IsiXhosa language is one of the eleven official languages and the second most widely spoken language in South Africa. However, in terms of computational linguistics, the language did not get attention and natural language related work is almost non-existent. Document retrieval using unstructured queries requires some kind of language processing, and an efficient retrieval of documents can be achieved if we use a technique called stemming. The area that involves document storage and retrieval is called Information Retrieval (IR). Basically, IR systems make use of a Stemmer to index document representations and also terms in users’ queries to retrieve matching documents. In this dissertation, we present the developed Stemmer that can be used in both conditions. The Stemmer is used in IR systems, like Google to retrieve documents written in isiXhosa. In the Eastern Cape Province of South Africa many public schools take isiXhosa as a subject and also a number of Universities in South Africa teach isiXhosa. Therefore, for a language important such as this, it is important to make valuable information that is available online accessible to users through the use of IR systems. In our efforts to develop a Stemmer for the isiXhosa language, an investigation on how others have developed Stemmers for other languages was carried out. From the investigation we came to realize that the Porter stemming algorithm in particular was the main algorithm that many of other Stemmers make use of as a reference. We found that Porter’s algorithm could not be used in its totality in the development of the isiXhosa Stemmer because of the morphological complexity of the language. We developed an affix removal that is embedded with rules that determine which order should be followed in stripping the affixes. The rule is that, the word under consideration is checked against the exceptions, if it’s not in the exceptions list then the stripping continue in the following order; Prefix removal, Suffix removal and finally save the result as stem. The Stemmer was successfully developed and was tested and evaluated in a sample data that was randomly collected from the isiXhosa text books and isiXhosa dictionary. From the results obtained we concluded that the Stemmer can be used in IR systems as it showed 91 percent accuracy. The errors were 9 percent and therefore these results are within the accepted range and therefore the Stemmer can be used to help in retrieval of isiXhosa documents. This is only a noun Stemmer and in the future it can be extended to also stem verbs as well. The Stemmer can also be used in the development of spell-checkers of isiXhosa.

Although the areas I intend to investigate are rather diverse, what unites them is a concern for the ancient and fascinating question of the relationship between language and thought. Assumptions concerning the latter are surely latent as the basis for any inquiry into language. One of my general purposes is to give some overt orientation to this problem which is all too often simply glossed over. More particularly, I am also concerned with shaping a new approach to Bantu linguistic inquiry in terms of an emphasis on discourse analysis. In the context of the burgeoning of discourse analysis internationally, the field has been seriously neglected in Southern Africa. Studies of discourse are, we believe, vital to advancing our knowledge of inter-ethnic communication and understanding, an area that cannot be ignored in Southern Africa. In more general terms, I hope that this thesis represents a challenge to linguistic inquiry in ways that we have already outlined above. Most importantly, is that while it appears that most South African linguists are satisfied with adopting a rigid monotheoretical approach, I differ, advocating a multitheoretical perspective. This, I believe, allows a greater and more holistic view not only of the 'data' in question but also in terms of the general nature of inquiry, as well as the 'world' it attempts to describe. The body of this thesis is divided into two sections which reflect the two central concerns we have outlined above. Section A, divided into three chapters, is chiefly concerned with the conceptual basis of Xhosa narrative and its linguistic manifestation. In this section we shall find cause to query and to redefine traditional approaches to the linguistic categories manifest in Xhosa narrative. In section B, also divided into three chapters, we shall be concerned with the development of a theory of narrative production with specific reference to intsomi production. In this section we include an in depth criticism of previous approaches to this problem before developing and applying our own theory. There are two appendices attached to this thesis. The first presents certain tables and figures relevant to chapter 4. while the second includes the narrative texts from which we draw our examples. (Introduction, p. 21-22)

Doctor Educationis / This study explores the principles of form-focused tasks for Xhosa second language at tertiary level. The latest developments in second language acquisition and in pedagogy are reviewed. The study field of second language acquisition developed from within the confines of applied linguistics as the result of a search for more effective language teaching methodology. While acknowledging the fact that Universal Grammar plays a role in the acquisition of both a first and a second language, there is general agreement that there is a difference between the two processes. A prominent issue in current second language acquisition research is the degree of access that a learner has to Universal Grammar in the acquisition of a second language. Some salient features of Universal Grammar such as principles and parameter settings, markedness, transfer and fossilization are explored in this study. Different syllabus types are reviewed. Task-based syllabus types are described as a suitable syllabus type for the current paradigm. Input enhancement in terms of a focus on form is suggested as a way to achieve effective second language learning and teaching. Ways to adapt study materials according to the requirements of a task-based approach are explored.

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.

