Relevant bibliographies by topics / Nyanja language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Nyanja language'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Nyanja language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Nyanja language"

1

Simachenya, Milimo, and Kelvin Mambwe. "Language Practices in Multilingual Classrooms of Selected Primary Schools in Livingstone - Zambia." Daengku: Journal of Humanities and Social Sciences Innovation 3, no. 4 (August 29, 2023): 702–10. http://dx.doi.org/10.35877/454ri.daengku1899.

Full text
Abstract:
This study investigated language practices in multilingual classrooms in selected primary schools of urban areas of Livingstone city in Zambia among teachers and learners. The purpose of the study was to establish the motivations that teachers and learners had for drawing ‘linguistic features’ from Nyanja, Tonga and English languages in negotiating meaning during teaching and learning activities. The study also interrogated the language practices against the legislative prescription of language(s) to be used in the formal classroom situations in Zambia. Using purposive sampling, the data were collected from twenty teachers and twenty pupils through semi-structured interviews as well as direct observations of the twenty lessons. The study shows that learners prefer using linguistic features drawn from the named languages as resources in making meaning and for the purposes of learning. The study also establishes that teachers use Nyanja and English as resources for linguistic inclusiveness in order to facilitate teaching. These findings seem to counter the traditional expectation in education set ups in Zambia in which highly formalised monolingual languages are to be applied in teaching and learning processes. Therefore, the assumption which language policy formulators make regarding the choice of language(s) to be used in a particular locality for a specific function are contested. In this regard, the study augments the current debate on multilingualism which moves away from the traditional conception of named languages used in informing the formulation of the Zambia Education language policy.
APA, Harvard, Vancouver, ISO, and other styles
2

Mwayiwawo, Fortune Solomon Kamvantope, and Jimu Pempho. "Inclusive indigenous simple programming language and interpreter written in chichewa (chich++)." i-manager’s Journal on Software Engineering 18, no. 4 (2024): 1. http://dx.doi.org/10.26634/jse.18.4.20726.

Full text
Abstract:
This paper aims to bridge the digital divide in Malawi's primary and secondary schools by developing Chich++, a simple console-based programming language in Chichewa (Nyanja). The goal is to teach fundamental programming and computational concepts to children and adults, especially those with limited English proficiency. Inspired by countries like Germany, China, and Japan, which teach IT in native languages, this initiative seeks to provide Malawian students with culturally and linguistically relevant programming education. By using Chichewa, Chich++ aims to democratize programming education and empower individuals to contribute to Malawi's socio-economic development. To achieve this vision, the paper utilizes a combination of powerful tools and resources. Java is the foundational programming language used for developing Chich++ and its infrastructure, building on the Java Interpreter Structure. Additionally, a graphical editor is employed to create the language's lessons on a documentation panel, paired with a code editor and an output pane. Preliminary (desired) results indicate a suitable engagement theme and comprehensive way for students using Chich++ to understand basic coding and programming concepts, compared to those learning in English. Positive feedback highlights the potential impact on learning outcomes. To achieve this vision, the project utilizes a graphical editor that facilitates the construction of lessons, with a well-thought documentation area to enhance the learning experience.
APA, Harvard, Vancouver, ISO, and other styles
3

Stephano, Rehema. "Utoshelevu wa Mawasiliano kwa Kiswahili katika Teknolojia ya SIKANU:." JULACE: Journal of the University of Namibia Language Centre 5, no. 1 (December 14, 2020): 1–14. http://dx.doi.org/10.32642/julace.v5i1.1480.

