This study is an analysis of the nature of possession in siSwati from a socio-cultural perspective. The study seeks to uncover how possession is expressed in siSwati and also the socio-cultural traits of the Swazi people that are revealed through possession. A written corpus was used to collect the requisite data and the relevant data was subsequently analysed. The study adopted systematic functional linguistic and sociolinguistic approaches to analyse the nature of possession in siSwati / African Languages / M. A. (African Languages)

While translation can be studied with a view to throwing light on a number of aspects in life, in this thesis translation has been researched with a view to outlining the development of written Zulu from its earliest stages, using twelve texts of the Book of Matthew. The Book of Matthew has been chosen in this undertaking because it was the first book of the Bible to be translated into Zulu and was thought to be the most apposite instrument with which the development of written Zulu could be measured. The polysystem theory and the descriptive approach to translation studies are the theoretical models that inform the arguments presented in this study. Polysystem theory sees translated literature as a system operating in the larger social, literary and historical systems of the target culture, while with the descriptive approach translations are regarded as facts of the target culture. Against this premise the focus of this study is mainly on the twelve translations of the Book of Matthew and no comparisons between source and target texts are undertaken here. Corpus-based research provided tools such as WordSmith Tools 3.0 for linguistic analysis. Biblical texts were obtained, scanned and presented in electronic format ready to be analysed. From the findings drawn, written Zulu developed all the way through Bible translation, with some translations revealing slight developments and others showing enormous ones. As the findings of this study reveal, Zulu developed gradually, as evidenced by the change to conjunctive writing which occurred over a considerable period, along with the appropriate representation of Zulu speech sounds and grammar conventions. It could also be established at what point during the development of the language, processes such as consonantalisation and palatalisation were introduced into the written language. It is also clear that words of Greek and Hebrew origin were brought into the Zulu language through Bible translation. Furthermore, this study demonstrates that it is feasible to use corpus-based research for analysis in the indigenous languages of South Africa. / Linguistics / D. Litt. et Phil. (Linguistics)

The study of isiZulu medicine names as reflected in indigenous healing system. This research focuses on the meaning of names of nsatural herbs in isiZulu language which form part of traditional medicine within the Zulu society. It plays an important role in the manifestation of a composite picture of Zulu society. This research also proposes to investigate isiZulu medicine as reflected in indigenous healing systems within th Zulu society which forms what is known as Zulu cosmoloy. the primary objective of this research is to contribute to an understanding of the ways in which humans use natural herbs and animal parts in constructing healthy life as part of healing practice. / African Languages / M.A. (African Languages)

Submitted in fulfillment of the requirements of the degree of Master of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2016. / The diversified ways of language use in different geographic areas of the world present valid reasons for the study of various usages of language. Invectives are a major aspect of language that have been greatly neglected in intellectual discourse. Motivated by the paucity of academic literature on invective-related studies and other stereotypes in human communication, the thrust of this work is to discuss the socio-cultural factors embedded in the two cultures in their approach of invectives. The study examines a comparative taxonomy of invectives in isiZulu and Yoruba languages from a socio-semiotic perspective. Drawing examples from the two languages, the study explores instances of semiotic analysis that are created by the assumption that signs, utterances and messages are situated within the context of social relations and processes. The study indicates that invectives are context and culture-dependent and may be perceived differently in line with the field of discourse, tenor of discourse and mode of discourse. The research tools included observation, interviews, and archival materials. Our research also identified and classified pre-assigned invectives, ritualized insult chants, innovative songs and visual insults. Adeosun’s (2012) proposed model of analyzing written poetry in Yoruba was used in analyzing the insults. The following typologies of insults (among others) were observed in the two languages: ethnophaulism, dehumanization, sexotypes and body parts. The study reveals striking similarities and differences in the invective-related discourses of isiZulu and Yoruba. / M

Thesis (MA (African Languages))--University of Stellenbosch, 2006. / This study explores the theoretical work in articulating the motivations and conditions for account-giving in Isizulu. In this situation, accounts are similar to narratives and can be retained at the level of private reflections or written as diary entries or for others to read and refer to from time to time. The importance of the intelligibility of accounts is established with reference to Schank and Abelson (1977) who contend that people construct accounts based on their knowledge structure approach, causal reasoning and text comprehension. Thus, for an account to be honored, it has to be goal-oriented and coherent. In this study, the social-interactive aspects of account-giving are investigated and it is discovered that severe reproach forms involving personality attacks and derogatory aspects, elicit defensive reactions that result in negative interpersonal and emotional consequences. Narrative accounts based on McIntyre (1981) form the basis of moral and social events and as such, stories have two elements from which they are explored. They are explored firstly in the way in which they are told and secondly, on the way they are lived in the social context. These stories follow a historically or culturally based format and to this effect, Gergen (1994) suggested narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to satisfactorily fulfill such as stability narrative, progressive narrative and regressive narrative. According to Gergen (1994), self-narratives are social processes in which individuals are realized on the personal perspective or experience, and as such their emotions are viewed as constitutive features of relationship. The self-narratives used and analyzed in this study portray the contemporary culture-based elements or segments of a well-formed narrative.

