As the title indicates, this study COHESION IN A TSWANA NARRATIVE TEXT aims at examining the occurrence of cohesion in a selected Tswana text. The study comprises eight chapters. The introductory chapter outlines the aim of the study, the method of research, the division of chapters, and further provides an explanation of key concepts, namely cohesion and coherence. Cohesion refers to the flowing together of ideas in a text thus adding to its coherence. Coherence is referred to as a mental phenomenon, something the reader establishes or wishes to establish. The five different types of cohesion as classified by Halliday (1994) (for English) are reference, ellipsis, substitution, conjunction and lexical cohesion. Each of these cohesive ties has different categories. The aim is to establish how applicable they are to Tswana. These ties operate in different ways i.e. anaphorically, cataphorically and/or exophorically. These forms are concerned with the direction in the text. Ties that operate anaphorically point backwards to what precedes the text; those that operate cataphorically point to what is to follow and ties that operate exophorically point to that which is outside the text. They also reflect on the distance in terms of number of sentences or clauses between the cohesive item and the item it refers to. The examples are taken from Tswana text Dilo di Masoke by Monyaise (1991). The general findings and overview of the research are outlined in the concluding chapter. / Dr. J.H.M. Kock

Thesis (DLitt (African languages) -- University of Pretoria, 2006.

Thesis (M. A. (African languages) -- University of Pretoria, 2006. / Includes bibliographical references (leaves 180-189)

Thesis (M.A.(African Languages)) -- University of Pretoria, 2007.

Thesis (Ph.D.(African Language)) -- University of Pretoria, 2007. / Includes bibliographical references (leaves 258-275)

Thesis (M.A. (African languages))--University of Pretoria, 2008.

M.A. / Please refer to full text to view abstract

Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study examines data from advice-giving in Setswana relating to pragmatic theorists' argument that every human interaction, to a large extent carries with it an element of threatening one or both participants' face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech act is influenced by contextual, cultural and many other background factors associated to age, gender and rank to mention a few, which contribute towards how the speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Setswana speaking students. The study has evaluated Brown and Levinsons' theory of politeness as a universal phenomenon against the findings of my data, in that the universality of these theorists does not quite fit with this study. The variable percentages in this data, especially in giving advice, indicate that politeness does not always exist in terms of positive and negative face in the participants' mind but other considerations related to the goal of the speech act are the main source of the speech act. In this study, politeness in the Setswana school context has demonstrated that politeness has been employed as a strategy for encoding distance between the speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favorable context anticipated by the solicitor. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor advies-gee in Setswana wat verband hou met pragmatiekteoretici se argument dat elke menslike interaksie tot 'n groot mate 'n element het dat een, of beide, deelnemers se gesig bedreig word. Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat ingespan word in die gee, sowel as die vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele, kulturele en talle ander agtergrondfaktore wat verband hou met onder andere ouderdom, gender en rang, wat bydra tot die wyse waarop die spraakhandeling saamgestel word. Die vraagstukke rakende die beleefdheidsteorie het aanleiding gegee tot hierdie studie oor die mate waartoe beleefdheid 'n rol speel in advies-gee in opvoedkundige kontekste deur Setswana-sprekende persone. Die studie evalueer Brown en Levinson se teorie van die Universele beginsels wat dit stel teenoor die bevindinge van die data verkry in die navorsing oor Setswana-sprekende studente en daar word afgelei dat Brown en Levinson se universalia nie volledig bevestig word nie. Die varieerbaarheid waargeneem ind ie data oor advies-gee dui aan dat beleefdheid nie altyd manifisteer in terme van negatiewe gesig in die deelnemers se oorwegings nie, maar dat ander oorwegings rakende die doelstelling van die spraakhandeling die hoofbron vorm van die spraakhandeling. In hierdie studie, het beleefdheid in die Setswana opvoedkundige konteks aangetoon dat beleefdheid ingespan word as 'n strategie om afstand te vestig tussen die spreker en die hoorder. Die doel van advies-gee aan onderwysers en studente deur beleefdheidsgedrag is om 'n gunstige konteks te vestig, wat verwag word deur die hoorder.

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