Full text
Abstract:
This paper investigated the adequacy of Kiswahili communication, the most famous and widely used African language, communication in Smartphone technology basing on WhatsApp. Specifically, the analysis relied on Tecno F1. The methodology used was content analysis whereby Kiswahili directives were examined to check how adequate and effective are they. The criteria considered are comprehension/making sense, availability of vocabulary in Kiswahili dictionaries and in daily use, noun classes, affixation and word order. The analysis showed that vocabulary used in the application is, to some extent, sufficient to serve communication purpose to its users. There are words which are very familiar to the users and others are new. The new ones are formed to fill the commucative blankness which is created by the new discoveries. The results showed further that the formation of the words is in line with Kiswahili word formation processes. Likewise, the investigation showed that some verbs were given new meanings to meet new communication to the WhatsApp users. With regard to grammar, most of directives observed to follow Kiswahili word order and affixation rules. However, there are ungrammatical constructions found, mostly, caused by literal translation. Following these results, the paper suggests more efforts to develop and spread Kiswahili, especially to Tanzanians in order to give the language supremacy to be used in science and technology. The use of Swahili will accelerate the development and economic competitiveness in particular among Tanzanians, Africans and other competitors worldwide. Makala hii inahusu uchunguzi wa utoshelevu wa mawasiliano kwa Kiswahili katika teknolojia ya SIKANU. Uchunguzi umejikita katika programu tumizi ya SIKANU ijulikanayo kwa jina la WhatsApp na simu ya mkononi aina ya Tecno F1 imetumiwa kama uchunguzi kifani. Utafiti umetumia mkabala wa kitaamuli, ambapo maelezo na maelekezo ya Kiswahili yaliyomo katika WhatsApp yamechunguzwa katika kupima utoshelevuake. Vigezo vilivyotumika kupima utoshelevu wa mawasiliano hayo ni uelewekaji, uwepo wa msamiati katika kamusi za Kiswahili na katika matumizi ya wazungumzaji, ngeli za nomino, mpangilio wa viambishi na wa maneno katika tungo. Uchanganuzi umeonesha kuwa msamiati unaotumika katika WhatsApp, kwa kiasi kikubwa, ni toshelevu kiasi cha kukidhi mawasiliano baina ya watumiaji wake. Kuna msamiati ambao unafahamika na kuzoeleka kwa watumiaji na mwingine ni mapya. Msamiati mpya unaundwa kuziba mwanya wa mawasiliano unaotokana na ugunduzi wa mambo mapya. Kadhalika, matokeo ya utafiti yameonesha kuwa uundaji wa msamiati mpya unaakisi michakato ya uundaji wa maneno ya Kiswahili kwa kiasi kikubwa. Vilevile, matokeo yameonesha kuwa baadhi ya vitenzi vinapatiwa maana mpya ili kukidhi mawasiliano mapya ya watumiaji wa WhatsApp. Kuhusu sarufi, maelezo na maelekezo mengi yameonekana kuzingatia mpangilio wa maneno na kanuni za uambishaji za Kiswahili. Kwa upande mwingine, matokeo ya utafiti yameonesha utosarufi katika miundo ya Kiswahili. Utosarufi huo, kwa kiasi kikubwa, unasababishwa na tafsiri sisisi. Kufuatia matokeo haya, makala hii inapendekeza kwamba Watanzania na Waafrika kwa ujumla wajitihidi kuikuza na kuiendeleza lugha ya Kiswahili ili kuipa umashuhuri zaidi na kuiwezesha kutumika katika nyanja za sayansi na teknolojia. Kwa kufanya hivyo, matumizi ya Kiswahili yataongeza kasi ya maendeleo na ushindani wa kiuchumi miongoni mwa Watanzania, Waafrika na walimwengu wengine.
APA, Harvard, Vancouver, ISO, and other styles
4

Ngowa, Nancy Jumwa, and Deo S. Ngonyani. "The Subjunctive Mood in Giryama and Tanzanian Nyanja." Studia Orientalia Electronica 8, no. 3 (November 20, 2020): 99–118. http://dx.doi.org/10.23993/store.69768.

Full text
Abstract:
This paper presents a study of the Subjunctive in the Bantu languages of Giryama in Kenya (E72a) and Nyanja in Tanzania (N201), and explores its distribution in the two languages. As in other Bantu languages, the Subjunctive is a morphological feature characterized by a verbal suffix -e, an obligatory subject marker, and the absence of tense. Syntactically, the Subjunctive appears in independent clauses, as well as dependent clauses with a certain class of predicates and adverbial subordinators. Independent clauses that may carry the Subjunctive are those that express exhortations or suggestions, and sentences marked with the future tense. Dependent clauses with Subjunctive verbs include: (a) complement clauses containing directive, volitional, and causative verbs, and (b) adverbial clauses such as clauses of purpose. Studies of the subjunctive have often associated its semantic distribution with irrealis, in contrast with the Indicative, which is associated with realis or assertion. We present evidence showing that the irrealis reading may sometimes appear to be absent. We argue that irrealis may not be a necessary and sufficient condition for the Subjunctive. However, the onstructions that give irrealis readings provide the best exemplars of Subjunctives in these two languages. Independent clause Subjunctives are shown to be clearly non-factive. Matrix verbs that take subjunctive complements are described as presupposition triggers of events that are non-factive relative to the matrix event.
APA, Harvard, Vancouver, ISO, and other styles
5

Mchombo, Sam. "Linear order constraints on split NPs in Chichewa." ZAS Papers in Linguistics 43 (January 1, 2006): 143–60. http://dx.doi.org/10.21248/zaspil.43.2006.289.