Examines genre approach with reference to its use to teach Xhosa to learners. / Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study examines the genre approach with reference to its use to teach Xhosa to learners. Genres or text types are produced by learners through writing texts. Different genres are distinguished, such as social, cultural and also political texts. This study firstly considers definitions of genre by different researchers. Swales (1990) views genre as a set of communicative events whereas Medway (1994) views genre by its common communicative purposes. Kaplan (1996) defines genre as discourse type that has identifiable properties and purposes. Kalantzis (1996) argues that the genre-approach to literacy represents fundamentally new educational approach. The study reviews register, which results from the situation of the speaker and the writer respect to three aspects, namely field, mode and tenor. Littlefair defines the notion of systems of genre as the interrelated genres that interact with each other. These authors consider rhetorical devices in genre, like explanation, narration, persuasion and exposition. This study demonstrates that in constructing the Xhosa text, the level and status of the reader is considered by the writer. The writer chooses different lexical items when constructing the text for readers to understand. If the writer and the reader share the same background knowledge reader it is easy for the reader to interpret the phrases used. The study will demonstrate how the writer constructs the text in terms of the sentential and textual structures. The five community-related Bona articles are examined, illustrate the theoretical assumptions. The ethnography of writing addresses the question who writes what to whom for what purpose why and how. Finally, this study explores the curriculum 2005 outcomes for learning language. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-benadering met betrekking tot die gebruik daarvan om Xhosa aan leerders te onderrig. Genres of tekstipes word geproduseer deur die skryf van tekste deur leerders. Verskillende genres kan onderskei word, bv. genres wat vir sosiale of politieke doeleindes geskryf word. Die studie beskou eerstens definisies van die term genre deur verskillende navorsers. Swales (1990) beskou genre as 'n stel kommunikatiewe gebeurtenisse terwyl Medway (1994) genre definieer in terme van die algemene kommunikatiewe doelstellings daarvan. Kaplan (1996) definieer genre as 'n diskoerstipe wat identifiseerbare eienskappe en doelstellings het. Kalantzis (1996) argumenteer dat die genre benadering tot geletterdheid 'n fundamenteel-verskillende opvoedkundige benadering tot geletterdheid verteenwoordig. Die studie verwys na die konsep van register, wat voortspruit uit die situasie van die spreker en skrywer met betrekking tot drie aspekte, naamlik veld, tenor en modus. Littlefair (1991) definieer die begrip van sisteme van genre as die verbandhoudende genres wat met mekaar in interaksie is. Hierdie outeurs beskou retoriese meganismes in genre, byvoorbeeld verduideliking, narratief, oorreding en eksposisie. Hierdie studie demonstreer dat in die konstruksie van Xhosa tekste, die vlak en status van die leser in ag geneem word deur die skrywer. Die skrywer kies bepaalde leksikale items in die konstruksie van die teks wat lesers kan verstaan. Indien die skrywer en die leser dieselfde agtergrondkennis deel, is dit makliker vir die leser om die teks te interpreteer. Die studie salook demonstreer hoe die skrywer die teks saamstel in terme van tekstuele en sinsstrukture. Die vyf gemeenskaps-verwante BONA artikels wat in die studie ontleed word, illustreer die teoretiese aannames van die genre-benadering. Die etnografie van skryf spreek die vraag aan van: wie skryf wat aan wie, vir watter doel, hoekom en hoe. Laastens ondersoek die studie die beginsels en riglyne van skryfvaardigheid soos uiteengesit in Kurrikulum 2005. / ISICAPHULO: Esi sifundo sophando sijongana nendlela yejenra esetyenziswayo ukufundisa ulwimi kubafundi. Ijenra iveliswa ngokuthetha okanye ukubhala. Injenra ezohlukeneyo ziya setyenziswa ezinjengezentlalo, ezenkcubeko kwakunje nezopholitiko. Esi sifundo sicingela inkcazo ngejenra yababhali abaninzi. uSwales 91990) ubona injera njengeseti yezehlo zoqhagamshelwano xa vena u Medway (1994) ebona ijenra ngeenjongo zoqhagamshelwano. Kaplan (1996) uthetha ngejenra njengohlobo Iwentetho Iwezinto ezikhethekayo. Kalantzis (1996) uxoxa athi uhlobo Iwejenra kufundo lumele uhlobo olusiseko Iwemfundo entsha. uLittlefair (1991) chaza umnabo wolwimi njengento engekhoyo ezinokuthi iititshala ziyive kuphondo lolwimi. Umnabo wolwimi uvela kwimeko yesithethi nonobhala enezinto ezintathu ezi zezi ifilidi, imowudi ne thena. uLittlefair (1991) uchaza uluvo Iwesisistim Iwejenra njengeejenra ezithungeleneyo nezithi zisebenzisane enye kwenye. Ababhali bacinga ngezinto zobuciko ezinjengochazo, ukubalisa, ukucenga nokubhenca. uLittlefair (1991) ujolisa kwiintlobo zejenra zeencwadi ezinjengezenkqubo, iincwadi zolwazi. Xa umbumba isicatshulwa inqanaba nezinga lomlesi uyalicingela umbhali. Umbhali uthi akhethe isigama esohlukileyo xa ebumba isicatshulwa sabalesi ukuze basiqonde. Ukuba umbhali nomlesi bakwizinga elinye lovimba wolwazi kuiuia ukuba umlesi akwazi ukutolika amabinzana amagama asetyenzisiweyo. Igrama Vivo enika intsingiselo kwisicatshulwa. Umbhali ubumba isicatshulwa esekele kwisakhivo sesivakalisi nesakhiwo sesicatshulwa. Imiba ezalaniswa noluntu iyaxoxwa, ixukushwa kusetyenziswa inqqikelelo yengcingane. Ubhalo ngenkcazo yenzululwazi ngcentlanga liphendula umbuzo othi, ngubani obhala, ntoni isiya kubani? Nganjongo zini, kutheni njani? Ukuphetha esi sifundo sijongana neziphumo zokufunda kwikharityhulam 2005.

