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1
Mashiane, Ernest George. "Outstanding characteristics of isiZulu spoken in Duduza." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67796.
Full textAbstract:
The discovery of gold in the Witwatersrand area in 1886 led to the migration of black people
from all over South Africa, as well as from neighbouring countries, to work in the mines in
South Africa for a specific period of time. In the mines, they eventually intermingled with the
people from the townships closer to the mines. Their languages soon had a changing effect on
the language that the people spoke in many townships, such as Duduza.
The Nationalist Party’s introduction of the Group Areas Act, 1950 (Act No. 41 of 1950)
ensured that the South African landscape became segregated along racial lines.
Higgs (1971:1) is of the view that -
(t)he Group Areas Act (No.41 of 1950), described as one of the pillars
of apartheid, was originally enacted by the South African Government
in 1950 and was consolidated in 1966 by Act No. 36 of 1966. The Act,
which enforces residential in the cities and towns of South Africa, was
specifically condemned by the United Nations General Assembly.
Under the Act, numerous settled communities, comprising a million
persons, have been forcibly displaced.
Duduza developed as a result of residents being moved from the interracial Charteston. This
bold action by the apartheid regime mirrored what was happening with the development of the
homeland system in South Africa. Abel (2015:1) points out that in an attempt to divide and
marginalise the black opposition, the apartheid regime forcefully relocated some
3.5 million South Africans to rural homelands between 1960 and 1980. This event, considered
as one of history’s largest social engineering exercises, created overcrowded and economically
deprived communities of displaced people.
The dislocation and the displacement of people, as well as racial political dynamics, which
forced people to interact with one another from diverse language backgrounds, led to the
development of dialects.Die ontdekking van goud in die Witwatersrand-gebied in 1886 het gelei tot die migrasie van swart mense regoor Suid-Afrika asook vanaf buurlande om in die myne in Suid-Afrika vir ’n spesifieke tydperk te werk. Hulle het uiteindelik in die myne met die mense van die townships nader aan die myne, gemeng. Hulle tale het binnekort ’n verandering aangebring aan die taal wat die mense in baie townships, soos Duduza, gepraat het. Die Nasionalistiese Party se indiening van die Wet op Groepsgebiede (Nr 41 van 1950) het verseker dat die Suid-Afrikaanse landskap langs rasselyne geïsoleerd geword het. Higgs (1971:1) is van mening dat – (d)ie Wet op Groepsgebiede (Nr 41 van 1950), wat beskryf word as een van die pilare van apartheid, oorspronklik deur die Suid-Afrikaanse regering in 1950 uitgevaardig is en in 1966 deur Wetnr 36 van 1966 gekonsolideer is. Die Wet, wat residensieël in die stede en dorpe van Suid-Afrika toepas, is spesifiek deur die Algemene Vergadering van die Verenigde Nasies verwerp. Onder die Wet, is baie gevestigde gemeenskappe, bestaande uit ’n miljoen mense, met geweld verskuif. Duduza het ontwikkel as gevolg van inwoners wat uit die veelrassige Charteston verskuif is. Hierdie dapper daad deur die apartheidstelsel het weerspieël wat met die ontwikkeling van die tuislandstelsel in Suid-Afrika gebeur het. Abel (2015:1) wys daarop dat in ’n poging om die swart opposisie te verdeel en uit te rangeer, het die apartheidstelsel kragdadig omtrent 3.5 miljoen Suid-Afrikaners na plattelandse tuislande tussen 1960 en 1980 hervestig. Hierdie gebeurtenis, wat beskou word as een van die geskiedenis se grootste sosiale manipulasieoefeninge, het oorbevolkte en ekonomies-ontnemende gemeenskappe van vervange mense geskep. Die ontwrigting en die vervanging van mense, asook die hele rassepolitieke-dinamika wat mense gevorseer het om met mekaar in wisselwerking te wees uit diverse taalagtergronde, het tot die ontwikkeling van dialekte gelei.
Mini Dissertation (MA)--University of Pretoria, 2018.
African Languages
MA
Unrestricted
2
Shabalala, Brian Christian Thamsanqa. "An analysis of account on love affairs in IsiZulu." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2064.
Full textAbstract:
Thesis (MA (African Languages))--University of Stellenbosch, 2009.This study explores the theoretical work in the articulation of the motivations and conditions for account-giving in isiZulu. In this context, accounts are similar to narratives and can be retained at the level of private reflections or written diary entries or for others to read and refer to from time to time. The account-giving process, according to Waldron (1997), is like a “life in motion” in which individual characters are portrayed as moving through their experiences, dealing with conflicts or problems in their lives and, at the same time, searching for resolutions. It is the quest to understand the major stresses in each individual’s mind that is at the core of this study. The why-questions that are 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 from the point of view of, firstly, the way in which they are told and, secondly, the way in which they are lived within a social context. These stories follow a historically or culturally based format and, to this effect, Gergen (1994) suggests narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to fulfil satisfactorily, such as stability narrative, progressive narrative and regressive narrative. According to Gergen (1994), self-narratives are social processes in which individuals are realised on the personal perspective or experience and, as such, their emotions are viewed as constitutive features of relationship. The self-narratives used and analysed in this study portray the contemporary culture-based elements or segments of a well-formed narrative.
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Mahlaza, Zola. "Grammars for generating isiXhosa and isiZulu weather bulletin verbs." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27997.
Full textAbstract:
The Met Office has investigated the use of natural language generation (NLG) technologies to streamline the production of weather forecasts. Their approach would be of great benefit in South Africa because there is no fast and large scale producer, automated or otherwise, of textual weather summaries for Nguni languages. This is because of, among other things, the complexity of Nguni languages. The structure of these languages is very different from Indo-European languages, and therefore we cannot reuse existing technologies that were developed for the latter group. Traditional NLG techniques such as templates are not compatible with 'Bantu' languages, and existing works that document scaled-down 'Bantu' language grammars are also not sufficient to generate weather text. In pursuance of generating weather text in isiXhosa and isiZulu - we restricted our text to only verbs in order to ensure a manageable scope. In particular, we have developed a corpus of weather sentences in order to determine verb features. We then created context free verbal grammar rules using an incremental approach. The quality of these rules was evaluated using two linguists. We then investigated the grammatical similarity of isiZulu verbs with their isiXhosa counterparts, and the extent to which a singular merged set of grammar rules can be used to produce correct verbs for both languages. The similarity analysis of the two languages was done through the developed rules' parse trees, and by applying binary similarity measures on the sets of verbs generated by the rules. The parse trees show that the differences between the verb's components are minor, and the similarity measures indicate that the verb sets are at most 59.5% similar (Driver-Kroeber metric). We also examined the importance of the phonological conditioning process by developing functions that calculate the ratio of verbs that will require conditioning out of the total strings that can be generated. We have found that the phonological conditioning process affects at least 45% of strings for isiXhosa, and at least 67% of strings for isiZulu depending on the type of verb root that is used. Overall, this work shows that the differences between isiXhosa and isiZulu verbs are minor, however, the exploitation of these similarities for the goal of creating a unified rule set for both languages cannot be achieved without significant maintainability compromises because there are dependencies that exist in one language and not the other between the verb's 'modules'. Furthermore, the phonological conditioning process should be implemented in order to improve generated text due to the high ratio of verbs it affects.
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Bengu, Rodney Muzikayise Martin. "Ucwaningo ngamasu asetshenziswa umlandi nomthelela emdlalweni wesiZulu." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1421.
Full textAbstract:
A thesis submitted to the Faculty of Arts in partial fulfilment of the requirements for the Masters Degree in Arts in the Department of African Languages at the University of Zululand, South Africa, 2014The research is basically looking into the literal and the techniques used by authors and the influence such techniques have on IsiZulu drama. Although different authors even playwrights were used in this research, the intentions are to investigate the effects of such influences on IsiZulu drama especially historical dramas.
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Mbatha, Mpumelelo Obed. "Ukuchazwa kwamagama esiZulu: udedangendlale wendima nenkiyankiya umchwayo wamamboza." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1576.
