Ph.D. (African Languages) / Please refer to full text to view abstract

Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes linguistic elements which are applicable in language learning to equip learners with analytic skills. These skills are indicated in the Curriculum 2005 for the learning area: languages. These skills will enable learners to analyse the discourse structure of written texts effectively. Use is made of various textlinguistic strategies for analysing written genre texts on sports matters. Including these strategies in language learning and teaching situation will help learners to understand how language is used in text analysis. In order to demonstrate how to analyse texts practically, these strategies are investigated through sports texts from Bona Magazine. This study demonstrates the importance of generic factors for a proper analysis of texts. These factors include the community in which the text is produced, cultural factors and the communicative purpose of a text. In exploring the generic features of texts, the definition of the term text is investigated, including all its characteristics, textlinguistic construction and levels of text analysis are also identified. This study demonstrates the importance of including the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of texts. The ethnography of writing entails that a thorough text analysis should address the following question: AWho writes what to whom for what purpose, why, when and hews. The study examines the importance of utilising text analysis in language learning and teaching. The study also demonstrates the relationship between the theoretical aspects examined and the learning outcomes of Curriculum 2005. The study thus demonstrates how the theoretical framework discusses is applicable in the analysis of Sepedi texts. / AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in staat om die diskoers struktuur van geskrewe teks te analiseer. Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die praktiese toepassing van die analise van tekste te illustreer, word die betrokke tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste. Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste. Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word, kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek, insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise. Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf, soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie ondersoek die belang van die gebruik van teksanalise in leer en onderrig. Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die analise van Sepedi tekste. / SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme. Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa. Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona. Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa a laedltswe, Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?' Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.

Thesis (MA) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study examines data from account-giving in Sesotho. Am account-making process according to Warren (1989), is more like a "life in motion" in which individual characters are portrayed as moving through their experiences, dealing with some problem in their lives and at the same time diligently searching for a resolution. It is then this quest to understand the major stresses in each individual's mind that is at the core of this study. The reasons that lead to the result of the daily experiences of destitution, depression, death, disability etc, are also addressed here. Narrative accounts form the basis of moral and social events and as such, stories have two elements through which they are explored. They are explored firstly in the way in which they are told and secondly, in the way they are lived in the social context. These stories follow a historically or culturally based format, and to this effect, Gergen (1994) posited narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to satisfactorily fulfil such needs as stability narrative, progressive narrative and regressive narrative. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor verslagdoening in Sesotho. 'n Verslagdoeningsproses is volgens Warren (1989) soos 'lewe in beweging', waarin individuele karakters voorgestel word as dat hulle beweeg deur ervarings, en een of ander probleem in hulle lewe aanspreek, en terselfdertyd soek na 'n oplossing. Dit is hierdie soeke om die spanninge te verstaan in die denke van elke individu wat aan die kern van hierdie studie lê. Die redes wat lei tot die resultaat van die daaglikse ondervindings van eensaamheid, depressie, dood, gestremdheid, ens. word ook beklemtoon in hierdie studie met verwysing na Sesotho verslagdoenings. Narratiewe verslagdoening vorm die basis van morele en sosiale gebeure, en as sulks, vorm dit die twee elemente waardeur hulle ondersoek word. Dit word ondersoek, eerstens deur die wyse waarop dit vertel word en tweedens, deur die wyse waarop dit beleef word in die sosiale konteks. Hierdie stories volg 'n histories of kultureel-gebaseerde formaat en, tot hierdie effek, het Gergen (1994) narratiewe kriteria gepostuleer wat 'n histories afhanklike narratief vorm. Narratiewe vorme is linguistiese gereedskap wat belangrike sosiale funksies het om behoeftes te vervul aan stabiliteit narratiewe, progressiewe narratiewe, en regressiewe narratiewe.