Full text
Abstract:
This paper focuses on restrictions on the ordering of internal constituents of noun phrases in Chichewa, especially when those constituents are discontinuous. The motivation for discontinuity of the NP constituents will be given, together with discussion of constructions that can be subsumed under this rubric but that do not really involve discontinuity in the canonical sense. These are constructions where a topic NP in a left periphery position is either linked anaphorically with a modifier "remnant" or semantically with its hyponym in post-verbal position. According to Guthrie's classification of Bantu languages, Chichewa is placed in zone N unit N31. It is regarded as a dialect of Nyanja, classified as belonging to unit N30 (Guthrie 1967-71).
APA, Harvard, Vancouver, ISO, and other styles
6

Sulistyowati, Ririn. "ANALISIS KESALAHAN BERBAHASA PADA TATARAN FRASA DALAM PUTUSAN PENGADILAN KASUS TINDAK PIDANA KEJAHATAN TERHADAP NYAWA." MIMESIS 4, no. 1 (January 31, 2023): 62–72. http://dx.doi.org/10.12928/mms.v4i1.7163.

Full text
Abstract:
Court order are a scientific product of the legal process, so there should be no mistakes in writing court order because this can have fatal consequences for the legal process that has been carried out. Phrases as the smallest level in the syntax used to form sentences must be written correctly in a court order to avoid misinterpretation of a court order. This study will describe the various language errors at the phrase level that can be found in court order on homicide act of criminal. This research is a qualitative descriptive study. The data in this study are sentences containing language errors at the phrase level contained in a court order of homicide act of criminal in North Sumatra in 2020. The conclusions in this study are made inductively. Based on the analysis in this study, it can be concluded that there are six types of language errors, namely the influence of regional languages, inappropriate use of prepositions, wording errors, excessive use of elements, errors in the use of superlative forms, and pluralization of plural forms.
APA, Harvard, Vancouver, ISO, and other styles
7

Fehn, Anne-Maria. "Kuvale: A Bantu language of southwestern Angola." Journal of African Languages and Linguistics 40, no. 2 (December 18, 2019): 235–70. http://dx.doi.org/10.1515/jall-2019-0010.

Full text
Abstract:
Abstract This paper uses historical-comparative approaches in combination with quantitative methods to analyse data from a survey of varieties of the Bantu languages Herero and Kuvale spoken by ethnically diverse groups from southwestern Angola. We assess the status and position of the underdocumented “Kuvale” variety in relation to its closest geographic neighbours, and address questions about the history of the area. We find that Kuvale is lexically differentiated from its closest relatives Herero, Wambo and Nyaneka-Nkhumbi and should probably be considered a language in its own right. Within the lexicon and phoneme inventories of the surveyed varieties, no obvious indications of a substrate were found, including in data collected among the formerly Kwadi-speaking Kwepe, and among the Kwisi and Twa foragers, who have been hypothesized to constitute a remnant layer of non-Bantu, non-Khoisan foragers in the Namib desert.
APA, Harvard, Vancouver, ISO, and other styles
8

Oketch, Omondi, and Felix Banda. "Multilingual discourse practices in community development in Nyanza Province, Kenya." Southern African Linguistics and Applied Language Studies 26, no. 1 (June 2008): 1–11. http://dx.doi.org/10.2989/salals.2008.26.1.1.416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Swart, Marieken. "Business English for black adults in Cape Town's Khayelitsha and Nyanga." System 19, no. 3 (January 1991): 241–52. http://dx.doi.org/10.1016/0346-251x(91)90049-u.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Milyanniarti, Binta, Charlina Charlina, and Mangatur Sinaga. "Pronomina Persona Bahasa Talang Mamak Kecamatan Rakit Kulim Kabupaten Indragiri Hulu." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 9, no. 1 (February 24, 2021): 100. http://dx.doi.org/10.32682/sastranesia.v9i1.1802.