Full textAbstract:
A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of African Languages at the University of Zululand, 2017Anyone whose mother tongue is isiZulu can provide or make an attempt to provide meaning of any isiZulu lexical item. What is very difficult is to define / explain isiZulu words as lexical items. There are countless reasons for such difficulty in defining / explaining isiZulu words in isiZulu. Some of these reasons are the following: (i) The sounds of isiZulu words do not hide anything in as far as meanings of words are concerned. Defining isiZulu words is like defining what has already been defined; (ii) IsiZulu words are written as they are being pronounced; (iii) It is extremely difficult to conduct research among amaZulu. AmaZulu are unable to assist with definitions of the isiZulu words because of a number of reasons like they are not trained in providing definitions of isiZulu lexical items; (iv) There are very few resources that can help someone who is conducting research on defining / explaining isiZulu words in isiZulu. The above mentioned reasons are just the few of the reasons which hinder research on defining /explaining isiZulu lexical items in isiZulu. The main objective of this research is to provide assistance to those who intend embarking on research in defining / explaining isiZulu lexical items most especially in a monolingual approach. Another objective of this research is to assist those who intend doing lexicography by providing lexicographic tools which will solve some problems encountered in the field of lexicography.
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Zulu, Corrine Zandile. "Account-giving in the narratives of personal experience in isiZulu." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1327.
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Ngcobo, Lazarus. "The speech act of advice in educational contexts in isiZulu." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50191.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.
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Nyathikazi, Cebisile Penelope. "Izinselelo ezibhekene nabafundisi bolimi lwesiZulu olungolwebele ezikoleni zamabanga athe thuthu KwaZulu-Natali." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1432.
Full textAbstract:
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2014The research is basically looking at the challenges that are faced by isiZulu mother-tongue teachers in Secondary levels. The research focuses mainly in schools around the Province of KwaZulu-Natal. This research has been motivated by the fact that isiZulu is gradually losing its originality as a language and if nothing is being done, it is at the verge of collapse. Chapter one is the general introduction of the research topic where the following sub-topics form part of the research proposal; background to the study, the problem statement, the purpose of the study, delimitation of the study, the study methodology, beneficiaries of the study, division of the chapters and the conclusion. Chapter two deals with the issue of the language of teaching and learning. In South Africa in general and in schools in particular, isiZulu language is not a medium of instruction. It is not treated as a valuable communication mode. The majority of learners in South African Schools are taught through the medium of English which is not their home language. This has caused learners to despise isiZulu and going to the extent of developing an attitude that they do not need isiZulu for survival, therefore isiZulu mother-tongue teachers have a challenge to endeavour to motivate learners and other stake holders to give isiZulu the respect that it deserves. Chapter three looks at the curricula changes which have resulted to change in the teaching and learning style. Curricula changes in South Africa started with the adoption of OutcomesBased Education which brought about confusion not only to educators but to parents and learners as well. The study in this chapter focuses on the language policies that have been put in place as to what extent have they contributed to the challenges facing isiZulu mothertongue teachers in schools. Chapter four investigates the development of media both electronic and print which has captured the minds of most of our learners in a much greater way but mostly producing negative results. The rapid expansion of the electronic media and the introduction of a network of telecommunications has posed a threat in isiZulu language since most of the media do not use vii vernacular when publishing and broadcasting. If isiZulu is used, it is no longer in its original pure state, it is very diluted. Chapter five deals with the analysis and the result of the research. That is where we get the response of the participants to the questionnaire that has been used. Chapter six is where we get the recommendations and the conclusion.
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Ngwenya, Emmanuel Themba. "Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1110.
Full textAbstract:
Submitted to the Faculty of Arts in fulfillment of the requirements of the Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2010.Lezi zilimi okuyisiSwazi nesiNdebele zidala izingqinamba endleleni amagama esiZulu aphinyiswa, abhalwa kanye nafundwa ngayo. Lokhu kudala umonakalo olimini lwesiZulu. Izingane ezifunda isiZulu eSifundazweni saseMpumalanga zizithola zibhekene nenkinga yokungaqondisisi into eziyifundayo, eziyikhulumayo kanye naleyo eziyibhalayo. Indlela othisha abaqeqeshwa ngayo kanye nabafundisa ngayo inomthelela endleleni abafundi abafunda ngayo ulimi lwesiZulu. Okunye okuyimbangela yokulimala kolimi lwesiZulu ukuganiselana, ukufuduka, imingcele ehlukanisa imiphakathi, imisakazo elalelwa imiphakathi, izinkulumo zaMakhosi kanye nabaholi. Abazali banegalelo ekubhebhezeleni umthelela odalwa ulimi lwesiSwazi nesiNdebele ezinganeni ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga. Abazali abazikhuthazi futhi abaziseki ngokwanele izingane zabo ezifunda isiZulu njengoba benza kwezinye izifundo. Lokhu kudala ukuthi ulimi lwesiZulu lungavikeleki emthelelweni edalwa ulimi lwesiSwazi kanye nesiNdebele. Izingane ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga zibhekana nezingqinamba ngenxa yomphakathi eziphila phakathi kwawo. Umphakathi eziphila phakathi kwawo ukhuluma ulimi olungaba isiSwazi noma isiNdebele. Ulimi lwesiZulu lusebenza njengolimi lwasesikoleni, emphakathini kuvame isiSwazi nesiNdebele. Imitapo yolwazi etholakala emphakathini waseSifundazweni saseMpumalanga unezincwadi ezimbalwa ezibhalwe ngolimi lwesiZulu. Izincwadi eziningi ezitholakalayo ezolimi lwesiSwazi nesiNdebele. Ukwanda kwemijondolo emphakathini kuholela enkingeni yokuphuka kolimi ngenxa yokwanda kwabantu abaqhamuka ezingxenyeni ezahlukene zezwe. Bambalwa othisha abafunde bagogoda ulimi lwesiZulu abangumnsinsi wokuzimilela eSifundazweni saseMpumalanga. Iningi lo thisha livela eSifundazweni sakwaZulu- Natal, liyaye liphindele emuva uma ithuba livela. Izikhungo lapho kuqeqeshwa othisha abafundisa isiZulu azikho eSifundazweni saseMpumalanga. Kuncane ukusekwa okutholwa othisha besiZulu kuBaphathi bezikole. Izimali ezitholwa uMnyango wesiZulu zincane uma ziqhathaniswa neminye iminyango ezikoleni. Othisha besiZulu bafundisa amakilasi anezingane eziningi. Lokhu kudala ukuthi babhekane nomsebenzi onzima, bangakwazi ukwelekelela abafundi ngendlela efanele. Izinga okuphumelela ngalo abafundi besiZulu liphansi uma liqhathaniswa nalelo okuphumelela ngalo abafundi abafunda ulimi lwesiSwazi nesiNdebele eSifundazweni saseMpumalanga. Abafundi abazinikeli ngokusemandleni abo ukuze bahlangabezane nemizamo yawothisha. Abafundi kumele baziqhenye ngolimi lwesiZulu, lokho kuyodala ukuba ezinye izilimi zingabi nomthelela ongemuhle ekufundeni kwabo.
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Zuma, Khethiwe Victoria. "Investigating the teaching of isiZulu folktales in the Johannesburg East and South District secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1648.
Full textAbstract:
A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Magister Educationis in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018This study examined the teaching of isiZulu folktales at some Johannesburg East and South district secondary schools. The purpose if this study was to determine the methods used by isiZulu teachers in their classrooms when they teach folktales. The research questions were concerned with the teaching methods and strategies employed by teachers in their teaching of folktales. The study employed a mixed-methods approach involving 95 teachers as part of the quantitative approach and eight teachers participated in the qualitative semi-structured interviews. The findings of the study suggest that teachers use the lecture method in their teaching of folktales. The findings also reveal that teachers do not possess training in alternative methods of teaching folktales. The study recommends that teachers should be trained in the use of alternative methods such as drama. The study also recommends that school neighbouring communities should get involved in the performance of folktales by visiting isiZulu classes where folktales are taught.
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Brelage, Elna. "Die radiodrama in isiZulu met verwysing na die werk van D.B.Z. Ntuli." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-10132005-085945/.
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Msweli, Zanele Priscilla. "Developing learner’s language competence through IsiZulu literary and non-literary text analysis." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1341.