D.Litt. et Phil. / The purpose of this study is to establish differences and similarities between German and Zulu and to identify areas of difficulty for different groups of South African learners in order to give the language learners autonomy in determining their own learning strategies in accordance with their mother tongue and to foster a mutual understanding between different cultural groups in South Africa. Historically, German is a subject, which was taught to mainly white learners in segregated South African schools; hence research was limited to the problems of English and Afrikaans speaking learners of German as a foreign language. This study is aimed at addressing the problems that Zulu speaking learners would encounter when learning German. Since English and/or Afrikaans form part of the linguistic knowledge of these Zulu speaking students, cognizance is taken of the effects this knowledge has on the learning of German as Lx, where Lx > L3. Learners from English and Afrikaans L1 backgrounds are incorporated into the study as control groups. The error analysis that forms part of this study reveals that the language repertoire of the learners does indeed impact on language learning. This study is useful for teachers who have little or no knowledge of Zulu, but who are confronted with learners from diverse linguistic backgrounds.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

A dissertation submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Arts in Translation. 1995 / This project examines folktales that were translated from English to Zulu. The translation was meant for Zulu mother-tongue children in primary schools. The aim of the study is to compare and analyze the style of the source text and target text with regard to accessibility to the audience. The research makes use of Hewson and Martin's Variational Approach. This approach has been modified to include certain concepts within Descriptive Translation Studies such as adequacy and acceptability. Leech and Short's model for text analysis together with the researcher's suggestions are also included in the Variational Approach so that it is applicable to this project. / AC2017

Master of Arts in Applied Language and Literacy Education, University of Witwatersrand, 2017 / Recent studies maintain that the concept of a gender gap in literacy remains a large concern, as the gap between boys’ and girls’ reading literacy is reflected in studies conducted globally in which females consistently outperformed males. Therefore, this study discusses how perceptions about gender and reading practice are fabricated from a societal point of view. It presents the social cognitive theory of gender disparities in reading practices of grade 10 isiZulu First Additional language readers. Additionally, my study discusses how the readers with different language background and proficiency in isiZulu operate and respond when reading texts that are influenced by their own reading preferences. As a result, it identifies a variety of influences to be considered in gendered reading practices such as; the readers, the type of text, the activity, the language context, and the social and the cognitive aspects of reading practices. This qualitative research project investigated how six leaners of isiZulu First Additional grade 10 level, from various language backgrounds made meaning of informal texts over the course of four weeks. . Hence, I used a range of text types as a research tool in order to attend to this issue. To collect data, I therefore designed a series of questions through questionnaires, and observation schedule as means of authenticating the learners’ responses to institute the findings. Subsequently, by examining Barrett’s Taxonomy of reading comprehension, which focusses on cognitive and affective domains of reading, I conclude that reading is not only important for academic success, but also for negotiating our way through all aspects of life in an increasing bureaucratic society. Additionally, having background of reading literacy practices may grant chances of participation in the that society, as a result, those societal perceptions are likely to change if and when reading practices also grant chances to accommodate interests of the readers. Findings endorse that learners should be granted a chance of choosing texts that interest them so they can respond positively and accordingly, as, boys’ scores disagreed with previous research in a particular, comprehension component where they outscored the girls. / XL2018

The title of this research project is Reading Texts, Reading One'self: Exploring Young South African's Sense of Identity. The project entailed working with a group of young people in a reading group, using a text by Zakes Mda, Melville 67 in order to provoke discussion. In the process of reading the text, participants were encouraged to read or interpret their own lives in new ways. This study provides an in-depth understanding of a small group of Black African township youth. The study focuses on these young people's sense of self and identity in a post-democratic South Africa particularly with respect to language. It focuses specifically on English; a language globally recognised as powerful and central to academic and economic success and isiZulu; an African indigenous language which carries enormous cultural significance. In this study, the youth reveal their positions with respect to these languages, highlighting the complex language dynamics that are central to colonial and African languages. The analysis reveals a degree of ambivalence with respect to English and isiZulu where there is a sense of shifting boundaries and identities which assert the values of both languages. On the one hand, these young people celebrate their African pride and 'Zuluness' through the appreciation of isiZulu and resist the dominant position of English over isiZulu. On the other hand, they acknowledge English as a tool for economic and academic success and its potential for enriching cultural life through communication across racial and ethnic boundaries. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, 2007.