Thesis (M.Phil.)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: HIV/AIDS is a disease that affects millions of people in South Africa. Various strategies have been implemented to try and curb this epidemic. One of the strategies 'used is the dissemination of information pertaining to the prevention of contracting HIV/AIDS. One of the measures of disseminating such information is through pamphlets and brochures in all eleven official languages of South Africa. This research endeavours to establish whether translated HIV/AIDS brochures are communicative towards its target readers or not. The aim of producing these brochures is to educate people about ways to prevent the spread of HIV/AIDS. On investigating translated Xhosa HIV/AIDS brochures, the researcher established that some brochures are poorly translated and fail to accomplish their purpose. Various factors contribute to the non-communicativeness of these brochures towards their intended target readers. The microstructure as well as the macrostructure of the texts tend to be problematic as far as understanding and reader-friendliness are concerned. In the end the people for whom these texts are intended do not understand the information they so desperately need. The skopos theory has been recommended by functionalist scholars as an appropriate translation approach, as it considers the culture of the target readers as well as the intention of the text. It is also concerned with whether target readers actually understand the target text. Therefore the skopos theory is promoted in this thesis for the translation of informative and instructive medical brochures and pamphlets, especially those translated into Xhosa. / AFRIKAANSE OPSOMMING: MIV/VIGS is 'n toestand wat miljoene mense in Suid-Afrika affekteer. Verskeie strategieë is reeds geïmplementeer om hierdie epidemie te probeer beheer. Een hiervan is die verspreiding van inligting met betrekking tot die voorkoming van MIVNIGS. Inligting oor die voorkoms en beheer van MIV/VIGs word, onder andere, versprei deur middel van pamflette en brosjures in al elf amptelike tale van Suid-Afrika. Hierdie navorsing probeer vasstelof vertaalde MIVNIGS brosjures effektief met hul teikenlesers kommunikeer. Die doel van hierdie brosjures is om mense op te voed oor maniere om die verspreiding van MIVNIGS te bekamp. Deur 'n studie te maak van vertaalde Xhosa MIVNIGS brosjures, het die navorser die slotsom bereik dat sommige brosjures baie swak vertaal word en daarom nie hul doel bereik nie. Verskeie faktore dra by tot die gebrekkige kommunikasie tussen vertalers van hierdie brosjures en hul teikenlesers. Die mikro- sowel as die makrostruktuur van die tekste skep probleme met betrekking tot begrip en lesersvriendelikheid. Uiteindelik kry die persone wat die inligting desperaat benodig, nie toegang daartoe nie. Die skoposteorie word as die aangewese benadering aanbeveel deur kenners van die funksionalistiese vertaalteorie, aangesien dit die kultuur van die teikenlesers sowel as die doel van die teks in ag neem. Hierdie benadering het ook ten doel dat die teikenlesers werklik die teks sal begryp. Die skoposteorie word dus in hierdie tesis voorgehou as die geskikte benadering vir die vertaling van informatiewe en instruktiewe mediese brosjures en pamflette, veral in Xhosa.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 .. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.

Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.

This study investigates the development of morphology in the interlanguage of English learners of Xhosa. A quasi-longitudinal research design is used to trace development in the oral interlanguage of six learners of Xhosa for a period of eight months. The elicitation tasks employed range from fairly unstructured conversation tasks to highly structured sentence-manipulation tasks. The learners have varying levels of competence at the beginning of the study and they are exposed to input mainly in formal contexts of learning. One of the aims of the study is to investigate whether the features of interlanguage identified in other studies appear in the learner language in this study. Most other studies discussed in the literature have investigated the features of the interlanguage produced by learners of analytic and inflectional languages. However, this study analyses the interlanguage of learners of an agglutinative language. Studies of other languages have concluded that learners do not use inflectional or agreement morphology at early stages of development and this conclusion is tested for learners of an agglutinative language in this study. Since agreement and inflectional morphology play a central role in conveying meaning in Xhosa, it is found that learners use morphology from the beginning of the learning process. Although forms may be used incorrectly and the functions of forms may be restricted, morphemes appear in the interlanguage of learners of this study earlier than other studies predict. One of the characteristics of early interlanguage and an early form of learner language called the Basic Variety (Klein & Perdue 1997) is the lack of morphology, but this feature proves to be inadequate as a measure of early development in the interlanguage of learners of a language such as Xhosa. This study concludes, therefore, that the presence of morphology in the interlanguage of learners of Xhosa cannot be an indicator of advanced language development.