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Submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2012.This study explores developing learner‟s language competence through literary and non-literary texts. The topic of the study: “Developing learner‟s language competence through literary and non-literary analysis is introduced. It is maintained that language educators‟ focus is on analyzing literary texts: poetry, novel, drama, folklore/folktale, short story and essay but not on designing their own texts. The learners should be encouraged to produce their own authentic texts. It is also assumed that non-literary texts are not analysed or developed. There is lack of emphasis on language: sentence construction, for when learners produce their own texts they should know how to construct a sentence. It is also maintained that language usage should also be emphasized because texts are assumed to have figures of speech, idiomatic expressions and proverbs. Learners should be encouraged to create their own texts and present them. Therefore the language competence through isiZulu literary and non-literary texts analysis should be developed. This discussion includes ways learners can develop their language competence through literary and non-literary texts analysis and the ways the language educators can teach learners language competence through literary and non-literary texts analysis. The research analyses different types of isiZulu literary texts to show how language competence can be developed through literary texts analysis. The novel, “Insila KaShaka,” poetry, short story, “Intando Kamufi,” essay, “Izifungo,” folktales and the drama, “Kudela Owaziyo” are analysed.
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Zondi, Wilson Thembinkosi. "A genre-based pedagogical approach to teaching writing with reference to isiZulu texts." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53243.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by various scholars and researchers, which illustrate linguistic elements that can be incorporated into the teaching methodology of writing. Appropriately applied, these elements can develop learners' analytical skills as advanced in Curriculum 2005 in the languages learning area. A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions of Ilanga newspaper has been performed. This analysis reveals that text construction reflects generic factors such as the economic and social status of the community, its culture, which influence the communicative purpose. An attempt is made to investigate in detail the parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued that once the learner has mastered the parameters for text construction and analysis, he/she will be better equipped to achieve the learning outcomes specified for writing of Curriculum 2005.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van Kurrikulum 2005. 'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel, hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005.
OKUCASHUNIWE Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005. Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize, siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo. Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi : Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani? Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.
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Kellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.
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Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the underlying oral English proficiency of native isiZulu-speaking pre-service teachers as a first step toward being able to better support Classroom English proficiency development of non-native pre-service teachers. Within my conceptual framework for the study oral English proficiency is viewed as part of and foundational to Classroom English proficiency. A mixed methods approach was used. Data were gathered through questionnaires which gauged perceptions of the pre-service teachers’ English proficiency in the classroom as well as voice recordings of lessons they presented during their practice teaching period in rural KwaZulu-Natal schools. Voice recordings of this case study were analysed with the support of existing oral English proficiency rubrics and a self-designed Classroom English proficiency rubric. In a broad sense findings correspond with previous studies in similar fields, pointing to the nature of Classroom English of this case study at a level not considered ideal for effectively facilitating teaching and learning. These isiZulu-speaking preservice teachers require more support to develop better Classroom English proficiency. An approach that specifically addresses development of language proficiencies required in the classroom, with vocabulary and grammar embedded therein, is suggested.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
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Mazibuko-Khuzwayo, Hellen Phindile. "Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1491.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure to Grade R. In some rural areas, learners commence Grade 1 without going through the Reception Year class, even after the roll out plan of the universal access to Grade R that was in 2010. In such areas, Grade R is offered in school based and community based centres. The objectives of this study were: • To find out the nature of the relationship between prior learning and academic performance in IsiZulu in Grade 1 (entry point) and Grade 3 (exit point) as the result of exposure to Grade R.• To establish the extent to which learners have attained IsiZulu Home language literacy skills by the time they enter Grade 1. • To ascertain how teachers identify learners’ actual development level in IsiZulu literacy. • To determine espoused approaches to the teaching of literacy to learners who are at different levels of development in IsiZulu literacy. Using literacy as a conceptual framework and Vygotsky’s Theory of Social Constructivism as the underpinning of the study, literature was explored and the data was also analysed. Both qualitative and quantitative methods were used to generate data for this case study. In order to explore literacy attainment levels of learners in In order to explore literacy attainment levels of learners in Grade 1, purposive sampling was used. Four rural school educators and thirty four Grade 1 learners from three categories, that is, those learners who obtained Grade R from school based centres, community based centres and those who did not have any prior learning, were sampled for this study. Instruments such as class activities, observations, interviews and document analysis were used to collect data. The study revealed that high academic achievement in Grade 1 is based on learners’ exposure to grade R and that their literacy attainment levels differ as per the three categories. However, the gap in literacy development among learners from the three categories shrinks as they exit the Foundation Phase of study. The findings also reveal that educators lack proper skills of identifying learners’ zone of proximal development and also to teach in the zone of each learner. The study recommends proper training of educators in differentiation and also in establishing the baseline of learners in their mother tongue.
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Bengu, Rodney Muzikayise Martin. "Ucwaningo ngokusetshenziswa kolimi lwesiZulu ngenhloso yokuqhakanjiswa kwala makhono: elokulalela, elokubhala, elokufunda, elokukhuluma kanye nelokwethula lwenziwe ezikoleni ezikhethiwe esifundeni saseKing Cetshwayo." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1854.
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Lwethulwa ukufeza izidingo zeziqu zobudokotela kwinzululwazi (Doctor of Philosophy) emnyangweni wezilimi zomdabu namasiko enyuvesi yaKwaZulu, 2019Iqoqa lalo msebenzi wocwaningo lokusetshenziswa kolimi lwesiZulu ukuze kuqhakanjiswe amakhono aqukethe ubumtoti, ukuhlwabusa nokuyihlaba esikhonkosini ngolimi lwesiZulu luhlelwe lwaba izahluko eziyisishiyagalombili. Isahluko sokuqala isethulo socwaningo esethula ucwaningo ngokupheleleyo. Lapha kubukwa intshisekelo yocwaningo, izinhloso zocwaningo, amakhono, izindlela zokuqhuba ucwaningo, umklamo wocwaningo, imibono yongoti, abazohlomula, uhlaka lwezahluko nesiphetho. Isahluko sesibili sethula ikhono lokulalela nokuzwa. Lesi sahluko sethula umehluko phakathi kokulalela nokulalelisisa ngenhloso yokuzwa uqonde. Sethula izindlela zokulalela, izindlela zokufundisa ukulalela kanye nenzwa yokulalela. Isahluko sesithathu sethula injulakuhlaziya ulwazi ngamakhono okusetshenziswa kolimi. Kulesi sahluko kubhekwe okushiwo ongoti abehlukene behlaziya imiphumela eyehlukene ngokubuka injula yolwazi nxazonke. Isahluko sesine sethula izindlela noma amasu okuqhuba ucwaningo. Kula masu kusetshenziswe uhla-mbuzo isizindalwazi (inthanethi), ukuhanjelwa kwezithangami, amaphephandaba, ukubuxoxa nezinjulabuchopho nezazi emikhakheni ethile. Kube sekuvezwa ngokolandela imibono yongoti okuncomekayo ngezindlela ezisetshenziswayo uma kuqoqwa ulwazi kanye nokufekela kwazo. Isahluko sesihlanu sethula ukuhlelwa nokwethulwa kolwazi oluqoqiwe. Njengoba ulwazi luqoqwe ezingxenyeni ezehlukene lube seluhlelwa kanjalo. Kunolwazi oluqoqwe kothisha, bamabanga aphansi naphezulu, olunye luqoqwe kubafundi nabo ngokwehlukana kwamazinga. Olunye luqoqwe ezikhulwini zeminyango kaHulumeni emihlanganweni, olunye beluqoqwa ezingxoxweni nezazi ezehlukene, ulwazi lwamaphephandaba, izincwadi imibhalo yongoti, ingosi yesizindalwazi (inthanethi) nakumabonisakude imbala. Isahluko sesithupha sethula ikhono lokubhala, elokufunda nelokuphendula. La makhono ehlukene kepha asebenza ngokubambisana kanti kuvamile ukuba asebenze ngesikhathi vii esisodwa kanyekanye. Lesi sahluko sethule izindlela ezinconywe ongoti zokufundiswa kwekhono lokufunda, elokubhala nelobuciko bokuphendula imibuzo. Lesi sahluko sibuye sethula ikhono lokukhuluma nokwethula. Ukwethula nokukhuluma kuzwakala kufana ngoba ngisho kwethulwa inkulumo kusuke kukhulunywa. Lezi zimo zidinga amanye amakhono ukuze okukhulunywayo nokwethulwayo kudlule ngobuciko kuya kwabalalele nabethamele. Ongoti baphawulile ngala makhono beveza umehluko kanye namasu okucija ikhono lokukhuluma nokwethula. Babuye baphawula ngezimo ezinqinda ukusetshenziswa kwala makhono ngenzuzo. Isahluko sesikhombisa sethula ukuhlaziywa kolwazi lwamakhono olimi oluqoqiwe. Ikhono lokulalela nokuzwa, ikhono lokubhala, elokufunda, elokuphendula imibuzo, elokukhuluma nokwethula, ukuphumelela kwabafundi, ukuqeqesheka kothisha kanye nokulumbana kolimi nezombusazwe. Isahluko sesishiyagalombili sethula ukuhlaziywa kwamakhono, izincomo zocwaningo ngakho kubalwa ikhono lokulalela, ukufunda nokwazi ukuphendula imibuzo ngokunembayo nokusetshenziswa kwekhono lokubhala ngokubhala ubhalomagama olwamukelekile kanye nesiphetho.