Full text
Abstract:
AbstractThe aims of this research is to explain use of pronouns Talang Mamak Language, Rakit Kulims District, Indragiri Hulu Regency. This is a qualitative descriptive research. The methods of data collection were the observation process followed by the tapping technique, the skillful listening techhique involved, the listening technique free of charge, the recording technique, and technique of note taking. The technique of analyze the data starting by transcribe data after that data data checking and then classify, select, group, analyze, describe, and the last is concluded into a result of the research. On Talang Mamak Language, Rakit Kulim District, Indragiri Hulu Regency there a three design specifically singular first person pronouns aku, jaku, jawak. First person plural pronouns kami, kita. Second person plural pronouns kamu, kau. Third person singular pronoun liau and nyanya. Third person plural pronouns orang itu. The using of pronouns based on age and social status. Keyword: personal pronouns, form and use, Talang Mamak Language. AbstrakPenelitian ini bertujuan untuk mendeskripsikan penggunaan pronomina persona Bahasa Talang Mamak Kecamatan Rakit Kulim Kabupaten Indragiri Hulu. Jenis penelitian adalah penelitian deskriptif kualitatif. Metode pengumpulan data yaitu metode simak yang diikuti teknik sadap, teknik simak libat cakap, teknik simak bebas libat cakap, teknik rekam dan teknik catat. Teknik analisis data diawali dengan mentranskripkan data, setelah dilakukan transkip data lalu pengecekan data, setelah data dicek tahap selanjutnya ialah mengklasifikasi, menyeleksi, mengelompokkan, menganalisis, mendeskripsikan lalu terakhir disimpulkan menjadi laporan hasil penelitian. Pada Bahasa Talang Mamak Kecamatan Rakit Kulim Kabupaten Indragiri Hulu terdapat tiga bentuk pronomina persona yaitu kata ganti orang pertama tunggal yaitu aku, jaku, dan jawak, kata ganti orang pertama jamak yaitu kami dan kita. Kata ganti orang kedua tunggal yaitu kamu dan kau, kata ganti orang kedua jamak yaitu mika. Kata ganti orang ketiga tunggal yaitu liau dan nyanya, kata ganti orang ketiga jamak yaitu orang itu. Penggunaan pronomina tersebut berdasarkan usia, dan status sosial. Kata kunci: Pronomina persona, bentuk dan penggunaan, Bahasa Talang Mamak.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Nyanja language"

1

Cole, Alastair Charles. "Good Morning, Grade One : language ideologies and multilingualism within primary education in rural Zambia." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11684.

Full text
Abstract:
This practice based PhD project investigates the language ideologies which surround the specific multilingual context of rural primary education in Zambia. The project comprises of a creative documentary film and a complementary written submission. The fieldwork and filming of the project took place over 12 months between September 2011 and August 2012 in the community of Lwimba, in Chongwe District, Zambia. The project focuses on the experiences of a single grade one class, their teacher, and the surrounding community of Lwimba. The majority of the school children speak the community language of Soli. The regional lingua franca, and language of the teacher, however, is Nyanja, and the students must also learn Zambia’s only official language, English. At the centre of the project is a research inquiry focusing on the language ideologies which surround each of these languages, both within the classroom and the wider rural community. The project also simultaneously aims to investigate and reflect on the capacity of creative documentary film to engage with linguistic anthropological research. The film at the centre of the project presents a portrait of Annie, a young, urban teacher of the community’s grade one class, as well as three students and their families. Through the narrativised experiences of the teacher and children, it aims to highlight the linguistic ideologies present within the language events and practices in and around the classroom, as well as calling attention to their intersection with themes of linguistic modernity, multilingualism, and language capital. The project’s written submission is separated into three major chapters separated into the themes of narrative, value and text respectively. Each chapter will focus on subjects related to both the research inquiry and the project’s documentary film methodology. Chapter one outlines the intersection of political-historical narratives of nationhood and language that surround the project, and reflects on the practice of internal narrative construction within documentary film. Chapter two firstly focuses on the language valuations within the institutional setting of the classroom and the wider community, and secondly proposes a two-phase perspective of evaluation and value creation as a means to examine the practice of editing within documentary film making. Chapter three addresses the theme of text through discussing the role of literacy acquisition and use in the classroom and community, as well as analysing and reflecting on the practice of translation and subtitle creation within the project.
APA, Harvard, Vancouver, ISO, and other styles
2

Oketch, Omondi. "Language use and mode of communication in community development projects in Nyanza province, Kenya." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1182812003.

