed to determine the research design and data collected from the participants. The qualitative methodology was applied in this study to find in-depth knowledge on the investigation. The two samplings namely: random and purposive were used to select twenty participants such as teachers, lecturers, language practitioners, lexicographers and registered third year students of Northern Sotho at University of Limpopo. The study investigate various strategies in term creation namely: transliteration, semantic transfer, borrowing, paraphrasing, and many more. It was clear from the participants that transliteration and paraphrasing are mostly used in term creation. It is recommended that terms should be harvested by specialised individuals in order to perform term creation.

Thesis (M. A. (African Languages)) -- University of Limpopo, 2005 / Refer to the document

Thesis (M.A. (African Languages)) --University of Limpopo, 2013 / This study entails the translation of scientific terms from English into Northern Sotho. The reason one conducted this study is because translators experience difficulties in finding the correct equivalent terms, especially in Northern Sotho. Consequently, borrowing and transliteration of terms becomes their last resort. However, that does not help users of dictionaries to achieve their communicative goal. The study highlights that, the borrowing of terms leads to language shift and death as users no longer consider other equivalents. In addition, the study indicates that the constant usage of the borrowed terms causes the terms to lose meaning and function. The way in which people translate idiomatic expressions is a huge problem as well. Mostly, people end up using literal translation and subsequently, the whole meaning of a text is lost or misunderstood.

Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2012 / Structural markers, front matter, contextual guidance and cross-referencing are some of the important features of bilingual dictionaries which are often taken for granted. This study evaluates the presentation of structural markers in some Northern Sotho/English Bilingual dictionaries, with special reference to Pharos: Popular Northern Sotho Dictionary and Sesotho sa Leboa/English Pukuntšu Dictionary. The study further evaluates the use of the front matter, contextual guidance and cross-referencing in bilingual dictionaries. The study has established that bilingual dictionaries can become user-friendly if they identify and use appropriate strategies, as this leads to communicative success. By contrast, the incorrect application of a comma or a semicolon may lead to a misinterpretation of the supplied equivalents in bilingual dictionaries.

D.Ed. / The aim of the research study is to design a methodological model for teaching Northern Sotho poetry at Colleges of Education so that teaching poetry will retain a spirit of delightfulness and cultivate a sensitivity of appreciation in pupils. They should grow as persons and learn to expand their imaginations so as to experience aesthetic pleasure. The various components of the syllabus for the Secondary Teachers' Diploma were investigated to determine whether they are relevant to secondary schools for which prospective teachers are being prepared. The opinions of lecturers, teachers and other educationists who are, or were involved in the teaching of Northern Sotho were considered and relevant study sources were used as a basis for the research study. A detailed comparative teaching and learning model for the study of Northern Sotho poetry was developed and a recommended model was designed which does not isolate Northern Sotho poetry teaching from that of classical languages, but identifies Northern Sotho poetry as having its own unique characteristics which, to a certain extent, provide its uniqueness. When analysing and determining the various types of Northern Sotho poetry and their characteristics, the difference between Western poetry and Northern Sotho poetry can be distinguished clearly. The historical development of Northern Sotho poetry, showing the various trends and thematic periods, was traced from as far back as 1935. The thesis provides a background of the types and characteristics of classical poetry and determines a model for the implementation of the teaching of Northern Sotho poetry, seeing that the absence of well-formulated aims and objectives is one of the weaknesses in the current Secondary Teachers' Diploma syllabus. Various pedagogical-didactical approaches are highlighted with emphasis on the communicative approach as a recommended childcentred approach. A model for teaching and evaluating Northern Sotho poetry has been formulated and its practical implementation is recommended. The research study culminates in practical pedagogic-didactical proposed measures which will enhance and improve the quality of teaching and evaluating Northern Sotho poetry. A selection of Northern Sotho poems, available for the various classes, was chosen and analysed in detail. The constitution and function of a Selection Committee and a Reviewing Book Committee was recommended with suggestions for membership. Outstanding poets and their contributions to Northern Sotho, which represent traditional as well as modern poetry, were selected as examples of the various methods used in preparing lesson/s on various poems. The thesis provides detailed information for prospective teachers in Northern Sotho poetry, which should be included in their syllabus, namely aims and objectives, content, teaching and learning methodology, testing and evaluation and also a model for evaluating literature and poetry in general. I sincerely hope that the study will be an incentive to developing a spirit of delight in Northern Sotho poetry as well as provoke critical response from lecturers, teachers and pupils alike, so that the teaching and learning of poetry will become the joy it deserves to be.

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