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Malindi, Nokuthula Yvonne. "Solving problems of non-equivalence when translating highly technical texts into an African Language : the translation of chemistry terms into isiZulu for a quadrilingual explanatory dictionary of chemistry (English Afrikaans isiZulu Sepedi)." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53432.
Full textAbstract:
The focus of this study is on solving non-equivalence problems when translating a highly technical text. This study investigates the term formation strategies used in providing the isiZulu term translation equivalents of 50 English chemistry dictionary entries and their definitions into isiZulu, totalling approximately 1 109 source text terms. This dictionary is a Quadrilingual Explanatory Dictionary for Chemistry (QEDC) comprises four languages, which are English, Afrikaans, Pedi and Zulu. I am providing and investigating the isiZulu translation equivalents only.
The term list/DIY glossary was created using English chemistry terms excerpted manually from 50 chemistry dictionary entries definitions and terms collected from a ?keywords list. The keyword list was extracted from the source text semi-automatically using WordSmith Tools (a corpus query tool). This term list/DYI glossary was provided with isiZulu translation equivalents from the existing general isiZulu dictionaries and terminology lists.
Due to the problem of non-equivalence between English and isiZulu, only 30% of translation equivalents could be found in the existing sources referred to above.
The next step was therefore to collaborate with a chemistry specialist/expert, who is an isiZulu mother-tongue speaker, to try to find and/or create suitable translation equivalents for those terms that did not have ready translation equivalents which could not be found in the written sources referred to above. By consulting with the specialist/expert, the newly coined/created isiZulu terms could be ?legitimised . The term list/DIY glossary was then used for the translation of the source text. Before these translation term equivalents could be used for translating the source text, they were then back translated for validation reasons, i.e. to identify vagueness in the equivalents provided, as these are technical terms. For the translation of the source text, it was necessary to determine which of the various isiZulu translation equivalents for a particular SL term should be selected for use in the translation task. The consolidated term list/glossary was used not only as a DIY glossary/term list to translate the source text, but was also used in this study as terminological data in an analysis of the term formation strategies applicable and used in finding isiZulu translation equivalents for the English chemistry terms. The various strategies used were identified with reference to the term formation strategies listed by Baker (1992: 26 41), and Mtintsilana and Morris (1998: 110 112). The frequency of use of these term formation strategies applied to the translation task at hand were subsequently broadly analysed statistically.
The study uncovered a number of term formation strategies used in providing the various isiZulu chemistry translation equivalents. These strategies include the use of loan words, paraphrasing, transliteration, semantic shift, compounding, etc.
It was also clear from the term selection for use in the translation of the ST that both the translator and subject field specialist/expert preferred directly insertable translation equivalents rather than, for example, paraphrases, which could be cumbersome.
The predominance of borrowing as a term formation strategy can probably be ascribed to the highly technical nature of the ST. It is, however, heartening to note that after borrowing, the most preferred strategy is the use of ready translatable equivalents, i.e. indigenous isiZulu terms.
However, the practice of borrowing as a term formation strategy has a negative impact on the one-to-one relationship of a concept and its term, since a borrowed term does not assist in concept formation and the user s understanding the concept. I am of the opinion that this state of affairs is a result of the slow process in the standardisation of isiZulu terms, particularly in highly technical fields such as the field of chemistry.Mini Dissertation (MA)--University of Pretoria, 2015.
African Languages
MA
Unrestricted
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Khwela, Mandlenkosi Jeffrey. "Attitudes of matriculants in the Port Shepstone region towards IsiZulu as a school subject." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/505.
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A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2003.In this study I looked at the attitudes of matriculants towards isiZulu as school subject. The study was conducted in six schools in the Scottburgh and Sayidi area. isiZulu is one of the eleven official languages and was compared to other languages offered in schools. The Language policy needs to be improved in order to cater for the development of indigenous languages. The Questionnaire survey used as the research instrument in this study, and discussions with educators in this study, which enabled the researcher to gain a deeper understanding of attitudes of pupils towards isiZulu as a school subject. .Furthermore, the findings of the study indicated that libraries are often not well equipped with reading material in isiZulu, that at Times educators which are not properly qualified for the purpose teach isiZulu, and that the subject content often do not reflect the relevancy of everyday life. It was recommended that these aspects be addressed and more importantly, that the Language policy needs to be improved in order to cater for the development of indigenous languages.
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Nzuza, Thembile Paschalia. "Attitudes of Zulu matriculants in the uMlazi township towards isiZulu as a school subject." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/300.
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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science at the University of Zululand, 2002.In this thesis I am going to look at attitude study theory and then will define the terms which will be presented, in my literature chapter to help with reading and understanding of my thesis. The literature, which informs this study, is on atritiiHinal study as presented by scholars of this field. From this I will use the methods suggested to study attitudes of the uMlazi matriculants towards isiZulu as a school subject. My focus is on isiZulu language, which is one of the official languages; this will then bring in the issues of language poBcy in Black South African schools. IsiZulu will then be compared with the dominant language, which is spoken by the participants of the research, and all the official languages will be investigated if they are being used. The language policy will be investigated from the colonial era up to post democratic South Africa to establish if it has changed or not. Then the new language policy is to be investigated if it is implemented or not, if not suggest how the languages could be uplifted to promote muhilingualism which is the requirement of the Language policy-act of 1996. Writing conventions I wish to draw the attention of the reader to the following conventions that I am following in this stud}': 1 J am using the abbreviated Harvard style of referencing, for example: Adendorff 1996—388-406 means Adendorff 1996 pages 388 to 406. 2. Graphs and tables are given as figure 1-14 and they follow chronological order. 3. My questionnaire is attached under Addendum A All SPSS data are attached under addendum B.
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Nkosi, Vusumuzi Joshua. "African authors' perceptions of women's achievements : exploring cultural expectations in selected isiZulu literary texts." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/76176.
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In indigenous African societies, cultural expectations compel women to restrict themselves from excelling in whatever they do as a way of conforming to prevailing customary expectations. This is because those women who are said to disregard cultural expectations by aspring to achieve more than their male conterparts face societal consequences.Thesis (PhD)--University of Pretoria, 2020.
Andrew Mellon Foundation.
African Languages
PhD
Unrestricted
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Mali, Zoliswa Olga. "Exploring communication strategy use by learners of isiZulu in synchronous computer-mediated communication (S-CMC)." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/142.
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Mzoneli-Makhwaza, Irene Nini. "African male voices: representation of women images in selected isiZulu literary texts; reality or idealism?" Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1609.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree Of Doctor of Philosophy in the Department of African Languages at the University of Zululand, 2016In this thesis, the research focused on representation of women images in the selected isiZulu literary texts. From the late 1940’s up to 1994 South Africans struggled under the apartheid regime. During this period of time Black women were doubly oppressed by their patriarchal and traditional cultures as well as by the apartheid system of government. With the change of government in 1994, a new era in the history of South Africa was ushered in. The underlying foundations of the new constitution were democratic values of gender equality, non- racial, non sexist society. It is against this backdrop that the thesis focused on exploring the effects and or impact of perceptions about women within a changing and transforming society in Africa in general and South Africa specifically. The isiZulu texts selected that were analysed are works of transitional period partly because they were published during the time of political and social transformation. Whilst other texts that were analysed were published during the post-independence period. The rational behind this was to give a broader spectrum that reflects the reality; as well as to establish whether the socio- political transformation has had an impact on how male authors represent women in isiZulu literary texts. Literary feminist philosophy was employed to highlight whether their depiction is real or idealized. The study concluded that gender inequality was still prevalent in the depiction of women images in selected isiZulu literary texts authored by males. There was no transformation that had been made by male authors in their portrayal of women characters to reflect the current political and social order
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Makhanya, Winfred Nonhle Zabathembu. "The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
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Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
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Luthuli, Thobekile Patience. "Politeness in context: the case of apologies and requests of a South African isiZulu speaking community." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1720.