Full text
Abstract:

The concept of community development is founded on the premise that changes in the living conditions of people are best effected by the people themselves. The term community evokes the idea of a homogeneous social group who can recognise their common interests and work together harmoniously for their common good. The concerns of the leading development agents and donors in the past two decades have been on empowering communities to participate in their own development by taking control of decisions and initiatives that seek to improve their living conditions. The zeal to address these concerns has in the past decade been pushed with such resounding statements that people&rsquo
s participation in development projects has not only been seen as a basic human right, but also as an imperative condition for human survival. It has been strongly argued in the UNDP reports that the overall development strategy is to enable people to gain access to a much broader range of opportunities.


From this perspective, development as a social activity seeks to ensconce economic liberalisation, freedom of association, good governance and access to free market economy as the guiding tenets of an improved life in all communities in the world. The realization of this dream posed a major challenge to many governments in the Third World and the 1980s saw the emergence of &lsquo
associational revolution&rsquo
&ndash
the proliferation of small-scale non governmental organizations (NGOs) with relative autonomy from the state. The mainstream development agencies perceived the NGOs as the best instruments to instigate changes in the living conditions of the poor and the disadvantaged people. For this reason, NGOs became increasingly instrumental in implementing development objectives in the rural and disadvantaged communities. Development in this sense consists of processes in which various groups are stimulated to improve aspects of their lives particularly by people from outside their community. This has drawn attention to how these outsider- development agents communicate development information particularly due to the sociolinguistic situation in many rural African communities. The real concern is with is that the target majority of the people in the rural areas are not speakers of the dominant languages of the development discourse, in most cases this is the official foreign languages taught in schools.


Communication is a fundamental part in community development programmes and language emerges as a key factor in effective communication and implementation of these programmes. While it is evident that social interactions are sustained by agreeable communicative principles, the role of language and the different mode of communication applied to development interventions have received very little attention from the parties concerned. This has yielded detrimental repercussions in the quality of interaction at the grassroots level. More often than not, it is assumed that once there is a common language, effective communication will take place and for this reason language use and mode of communication are never given much thought in the field of development interaction.

APA, Harvard, Vancouver, ISO, and other styles
3

Jha, Bhaskar. "Nyaya philosophy of language : some problems." Thesis, University of North Bengal, 2005. http://hdl.handle.net/123456789/109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mohammed, Abdallah Ishag Babiker. "L'utilisation des TIC dans l'apprentisage du FLE au Soudan : étude de cas à l'université de Nyala au Darfour." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC005.

Full text
Abstract:
L'objectif de cette recherche consiste à postuler les effets de l'intégration des TIC dans l 'apprentissage du FLE au Soudan, à partir d'une étude de cas des étudiants de FLE de l'Université de Nyala (état du Sud Darfour). L'hypothèse principale porte sur l'usage des TIC en classe de FLE soudanaise comme facteur de maîtrise de la langue française et d'initiation à la culture française par une modification du rapport aux savoirs. La méthodologie croisée comprend 1) une enquête qualitative préliminaire auprès d'enseignants sur leurs usages des TIC ; 2) un questionnaire (N = 220 ; population exhaustive des étudiants en FLE de Nyala) ; 3) une étude comparée de pratiques de classes sans/avec usage des TIC (2112 séquences ; classe en semestre 5 ; 90 étudiants). Les résultats montrent que l 'usage des TIC dynamise les interactions et modifie le rapport au savoir, ouvrant des perspectives de démocratisation et de désenclavement du territoire ainsi qu'une opportunité de renouvellement des pratiques professionnelles et étudiantes dans leur dimension interculturelle
This research aim lays on the impact of the use of Information and Communication Technology (ICT) during French teaching class in Sudan. This case study focused on the students from Nyala University (South Darfur State). The hypothesis was about the ICT impact on the learning as a vector for the French language mastering and the initiation towards its cultural aspects by the modification of the knowledge relationship. The crossed methodology used 1) a qualitative inquiry interview on teachers about their ICT uses; 2) a survey questionnaire (N=220; all the student population enrolled at Nyala university in the language curriculum); 3) a comparative study on classroom pracTICs with(out) the ITC use (2/ 12 sequences duration; semester 5 level; 90 students). Results showed that the ITC use impacts the interaction dynamics and modifies the rapport to knowledge, opening perspective s for democrati zing and the area as well as renewing the professional and student pracTICs towards crosscultural perspectives
APA, Harvard, Vancouver, ISO, and other styles
5

Gamille, Lea Ghislaine. "Elements de description phonologique et morphologique du Lumbu, langue bantu (B44) du Gabon parlée à Mayumba." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2013. http://tel.archives-ouvertes.fr/tel-00975393.