Thesis (DLitt (African Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This study examined persuasion in selected drama texts from the literary period 1981 to 2006. The selection was organised through the examination of two such texts in each of the following three periods: • 1981–1989: Le ka nketsang and Mpowane • 1990–1999: Bana ba khomo tsa batho and Tsiketsing sa qomatsi • 2000–2006: Ha le fahloe habeli and Leholimo la phetloa Since persuasion is a relatively new topic in literature, particularly in African languages, the study examined the persuasion strategies used in the selected texts. These strategies either entail persuasion applied purely as an upfront aspect for changing the targets’ attitudes, behaviours, beliefs or opinions or entail certain situations during which the persuaders, as literary characters, employ another type (or types) of persuasion – coercion, manipulation or propaganda – in order to change the targets. The main thrust of this thesis was the persuasive tactics or techniques that might be applied by literary characters in an attempt to stimulate change in other literary characters. The study also examined whether additional persuasive interactions are employed to motivate change in others and whether counter-persuasive actions are employed to resist the proposed change. Chapter One introduces the aspect of persuasion as propounded by persuasion practitioners and experts and gives the framework of the study as a whole. Chapter Two initiates the literature review on the goals-plans-action (GPA) model as part of the psychological theories on persuasive messages produced by various interactants. This model presupposes reasons for persuaders to create certain plans for achieving their goals. Chapter Three is concerned with Le ka nketsang and Mpowane as the selected 1981 to 1989 drama texts. Chapter Four concentrates on Bana ba khomo tsa batho and Tsiketsing sa qomatsi from the 1990 to 1999 literary period. Chapter Five deals with the literary period 2000 to 2006 and analyses the two drama texts Ha le fahloe habeli and Leholimo la phetloa. Chapter Six draws a conclusion from the findings on persuasive strategies and makes observations, per chapter, on the persuasive attempts from each literary period. / AFRIKAANSE OPSOMMING: Hierdie studie het oorreding in geselekteerde dramatekste uit die letterkundige tydperk 1981 tot 2006 ondersoek. Die seleksie is georganiseer deur twee sodanige tekste in elk van die onderstaande drie tydperke te ondersoek: • 1981–1989: Le ka nketsang en Mpowane • 1990–1999: Bana ba khomo tsa batho en Tsiketsing sa qomatsi • 2000–2006: Ha le fahloe habeli en Leholimo la phetloa Aangesien oorreding relatief nuwe onderwerp in die letterkunde is, in die besonder in Afrikatale, het die studie ondersoek ingestel na die oorredingstrategieë wat in die geselekteerde tekste gebruik is. Hierdie strategieë behels óf oorreding wat toegepas word suiwer as spontane aspek vir verandering van die houdings, gedrag, oortuigings of menings van die teikens, óf dit behels sekere situasies waartydens die oorreders, as letterkundige karakters, ander soort (of soorte) oorreding – dwang, manipulering of propaganda – gebruik ten einde die teikens te verander. Die belangrikste dryfkrag van hierdie tesis was die oorredende taktieke of tegnieke wat deur letterkundige karakters toegepas kan word in poging om verandering in ander letterkundige karakters aan te moedig. Die studie het ook nagegaan of addisionele oorredende interaksies ingespan word om verandering in ander te motiveer en of teen-oorredende optrede gebruik word om weerstand te bied teen die voorgestelde verandering. Hoofstuk Een stel die aspek van oorreding bekend soos dit by oorredingspraktisyns en deskundiges aangebied word, en gee die raamwerk van die studie as geheel. Hoofstuk Twee onderneem die literatuurstudie oor die doelstellings-planne-optrede (DPO)-model as deel van die sielkundige teorieë oor oorredende boodskappe soos gelewer deur verskeie persone wat in interaksie tree. Hierdie model voorveronderstel redes vir oorreders om sekere planne te ontwikkel vir die bereiking van hulle doelstellings. Hoofstuk Drie word gewy aan Le ka nketsang en Mpowane as die geselekteerde dramatekste uit die tydperk 1981 tot 1989. Hoofstuk Vier konsentreer op Bana ba khomo tsa batho en Tsiketsing sa qomatsi uit die tydperk 1990 tot 1999. Hoofstuk Vyf dek die letterkundige tydperk 2000 tot 2006, en analiseer die twee dramatekste Ha le fahloe habeli en Leholimo la phetloa. Hoofstuk Ses kom tot gevolgtrekking na aanleiding van die bevindings oor oorredende strategieë en maak waarnemings, per hoofstuk, oor die oorredende pogings van elke letterkundige tydperk.

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

Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the magazine: ANC TODAY. The theory that is used in this study invokes the linguistic elements that can be used by both the teachers and learners to critically analyse texts in classrooms. This genre-theoretic approach is employed as framework, for analysing the linguistic, rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for what purpose, why, when and how?' The text construction analysis executed in the study enable the learners to acquire skills, knowledge and values of outcomes-based language teaching. The information structuring of text analysis and construction enables learners to write, read and use language structure and conventions for learning and career pathways. The textlinguistic strategies for analysing written texts in language teaching enables learners to analyse texts successfully and gain an awareness of language use in texts. / AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te ontleed. Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn te ontwikkel van taalgebruik in tekste.

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)