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A dissertation submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor Of Philosophy in the Department of African Languages at the University Of Zululand, 2016The aim of this study was to investigate politeness within the isiZulu speaking community. The study focused on the understanding of politeness within the target community (Umlazi Township) and whether this understanding has changed over the past generation. It also examined if males and females exhibit and value politeness differently. Finally, the study investigated which of the existing Western/non-Western models of politeness are relevant for describing the politeness phenomena in the target community. This study was conducted through the realisation of the speech acts of requests and apologies focusing on the variables of age, status and social distance. In order to achieve triangulation, qualitative and quantitative methods of data collection were used. These comprised of observation of domestic and educational contexts, interviews with cultural/religious leaders, discourse completion tasks (DCTs) and interviews with families. My findings reveal that the understanding of politeness phenomena within the target community is more in keeping with that of other non-Western cultures than in Western cultures. Females are found to exhibit more polite behaviours than males. Furthermore, the general understanding of politeness over the past generation has remained more or less constant.
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Myer, Landon. "Imifino yasendle, imifino isiZulu : the ethnobotany, historical ecology and nutrition of traditional vegetables in KwaZulu-Natal." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9926.
Full textAbstract:
Bibliography: leaves 68-72.Traditional wild or weedy leafy green vegetables are an important food source in many parts of Africa, and there have been several recent calls across the continent for interventions promoting the use of these resources for their nutritional values. In South Africa relatively little research attention has been paid to traditional vegetables, known in Zulu as imifino. However it is widely thought that these plants are falling into disuse as food preferences change and exotic vegetables such as spinach or cabbage become more commonly available. This report aims to provide basic understandings to inform the promotion of traditional vegetables in South Africa by exploring their ethnobotanical, ecological and nutritional dynamics. Interdisciplinary methods incorporating anthropology, ecology, nutrition and history are required to present holistic insights into the processes of imifino use and disuse. These techniques are focused on the community of Nkonisa, a forced relocation settlement in rural KwaZulu-Natal. A total of 36 imifino species are known across Nkonisa. Most participants know only a core group of 4-6 species which are locally available and are used frequently within the households. When seasonally available, these plants are harvested by women or children and occasionally sold in local markets. There also is a scattered body of knowledge of lesser known species which are rarely used. Many of these can not be recognised in the field by most participants and are generally thought to be locally unavailable.
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Makhatini, Freedom Nkanyiso. "The development of isiZulu as an academic language for the teaching of fundamental concepts in economics." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002164.
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This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.
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Makhoba, Khenani Lloyd, and S. L. Ntuli. "Ucwaningo olunzulu ngokuzilela ukufa, ukugonqa nokugoya esiZulwini / deep research on abstinence during death seclusion and reclusion in IsiZulu." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1850.
Full textAbstract:
Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in African Languages in the Faculty of Arts at the University of Zululand, 2017.Lolu cwaningo lunezahluko eziyisithupha: Isahluko sokuqala siyisethulo socwaningo. Sehlukaniswe izigatshana eziyisishiyagalombili. Isingeniso sethula amasiko esiZulu nendlela axoveke ngayo. Kunempikiswano nokungaboni ngaso linye esizweni ngamasiko. Phakathi kwalawo masiko okuphikiswana ngawo kuyabalwa nokuzila. Izimbangela zokulahleka kwamasiko ziningi. Enye yazo ukuncikana kwamaZulu nezinye izizwe. Enye yazo ukubuswa ngezinye izizwe ezinezinhloso ezishayisana nezesizwe samaZulu. Intshisekelo yocwaningo yadalwa ukuba umcwaningi athole ukuthi amasiko aphathelene nokuzila agcinwa ngezindlela ezahlukene. Kwenye inkathi lezi zindlela ziyashayisana. Inhloso enkulu ngalolu cwaningo ukuhlola ukuthi ukuzila kuyisiko noma umkhuba nje. Enye inhloso ukwethulela umphakathi imvulamehlo ngamasiko, ikakhulukazi awokuzila. Umklamo wocwaningo umayelana namasiko lapho kuzilwa khona. Kuphawuliwe ngokuzilela ukufa ngaphambi nangemuva komngcwabo. Ibaluliwe imigonqo ngokwahlukana kwayo. Ucwaningo lwenziwe ikakhulukazi eMbumbulu. Lokho akumvimbanga nokho umcwaningi ukuba aye nakwezinye izindawo. Ukuzila yisiko lesizwe sonke ngakhoke umklamo ngokwendawo yokuqhuba ucwaningo uvulekile. Isahluko sesibili sehlukaniseke iminxa emibili emikhulu. Kuchazwe amagama asetshenziswe ocwaningweni. Kufakwane umlomo nawongoti abehlukene. Kukhulunywe nawongoti abanolwazi lwasesikoleni ngobugugu namasiko. Abanye babo bafundisa kwaNgqondonkulu. Iningi labo lifundisa isiZulu nobugugu. Kuthintwe ongoti abathintana ngqo nokuzila. Izinyanga nezangoma zinolwazi oluthe thuthu ngemigonqo nokunye okwenziwa ngamathwasa. Kuthintwe ngisho abaholi bamabandla. Isizathu esimqoka salaba baholi ukuthi amakholwa angamaKhristu ayabaleka ekuphikeni amasiko. vi Isahluko sesithathu sicacisa ngezindlela zokuqhuba ucwaningo. Kumele kucace ukuthi umcwaningi uluthola kanjani ulwazi. Usebenzise izincwadi azithola emitapweni yezincwadi. Ufunde amaphephandaba. Ulalele imisakazo. Ubuke umabonakude. Ufunde imiqulu yabanye abacwaningi asebecwaningile ngamasiko esiZulu. Kubhekwe nezinsizakuhlaziya ezintathu ezihambisana nokuzila esiZulwini. Isahluko sesine singokuzilela isifo. Kukhulunywe ngokukhala lapho kufiwe. Ukuhambelana lapho kufiwe kwenzeka kusaphalalwe umkhosi ngesifo, kwenzeke nasemuva komngcwabo. Ukuzila kwehlukene ngemikhakha. Kuyenzeka kuqalwe kusagulwa. Kuyashiyana ukuzila kwamalungu omndeni. Abafelokazi bazila isikhathi eside kunawo wonke amalungu omndeni. Amadoda avamise ukuzila ngenhliziyo. Esinye sezizathu zokuzila kwawo ngenhliziyo ukuba nesithembu. Umnumzane onesithembu akakwazi ukuzilela lo oshonile bebe besaphila abanye. Isahluko sesihlanu sididiyele ukugonqa nokugoya. Kwehlukanisiwe ukugonqa nokugoya. Ukugoya kwenziwa umalokazane emveni kokuchanguza emzini. Ukugonqa imikhuleko lapho kuthonjiswa khona izingane, kwemuliswa, ngomncamo nangomkhehlo. Umgonqo othe ukwehluka ngowamathwasa. Ukugonqa okuningi kulapho kukhuliswa khona izingane. Zigonqa kakhulu nakaningana izingane ezingamantombazane kunezingabafana. Isizathu salokhu ukuthi umuntu wesifazane nguyena oqiniswayo. Uneqhaza elikhulu emasikweni esiZulu. Yibona abesifazane abalinda isidumbu ubusuku nemini. Banenimba nesineke sokukhulisa izingane. Banesineke sokweluleka izingane ngakho-ke kumele bawulungele lo msebenzi wokwakha isizwe. Yibona abesifazane abathwala izingane izinyanga eziyisishiyagalolunye.
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Zulu, Muriel Nokukhanya. "Ucwaningo lokuhlola izinselelo ezibhekene nothisha abakhuluma isiZulu ulimi lwebele lapho befundisa isiZulu ulimi lokuqala lokwengeza kubafundi abakhuluma isiZulu njengolimi lwesibili." Thesis, 2010. http://hdl.handle.net/10413/10570.
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Zulu, Richard Mfanuvele. "The pronoun in isiZulu." Thesis, 2014. http://hdl.handle.net/10210/9262.
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Makhatini, Nellie Gladys. "The morpheme in isiZulu." Thesis, 2014. http://hdl.handle.net/10210/9193.