Full text
Abstract:
Ce travail propose une description systématique du Lumbu. Cette langue est parlée au Gabon et au Congo. Nous avons porté notre choix sur la variété parlée à Mayumbu ; dans la partie septentrionale du Gabon.Notre approche a porté sur deux niveaux d'analyse suivants : la phonologie et la morphologie de cette langue. Le système phonologique décrit les phonèmes selon le critère de pertinence. En effet, cette première partie décrit le système consonantique et vocalique du lumbu. L'inventaire des phonèmes qui caractérisent la structure même de la langue nous a permis de répertorier seize phonèmes consonantiques et dix phonèmes vocaliques répartis de façon équitable sur la durée de réalisation des voyelles. Cependant, le système vocalique ne comporte pas de voyelles nasales. On note plutôt un phénomène de nasalisation favorisée par la présence d'une consonne nasale placée après la voyelle.La structure syllabique est caractérisée par des syllabes ouvertes c'est-à-dire qu'on ne retrouve pas de consonne en finale de mot. Nous bouclons cette partie par la description du système tonal. Il comporte deux tons simples / H/ (haut), /B / (bas) et deux tons modulés: /Mt / (montant) /Dt/ (descendant). La structure morphologique est envisagée sous deux angles ce qui nous a permis de faire ressortir les caractéristiques morphologiques de chacun des domaines. La description morphologique s'emploie à identifier les différents thèmes nominaux et les différentes structures verbales.La dérivation est relevée aussi bien dans le domaine lexical que verbal. Tout au long de notre travail, nous avons procédé à une analyse dérivationnelle en partant de la forme de base jusqu'à la forme réalisée. Cette façon de faire met en avant les différentes étapes du processus dérivationnel. Les nominaux sont identifiés par rapport aux classes nominales. Le Lumbu compte quatorze classes nominales qui fonctionnent par des appariements singulier /pluriel. Parmi les nominaux nous avons relevé les pronoms, les adjectifs qui se distinguent par la chaîne des accords.
APA, Harvard, Vancouver, ISO, and other styles
6

Zivenge, William. "Phonological and morphological nativisation of english loans in Tonga." Thesis, 2009. http://hdl.handle.net/10500/2998.

Full text
Abstract:
This thesis analyzes the phonological and morphological nativisation of English loans in the Tonga language. The contact situation between English and Tonga, in Zimbabwe, facilitates transference of lexical items between the two languages. From having been one of the most widely used languages of the world, English has developed into the most influential donor of words to other languages such as Tonga. The infiltration of English words into the Tonga lexical inventory led to the adoption and subsequent nativisation of English words by the native Tonga speakers. The main deposit of English words into Tonga is the direct interaction between English and Tonga speakers. However, it is sometimes via other languages like Shona, Ndebele, Venda and Shangani. In the 21st century, English’s contribution to the vocabulary of Tonga became more widely spread, now covering a large proportion of the Tonga language’s lexical inventory. The fact that English is the medium of instruction, in Zimbabwe, language of technology, education, media, new administration, health, music, new religion and economic transactions means that it is regarded as the high variety language with coercive loaning powers. Words from English are then adopted and nativised in the Tonga language, since Tonga asserts itself an independent language that can handle loans on its own. The main focus of this study therefore, is to try and account for the phonological and morphological behavior and changes that take place in English words that enter into Tonga. Analyzing phonological processes that are employed during nativisation of loan words entails analyzing how Tonga speakers handle aspects of English language such as diphthongs, triphthongs, cluster consonants, CVC syllable structure and sounds in repairing unacceptable sequences in Tonga. The research also accounts for the handling of morphological differences between the two languages. This entails looking at how competence and ordered-rule framework are harmonized by Tonga speakers in repairing conflicting features at morphological level. Since the two languages have different morphological patterns, the research analyzes the repairing strategies to handle singular and plural noun prefixes, tenses and particles, which are morphological components of words. The researcher appreciates that the native Tonga speakers have robust intuitions on the proper way to nativise words.
African Languages
D.Litt. et Phil. (African Languages)
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Nyanja language"