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Mayeza, Julia Ntombizodwa. "Conversational rules in Isizulu." Thesis, 2014. http://hdl.handle.net/10210/9955.
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Ngcobo, Sandiso. "IsiZulu-speaking educators' attitudes towards the role of isiZulu in education in Durban." Thesis, 2001. http://hdl.handle.net/10413/3337.
Full textAbstract:
The South African Schools Act (1996) is now in place to allow the governing bodies to
decide on language policies for their schools. This has come about as a means to redress
the past situation whereby policies were imposed upon schools. The most affected groups
of people were Africans since those policies were designed with the sole aim of
undermining their home languages. The only two languages that were promoted at all
cost were English and Afrikaans. These languages were also used as languages of
learning and instructions. This had detrimental effects on the school results of black
children as they could not cope to learn in a foreign or second language. Teachers also
worked under tremendous pressure as they had to make an extra effort in trying to make
learners understand difficult and new concepts. In an effort to redress these problems the
new language policy under the new democratic South Africa recommends the use of a
home language as a language of learning. It however remains to be investigated what
attitudes the black educators have towards this policy as they are the ones who should
implement it in their classrooms.
This study set out to investigate the black educators' attitudes on the issue of the role of
indigenous languages in education. The focus indigenous language of this study is
isiZulu. This is due to the fact that the study was conducted in an isiZulu dominated area,
that is in Durban in the region of KwaZulu-Natal. I wanted to ascertain what are the
isiZulu-speaking teachers' attitudes on the role of isiZulu in society and in education. I
investigated their attitudes on what languages should be used as languages of teaching
and learning and at what levels. I also tried to understand what languages they would
prefer to be offered as subjects.
The data of this study were obtained mostly by means of questionnaires and verified
through limited but structured interviews. The questionnaire had two sections:
Respondents completed the first part of the questionnaire giving their personal details.
These were needed to establish whether and to what extent they have an effect on
teachers' attitudes. The rest of the questionnaire was directed at eliciting the educators'
attitudes towards the role of African languages in education.
This study has two main findings:
First, it was found that the respondents generally favour the use of African languages in
education. That is, the majority of respondents favoured the early introduction and
continued use of isiZulu as a language of instruction.
Second, some of their responses are self-contradictory to this attitude in that the teachers
equally wanted English to be used early in education as well. Some of them envisaged a
future where English will continue to dominate the lives of African people. There is a
strong evidence of language shift from isiZulu to English.
If the results of this study are anything to go by, then there are serious implications for
the new language policy in education. The survival and success of any educational policy
depends on the extent to which it is understood and embraced by the practitioners, in this
case educators. Given my findings that most teachers are ambivalent about the new
policy, the 'language in education' is in serious trouble.
Based on collected data, it is clear that the teachers were not familiar with the new policy.
The policy is likely to fail unless some intervention strategies are taken to address this
problem. This made me to recommend that black educators (and parents in general) need
to be given an awareness of the current language in education policy and what it attempts
to redress.Thesis (M.A.)-University of Natal, Durban, 2001.
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Cockburn, Jessica Jane, B. Khumalo-Seegelken, and Martin Herrer Villet. "IziNambuzane: isiZulu names for insects." 2014. http://hdl.handle.net/10962/d1014581.
Full textAbstract:
We provide a tool for communicating about insects in isiZulu to facilitate research and knowledge sharing in the fields of indigenous knowledge, cultural entomology, environmental education and community extensioninvolving isiZulu speakers. A total of 213 different names for 64 insect specimens were encountered among a sample of 67 respondents in 11 communities distributed across the province of KwaZulu-Natal, South Africa. This list includes 93 names that can be considered core isiZulu vocabulary and which are widely used to identify insects that are agriculturally, medically, domestically, culturally or ecologically common or significant. Substantial variation was found regarding the names for particular insects, especially between regions, suggesting dialectal differences between isiZulu speakers. Grammatical and social variation in names was also recorded. This study highlights interdisciplinary teamwork in the field of indigenous knowledge research and the influences affecting the standardisation of South African languages for technical and scientific work.
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Ntshalintshali, Annah Sesi. "Forms of address in Isizulu." Thesis, 2014. http://hdl.handle.net/10210/9748.
Full textAbstract:
M.A. (African Studies)The study deals with forms of address in isiZulu. Therefore, the various aspects of speech that play roles when addressing a person, the factors affecting forms of address in isiZulu and the effect of languages such as English, Afrikaans and other African languages on the forms of address in isiZulu are of interest. Research was conducted on forms of address in isiZulu in parts of Soweto and it was discovered that form of address are determined by different factors in a given situation and the influence of a variety of languages. The data was collected from: 1. Books on forms of address in other languages. 2. Recorded conversations and discussions. 3. Recorded television and radio programmes. In each chapter, sub-categories of addressing people, their use and factors determining them are highlighted.
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Twala, Edith Khanyisile. "The noun class system of IsiZulu." Thesis, 2014. http://hdl.handle.net/10210/10097.
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Nontolwane, Grace Benedicta Ncane. "Code-switching and code-mixing in IsiZulu." Thesis, 2014. http://hdl.handle.net/10210/10368.
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Nthoba, Maria Busisiwe. "The passive and contactive extensions of IsiZulu." Thesis, 2014. http://hdl.handle.net/10210/10768.
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Mkhombo, Sibongile Margaret. "The status of indigenous music in the South African school curriculum with special reference to IsiZulu." Thesis, 2019. http://hdl.handle.net/10500/26204.
Full textAbstract:
The research raises concern for the practical and theoretical problems confronting pre-primary to secondary schools regarding the implementation of indigenous African music in the present curriculum. This research investigates the status of indigenous African music in the South African school’s curriculum for the purposes of its inclusion with special reference to isiZulu. The study utilised qualitative interview, observation method and existing documents for the collection of data. Participants were asked to highlight the importance of including indigenous African music in the present curriculum as a core subject, and secondly, what can be done to promote indigenous African music to South African communities? This study records the importance of isiZulu belief systems, customs and performance tradition. It looks at indigenous isiZulu music both past and present, what it offers to the community of South Africans.
The research reveals that isiZulu music can be used to recall enjoyable commemorations, express peace, and happiness and motivates team spirit as it can organise activities geared towards community development if included in the school curriculum. It also nurtures social integration, which can enhance understanding in learning. Some songs are composed to instil socio-cultural values in establishing social relationships amongst the individuals and societies, also consolidate social bonds and create patriotic feelings. Music also contributes to the child’s development and psychological abilities. The study further revealed that the battle for the soul of African Languages is not yet over. Rather than the languages becoming increasingly appreciated and embraced by the owners, there is evidently a decline (Salawu, 2001). This worrisome decline is marked by the advancement of technology and craves modernity; they see everything (culture, indigenous African music and language) as primitive. It is apparent that the originality and excellence in African culture and languages are quickly vanishing, as there remains only a small indication of that genuine tradition. The study therefore, helps Black South Africans generally to relate to their folk-lore and to maintain their cultural principles, values and rebuild their sense of national identity and will also work to broaden the curriculum in schools from Foundation Phase to the FET Phase.Linguistics and Modern Languages
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Radebe, Dlozi Philemon. "The state of isiZulu in the Vaal Triangle." Thesis, 2015. http://hdl.handle.net/10210/13291.
Full textAbstract:
M.A.The work focuses on Vaal Triangle as a case study. Language contact also occur in other areas where various languages impact on each other in various ways. In our study we investigated the state of IsiZulu in the Vaal Triangle, we wanted to find out how it has been influenced by other languages. We also wanted to determine the attitude towards this language. The study established that the state of IsiZulu in this area is pathetic and that much influence comes from Sesotho. The Vaal Triangle community has a positive attitude towards IsiZulu. However their interest in learning it is not much. What came clear again is that some of the respondents who regard IsiZulu as their home language, do not speak it with all family members. This practice has a negative impact on the learning of this language. It is also evident from this investigation that very little has been done at this stage to improve the state of IsiZulu. Recommendations that are suggested might improve the situation to some extent, if they are implemented.
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Nene, Jabulani Owen. "IsiZulu traditional healers’ perspective of ukuhlonipha in context." Diss., 2013. http://hdl.handle.net/10500/13147.
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Traditional healers are one among professionals that are viewed as the most significant people in African Society. They are accorded the highest esteem because of the role they play in saving people’s lives and promoting cultural aspects such as ukuhlonipha amasiko in isiZulu. It should be remembered that this word ukuhlonipha which means to respect, is used across cultures to maintain peace within family and society. It all depends on which culture promotes it more than others. It is sociolinguistic truism that ukuhlonipha is essentially linked to the ubuntu philosophy of African people. However, traditional healers more than other people follow ukuhlonipha culture in numerous ways, especially when they meet, being consulted and during traditional ceremonies. They serve and promote what in IsiZulu is known as ukuhlonipha, which to the uninitiated and sometimes even to the scholars of this philosophy is a mystery. It is for this reason and others that people view them as the soul of society.
This study looks at relevant sociolinguistic theories especially the politeness theory to analyze most of the hlonipha features shown by traditional healers, apprentice and people during consultation.African Languages
M.A. (African Languages)
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Mgaga, Mandlendodakapheli Christian. "The role of semiotics in the isiZulu radio drama and the impact it has on the culture of isiZulu-speaking community." Diss., 2014. http://hdl.handle.net/10500/19996.
Full textAbstract:
Performance in isiZulu radio drama is imaginative and abstract to the listeners and radio drama writers make use of semiotic signs to convey intended action or information to the listeners. This research is meant to uncover the role of semiotics in the isiZulu radio drama and the impact it has on the culture of the isiZulu-speaking community.
This study was dedicated to answer the following research questions:
• How does semiotics play its role in isiZulu radio drama?
• To what extent does semiotics play its role in isiZulu radio drama?
• What impact it has on the culture of isiZulu-speaking community?
To answer these research questions the researcher formulated the following objectives:
• To identify different semiotic signs that plays a significant role in isiZulu radio drama.
• To explore the role of semiotic signs in isiZulu radio drama.
• To analyse the role of semiotic signs in isiZulu radio drama.
• To examine the extent to which semiotic signs can influence the revival of cultural knowledge in isiZulu-speaking community.
• To suggest for further research on the role of semiotics in isiZulu radio drama and the impact it has on the culture of isiZulu-speaking community.
The researcher used a mixed method consisting of quantitative and qualitative approaches which examined the research problem by surveying isiZulu radio drama listeners, observing selected isiZulu radio drama scripts and conducting a telephone interview with the participant.
The researcher found that semiotics play significant and different roles in isiZulu radio dramas and has the potential to revive cultural knowledge of the isiZulu-speaking community. The researcher recommended further research on the grounds that this study did not focus on the infringement that exists in isiZulu language, which is used in isiZulu radio dramas to fit the socio-economic, political, technological and demographic changes whether such infringement still restore and revive cultural knowledge of the isiZulu-speaking community.African Languages
M.A. (African Languages)
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Shabalala, Mbali Aldromeda. "Homestead names as a reflection of social dynamics in Mabengela, Nkandla." Thesis, 1999. http://hdl.handle.net/10413/4207.
Full textAbstract:
Homestead naming has been a Zulu practice since the days of King Shaka. Although this practice has been abandoned by some of the Zulus especially those living in urban areas, it still exists in some rural areas e.g. Mabengela. This study on ''Homestead names as a reflection of social dynamics in Mabengela, Nkandla" , is divided into five chapters. The first chapter 'Introduction' looks at both the introduction to the thesis and also the
introduction to the research area. It looks at the methodology used in this study and also gives a brief background of the life people in Mabengela live. The second chapter 'The Zulu homestead and its social organisation' pays particular attention to the Zulu homestead. It looks at the construction of a Zulu hut, the arrangement of huts in the homestead, the importance of the cattle kraal, etc. It also looks at the division of labour
within the Zulu homestead and the importance of each member of the family in making things run smoothly in the homestead. Chapter three 'Morphological analysis of homestead names' looks at the linguistic features of
homestead names. It looks at the difference between nouns and names, the locative prefixes and suffixes used in homestead names and also looks different stems that homestead names have. This chapter also focuses on homestead names as a morphological exception. The last but one chapter 'The aetiology of homestead names' looks at homestead names as a reflection of social dynamics in the community of Mabengela. It pays particular attention to the reasons for name-giving, time for naming the homestead, etc. It also looks at the different categories in which homestead names in Mabengela have been categorised and what these names reflect about the community of Mabengela. The last chapter is the conclusion of the dissertation.Thesis (M.A.)-University of Natal, Pietermaritzburg, 1999.
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Maphumulo, Thabisile. "An exploration of how grade one IsiZulu teachers teach reading." Thesis, 2010. http://hdl.handle.net/10413/1150.
Full textAbstract:
This study aims to investigate how Grade One isiZulu teachers teach reading in the Foundation Phase of Schooling. History of teaching can be traced back as far as the 1800s up until the introduction of the
Outcome Based Education (OBE) that came into being after the first South African democratic elections in 1994. Data for this study was collected from the three Grade One isiZulu teachers of my school.
This was a qualitative study and data was collected through semi-structured interviews, observation and document analysis. Interviews were taped, transcribed and analysed, and data
was categorized into themes.
The study revealed that there were some social conditions that did hinder the progress of reading
in the school. There was a lack of motivation from parents. It was found out from the study that,
in spite of all the Department of Education’s attempts to provide teachers with handbooks with
strategies on how to tackle reading lessons, some teachers still have problems in putting these
into practice. It also became clear that reading involves role players which are learners, teachers,
parents and the community as well as the Department of Education. The study has also revealed
that the best way to teach reading is through a variety of methods.
It is recommended that Grade One classes should not consist of more than fifty learners. Policies
implemented by both the Department of Education and various schools should be reinforced.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
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Khan, Tasmia. "IsiZulu adoptives from english and afrikaans: an optimality theory analysis." Thesis, 2016. http://hdl.handle.net/10539/20752.
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A thesis submitted to the University of the Witwatersrand in fulfilment of the requirements of the degree of Master of Arts in Linguistics.
11 March 2016The study examines some phonological characteristics of isiZulu adoptives, derived from English and Afrikaans. IsiZulu is a member of the Nguni group of languages, whereas English and Afrikaans are linguistically related, belonging to the Indo-European language group. These languages have different phonological structures and borrow words from each other. This research focuses on the repair strategies employed in isiZulu to adapt and rephonologise English and Afrikaans loanwords. Rephonologisation is a process that alters the structure of a word to conform to the phonological structure of a recipient language. This investigation focuses on the segmental and syllable structure modifications that loanwords undergo in order to make them fit into the preferred phonological structure of isiZulu. Particular repair strategies described and accounted for in this study include, inter alia, segment substitution, vowel epenthesis, glide epenthesis, and segment deletion. Certain isiZulu adoptives are completely rephonologised while others only undergo partial adjustment. This indicates the retention, in certain instances, of English and Afrikaans segmental features and syllable structures within isiZulu loanword phonology. This study examines both variants, the fully and the partially rephonologised adoptives. Additionally, with the objective of contributing to phonological typology, the research evaluates and compares its findings to observations made by prior, similar investigations for chiShona (Kadenge, 2012; Kadenge & Mudzingwa 2012) and isiNdebele (Mahlangu, 2007; Skhosana, 2009). The broader objective of this study is to explore the synchronic phonology of isiZulu, exposing the phonological changes that are taking place in this language due to contact with English and Afrikaans. In addition, a vast corpus of isiZulu loanwords (data) from English and Afrikaans is presented; contributing a foundation for utilisation in future studies. The overall analysis of the data is couched within Optimality Theory (OT: Prince & Smolensky 2004), which emphasises that surface forms of language reflect the resolution of conflicts between constraints (Kager, 1999). The intra-linguistic variations of loanwords are explained in terms of constraint re-ranking, which is responsible for the phonological shape of loanwords in isiZulu and is addressed herein.
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Selepe, Bongeka Buhle. "South Africa's suspended revolution in isiZulu translation - a critical reflection." Thesis, 2016. http://hdl.handle.net/10539/19992.
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Mabaso, Bonisile Cynthia. "Gender disparities: comparing reading practices of grade 10 isiZulu readers." Thesis, 2017. http://hdl.handle.net/10539/23664.
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Master of Arts in Applied Language and Literacy Education, University of Witwatersrand, 2017Recent 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
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Mdanda, Mandlakayise Gilford. "The indigenous knowledge systems based on religion and healing as encapsulated in O.E.H.M. Nxumalo and L.B.Z. Buthelezi's poetry." Thesis, 2010. http://hdl.handle.net/10413/6520.
Full textAbstract:
This study concerns itself with indigenous knowledge systems related to religion and healing as encapsulated in Nxumalo and Buthelezi's poetry. Most of the poems referenced in this study are laced with religion and healing, with the aspects of healing being related to religion and success? In short, the healer has to be upright as far as religion is concerned. Any deviation from religious norms and values tarnishes and nullifies the healer's expertise and their ability to heal. In short the ancestral spirits dislikes deviant behaviours such as witchcraft, when the healer lives in two worlds, that of healing and that of bewitching others. The ancestors strip the healer of the healing powers, as a punishment.
To gain their expertise, the practitioners of religion and healing undergo training in the art of detecting illness and witchcraft using bones and other devices, and this training, to a greater extent, must come with the approval of ancestors. It is also upon the diviners and traditional healers to perform rituals when death has struck, by preparing rituals that should enable the living dead to meet their ancestors spotless. Since, the indigenous people believes in the life-hereafter, it is believed that a person pursues with living, similarly to an earthly one even in death. It is believed that failing to perform these rituals, invites death to encroach and repeatedly strike the community or family.
Witchcraft is deplored in indigenous religions and communities often gather together with healers to fight against witches. In indigenous religions untimely death is believed to be the work of the witch. All in all indigenous religion and healing complement each other in the worship of the Supreme-Being through deities. In short, Chapter One concerns itself with a general introduction for the entire study. Some key concepts such as: indigenous knowledge systems; deconstruction; inter-textuality; new-historicism; influence and so on, will be discussed in this said chapter. Whereas Chapter Two discusses how theories like deconstruction, inter-textuality and new-historicism will be utilised in the study. Take for instance deconstruction is to be utilised since it deals with multiplicity of meaning in interpretation of poetry.
Chapter Three deals with the link between Nxumalo and Buthelezi's poetry as they relate to indigenous religion and healing and the relevance of these two concepts. Chosen poems by Nxumalo and Buthelezi will be analysed in this regard. Chapter Four touches on instances of the indigenous knowledge system and how it is constructed within the poetry of Nxumalo and Buthelezi. Specifically, the position of the Supreme-Being and that of the deities will receive attention here. In Chapters Five, discussions of the instances of indigenous rituals within the selected poetry and the training of prospective traditional healers will be analysed. Finally, Chapter Six presents the conclusion, findings, recommendations and possible future directions for research in this field.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Zungu, Phyllis Jane Nonhlanhla. "Language variation in Zulu : a case study of contemporary codes and registers in the greater Durban area." Thesis, 1995. http://hdl.handle.net/10413/6694.
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This study has been an attempt to clarify a number of basic problems regarding the
phenomena of Language Variation and their implications for linguistic usage. The
data were collected in the GDA. Very little has been done on Language Variation
in Zulu owing to lack of interest in Sociolinguistics in the middle of this century.
A study of this nature is imperative because language planners have to design policies
for the Government of National Unity in South Africa.There are two very important aspects to National Language Policies. These comprise
the ideological aspect, which is concerned with mobilising the nation's sentiments and
attitudes towards the acceptance and use of selected speech forms. The second aspect
involves the technical side, which looks at the practical elements which are concerned
with the problems of implementing the ideology (Whiteley 1963: 150). In order to fulfill the foregoing ideals, we had to look for applicable aims and objectives of Language Variation. The main objectives were: (a) to identify at least seven domains where different language varieties
were employed in the Black Durban speech community; (b) to investigate the social attitude of the Black Durban speech community towards CCR's; (c) to trace the origin of and development of the non-standard varieties which are employed by the Black Durban speech community;
(d) To investigate the impact of CCR's on the economy, and social conditions prevailing in the GDA. In order to achieve the foregoing objectives, the term 'Language Variation' and its dynamics had to be clarified. Empirical studies on research methodologies had to be
resorted to in order to give a sound base to the theoretical framework. A number of theories were explored and they were found to be applicable to Contemporary Codes and Registers employed by the Black Durban speech community. These comprised speech accommodation, cognitive uncertainty, affective reinforcement, gain-loss, social identity, functionalist and interactionist theories. In order to test these theories, I resorted to ethnomethodological and ethnographic approaches to empirical research. The choice of these approaches was to capture data on CCR's in the most objective and valid manner. The next step was to take a deep plunge into field work. I became a participant observer in a number of domains around the Durban Metropolitan area. Interviews with prominent Zulu speakers were also conducted in order to obtain their input towards CCR's. The research was conducted in seven Black townships, situated in the GDA. In
addition to this, research was conducted in Westville prison, transportation modes, hospitals, streets, taverns, educational units, and in soccer clubs. I entered the aforementioned domains as a 'friend of a friend' a lecturer, or an ex-class teacher in order to become a participant observer in various activities of the Black Durban speech communities. In addition to this, written questionnaires were administered and answered by respondents. The aim of the questionnaire survey was to measure the magnitude of linguistic transformations in the GDA. Another aim was to capture the attitude of the Black Durban speech community towards non-standard varieties of Zulu. Interviews were also conducted for the same purpose. Checklists were also resorted to in order to secure valid and objective information. The collection and analysis of data alone was not adequate in accounting for Language Variation. Bokamba, (1988:21) mentions that we need data on the
communicative behaviour of speakers - the whys and how's of ..... [Language Valiation]. A description of the social context of CCR's as observed in the Black speech community of the GDA was exposed. This involved a presentation of the origins and development of linguistic CR's used in the GDA. CR's included slang, Tsotsitaal/isiLovasi, jargon, borrowing, interlarding, neologisms, which were covered under the
term CCR's. The linguistic make up, characteristics and classification of CCR's were also carried out. I had to identify the speakers of CCR's in the various targeted domains, where they are employed, as well as the topics which are normally discussed by the interlocutors.
Socio-psychological functions of CCR's as spoken in the targeted areas were uncovered. It was revealed that CCR's entail elaborate and rich linguistic forms. They incorporate everyday situations thus recording the activities of people at a particular era in the history of mankind. At least 75% of the 800 collected lexical items which were regarded as non-standard and filtered talk were found to be known and used by most Black Durban speakers. School children were found to have carried these CCR's to the classroom situation where they were penalised for employing them.Thesis (Ph.D.)-University of Durban-Westville, 1995.
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Drummond, Andrew Meikle. "How IsiZulu speakers use cohesion in English in their academic writing." Thesis, 2016. http://hdl.handle.net/10539/20758.
Full textAbstract:
A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Arts by combination of coursework and research.
Johannesburg, 2015Achievement rates in higher education in South Africa for black students remain low after 20 years of democracy. Writing academic English according to existing conventions is a complex skill. One aspect of this skill is producing dense, cohesive text. The writing of a group of IsiZulu speakers at Wits is analyzed to find out how Hallidayan (1976) cohesion is operating therein: how does this language group use conjunctions, lexical cohesion, referencing, ellipsis and substitution when writing in English? In addition, it explores whether differences in how IsiZulu and English are structured create problems with cohesion for these undergraduates when writing in English. Furthermore, it aims to uncover if the rhetorical structure of IsiZulu influences the organization and the cohesion of their English texts. From this analysis, it is evident that there are elements of referencing, conjunction use and lexical cohesion which are well developed in their writing. At the same time, evidence of speech-type syntax in the data points to areas where further development is possible. This knowledge has led to suggestions on how academic literacy input could facilitate writing skills development for this language group. The investigation has also established the dominance of English rhetorical organisation in both the English and IsiZulu writing of this cohort. It has also shown that these students experience rhetorical conflict when instructed not to use repetition as a meaning-making strategy in their writing. Both a pragmatic and a critical response to these findings has been provided. The pragmatic response is a set of suggestions on how to develop language skills in the area of cohesion. The critical response is a proposal for an alternative style of academic textual organisation with stronger links to IsiZulu oral rhetoric practices. Key words: Cohesion in IsiZulu, cohesion in English, IsiZulu rhetoric, English rhetoric, academic literacy, transformation in tertiary education
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Mzoma, Shoaib. "Malawian immigrants experiences in the acquisition of spoken isiZulu in Durban." Diss., 2014. http://hdl.handle.net/10500/18567.
Full textAbstract:
Text in EnglishOne of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition.
Linguistics and Modern Languages
M.A. (Linguistics)