1

Kashoki, Mubanga E. Loanwords in Lozi, Nyanja, and Tonga: A preliminary presentation. Lusaka, Zambia: Institute for African Studies, University of Zambia, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Andrew, Gray. Town Nyanja: A learner's guide to Zambia's emerging national language. [Raleigh, NC: Lulu], 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Daka, Lyson R. Ubulikileya ndi chuma: Chinyanja. [Zambia]: The Author, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Howse-Chisale, Catherine N. Buku la Chinyanja: La mphunzitsi la JC. Chichiri, Malawi: Longman Malawi, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Banda, Florida K. Chifuniro. Blantyre: Jhango Pub. Co., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kalitera, Aubrey. N'chiyani mwana wanga? Blantyre: Macmillan Malawi, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tembo, Willis. Basic Cinyanja. Lusaka: Macmillan Zambia, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tembo, Willis. Basic Cinyanja. Lusaka: Macmillan Zambia, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zulu, Bernard Makadani. Lekani ana abwere kwa ine: Maphunziro a utumiki wa ana. Balaka, Malawi: Montfort Media, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zabuloni, I. D. Nyadani. Blantyre: Jhango Pub. Co., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Nyanja language"

1

Gale, Mary-Anne, Dan Bleby, Nami Kulyuṟu, and Sam Osborne. "The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model." In Language Policy, 491–505. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mchombo, S. "Nyanja." In Encyclopedia of Language & Linguistics, 744–50. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/02318-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Serpell, Robert. "Comprehension of Nyanja by Lusaka School Children 1." In Language in Zambia, 144–81. Routledge, 2017. http://dx.doi.org/10.4324/9781315106786-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gaay Fortman, Clasina de. "Oral Competence in Nyanja Among Lusaka Schoolchildren 1." In Language in Zambia, 182–206. Routledge, 2017. http://dx.doi.org/10.4324/9781315106786-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Marten, Lutz, and Nancy C. Kula. "Zambia: ‘One Zambia, One Nation, Many Languages’." In Language and National Identity in Africa, 291–313. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199286744.003.0016.

Full text
Abstract:
Abstract This chapter aims to give the reader an idea of the linguistic situation in Zambia, and how language relates to national identity in the Zambian context. Zambia lies in the heart of central Africa and shares borders with the Democratic Republic of the Congo (DRC) to the north, with Tanzania, Malawi, and Mozambique in the east, with Zimbabwe, Botswana, and Namibia in the south, and with Angola in the west. Zambia has no direct access to the sea, but the Zambezi, one of Africa’s largest rivers, runs through Zambia for about 1,000 kilometres. Zambia also lies in the centre of the Bantu-speaking area. Historically, Bantu languages became widely spoken in sub-Saharan Africa from around 300 BC, and present-day Zambia’s Bantu languages are the result of several linguistic developments which introduced the languages spoken today through gradual processes of migration, language contact, and language shift over the last two millennia. From the late nineteenth century onwards, different European languages were introduced into what is now Zambia through missionary activities, in particular in education, and through colonial governance as a British colony. As a legacy of this period, English plays an important role in the current language situation, a role which was affirmed after independence in 1964, when English became the official language. After the change from a one-party system to multiparty democracy in 1991, emphasis has shifted towards the promotion of Zambia’s seven national languages, Bemba, Nyanja, Tonga, Lozi, Lunda, Luvale, and Kaonde, and contemporary Zambia is an explicit example of a multilingual country.
APA, Harvard, Vancouver, ISO, and other styles
6

Bryan, M. A. "Nyanja Single Unit." In The Bantu Languages of Africa, 139–40. Routledge, 2017. http://dx.doi.org/10.4324/9781315104959-72.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bilimoria, Purushottama. "Professor Matilal’s Nåvya-Naive Realism vis-a-vis Dummett-Putnam-Mimamsa Anti-Realisms." In The Paideia Archive: Twentieth World Congress of Philosophy, 14–20. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199824412.

Full text
Abstract:
The vexed issue of the precise connection between words and things (or objects) has been a major preoccupation over the centuries summoning the resources of metaphysics, philosophy of language, linguistics, ontology and increasingly semiological analysis. Philosophy in India produced a number of different and often conflicting solutions, only to be rivalled by an equally bewildering variety witnessed in the ancient and modern West. I want to bring to the foreground the late Professor Bimal K. Matilal’s development of Nyaya-Vaisesika realist approach to the aporia, and interject the analysis with dissident voices, especially of Mimamsakas and Buddhists. Significantly, it will be the living ghosts of Putnam and Dummett that I will invoke to haunt Matilal’s variation on metaphysical realism (after Davidson). Matilal veered closer to a realist metaphysic, which is inflected in his own formulation of a theory of language appropriate to this ontology, this despite his idealized attraction to phenomenalist-constructivism (especially Buddhist); his flirtations with Bhartrharian holism (even Saussurean semiology) and lately with Derridean deconstruction (after G. C. Spivak) in his epiloquia. But my critique focuses on his famous earlier analysis of Jnana or cognition and his defence of a particular linguistic-ontology within a narrowly circumscribed naturalized epistemology (after Navya-nyaya).
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, John W. I. "Mutombo Katshi." In The First Black Archaeologist, 228–49. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197578995.003.0010.

Full text
Abstract:
This chapter focuses on Gilbert’s 1911–1912 mission to the Belgian Congo with Bishop Walter Russell Lambuth of the Methodist Episcopal Church, South (MECS), using evidence from the preserved typescript of Lambuth’s diary and the surviving fragments of Gilbert’s now-lost diary. The chapter begins by tracing the origins of the joint interracial mission of the MECS and the Colored Methodist Episcopal (CME) Church, including Lambuth’s early interest in Africa, the arrival of several Zulu students at Paine College, and Gilbert’s desire to find a new purpose for Paine College as a missionary training school. From there, the chapter traces Gilbert’s 28,000-mile round trip from Augusta to the Congo and back again, including nearly a thousand miles on foot through the Kasai region of central Congo. The chapter offers new insight on Gilbert’s relationships with famed African American Presbyterian missionary William Henry Sheppard and with Bishop Lambuth. It traces Gilbert and Lambuth’s trek from the Presbyterian mission at Luebo in search of a spot to locate a Methodist mission and explains how the two Americans made contact with Chief Wembo Nyama who invited them to found a mission in his territory. The chapter pays particular attention to Gilbert’s study of African languages and to his relationships with the African people he met.
APA, Harvard, Vancouver, ISO, and other styles
9

Ogutu, James Nyangor. "L’enseignement du français écrit aux apprenants swahilophones : Le cas de l’anaphore en milieu Kénian." In Langues, formations et pédagogies : le miroir africain, 477–95. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.02.0477.

Full text
Abstract:
Cet article propose une autre didactique du français langue étrangère (FLE) en Afrique, une nouvelle approche du français écrit en milieu africain qui passe par le conte traditionnel. La compétence écrite reste pratique même dans le monde actuel du support électronique. L’objet de cette recherche-action était d’étudier la maîtrise des procédés textuels, précisément les mécanismes de renvoi dans un texte écrit. La reprise de ce qu’on a déjà dit est un aspect incontournable de tout texte-discours car elle assure la présence soutenue de ce dont on parle, du thème. Tout en évitant la redondance, la reprise devrait retenir et nourrir l’attention et l’intérêt du lecteur(-trice). Le renvoi textuel se réalise par des éléments grammaticaux qui établissent des réseaux de sens entre les mots. Ces éléments grammaticaux que nous élaborons dans cet article ont diverses fonctions mais la fonction que nous avons étudiée ici est celle de rappeler ce qu’on a déjà mentionné, et plus précisément, la relation textuelle entre les noms, les pronoms et leurs ensembles correspondants au sein du texte-discours. Les apprenants ont rédigé leurs textes en swahili qui est leur langue (quasi-)maternelle et en français. Cette analyse nous a confirmé les difficultés des apprenants kényans en matière du français écrit. Il s’agit ici d’une enquête de terrain que nous avons menée entre février et décembre 2016, auprès de lycéens et lycéennes apprenant le français langue étrangère (FLE) au Kenya.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Nyanja language' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography