Dissertations / Theses on the topic 'Psychological aspects of Anaphora (Linguistics)'

The purpose of this thesis is to reveal some of the behavioral characteristics of a specific type of laughter that I term "feigned laughter," and how it is used in the context of face-threatening-utterances (FTUs), or utterances that threaten the face needs of an individual.

Linguistics has developed elaborate accounts of the social aspects of language use - 'how to do things with words' - but the emotional-dynamic aspects have hitherto received less attention. Such discussions of emotive or affective meaning as there have been have tended to concentrate on the linguistic resources that are coded into the language system, rather than the dynamics of emotional interaction enacted through language use. The clinical discipline of Kleinian psychoanalysis, by contrast, has made emotional dynamics its central concern. Furthermore the main tool of the psychoanalyst's trade is the verbal interpretation of the patient's material, much of which is itself verbal. These factors have led to the development in Kleinian psychodynamic theory of a particularly rich vocabulary for understanding emotional-dynamic interaction, and specifically those aspects which are verbally enacted. The goal of this thesis is to outline a linguistic theory of emotional dynamics based on insights derived from Kleinian psychoanalysis. It aims to extrapolate from a clinical context Kleinian ideas that can be integrated with those of the school of Linguistic thought that has emphasised the dynamic aspects of locally-managed discourse meaning.

Dyslexia is primarily a neurobiological disorder and much research has been conducted on this (see for example Coltheart 1996; Shaywitz and Shaywitz 2000 and 2004). However, little has been done which investigates the social construction of dyslexia. Because dyslexia affects reading, writing and spelling to varying degrees, although it may originate from genetic inheritance, it manifests itself in social spheres. Brown and Levinson‟s (1987) Face Theory states that people use strategies to minimise the damage to the positive face of others. My research focuses on how dyslexic individuals use linguistic strategies to minimise potential face-threatening acts or FTAs against themselves and in so doing preserve their own positive face. Using elements of Face Theory and APPRAISAL I constructed a typology reflecting these linguistic face management devices of adults with dyslexia. With this research I hope to contribute to the field in an innovative and meaningful manner through an exploration of the linguistic face management strategies used in the management of positive face.

The characteristics of patient speech are used in clinical settings to make assumptions about the thought processes of people with psychotic disorders such as schizophrenia. However, there have not been any studies of the language of people with schizophrenia that present evidence drawn from a large group of speakers. This study employs a combination of quantitative and qualitative methods to determine whether 140 medicated individuals diagnosed with schizophrenia exhibit the linguistic abnormalities claimed in the literature. It also compares the speech of people with schizophrenia with that of people diagnosed with depression in order to assess whether there is a statistically significant difference in presence and/or frequency of abnormal speech between the two groups. Ultimately this study finds that all of the specific types of abnormal language behavior described in the literature do occur among a large group of individuals with schizophrenia. However, many such behaviors also occur among individuals with depression; there was a significant difference between the two groups for three of the twelve categories of language features assessed in this study, which were peculiar word choice, illogicality and distractibility. Further characteristics of the language of individuals with schizophrenia were also found, which could be a basis for improving clinical diagnostic materials.

Thesis (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Key words: acoustic speech analysis, speech synthesis, speech perception, copulative queclarative, linguistics, psycho linguistics, human language technology This study investigates the notion of interrogativity in Xhosa as expressed in the form of Queclaratives. Queclaratives, or statements which are question-like in function, have been studied in many languages of the world. Unfortunately with regard to the Bantu languages, studies relating to interrogativity in general have largely been impressionistic in nature. This research comprised two aspects of analysis. These included an acoustic and a perceptual analysis of data. The reason for this approach is that, without this combination the results could have been considered to be suspect and lacking in authenticity. The acoustic analysis was conducted on 858 words in statement and queclarative pairs. Significant parameters were extracted and these were then statistically analyzed. The results revealed that duration on the penultimate vowel, pitch on the penultimate vowel and the overall raised pitch of queclaratives as opposed to statements were indeed the acoustically significant parameters differentiating statements from queclaratives. However as is well known, there is no one-to-one relationship between the acoustic signal and its perception and, therefore, it is imperative that such findings also be perceptually tested. The perceptual testing of these parameters was conducted in an attempt to elicit whether they were perceptually significant and also at what point in the utterance listeners could differentiate between queclaratives and statements. The next progression was the compilation of carefully designed perception tests on the acoustically significant parameters. Two experiments were compiled using stimuli that were manipulations of the original signal of one of the selected informant's utterances. These tests were administered on multimedia computers in the Language Laboratory at the University of Stellenbosch using 64 subjects for the first experiment and 63 for the second. The results of the perception tests showed that duration and pitch on the penultimate syllable are perceptually highly significant in differentiating statements from queclaratives. However the results also indicated very early recognition of the different forms with minimal speech segments from which the penultimate vowels were absent altogether. This then suggests that the perceptual judgements made earlier in the utterance may be either reinforced or overridden by the duration and pitch on the penultimate vowel. These results have assisted in the validation of some impressionistic claims made within the Bantu and other languages, while refuting others. However, as this corpus of data has included research on copulative queclaratives, it appeals for further research on this subject using any other linguistic markers. The results have also been evaluated in terms of their possible contribution to the related disciplines of psycholinguistics, linguistics and human language technologies. In so doing, the thesis makes an urgent appeal to researchers to pursue this experimental approach to language research. Another appeal is made for an awareness campaign as to the importance of this approach in harnessing the power of language for the development of language and society as a whole. The fertility of the South African society lies in its richness of multilingualism and the necessity for the improvement of the dissemination of information to all people of all languages and the improvement of communication between people in general, including those less fortunate in terms of literacy skills.
AFRIKAANSE OPSOMMING: Sleutelwoorde: akoestiese spraakanalise, spraaksintese, spraakpersepsie, kopulatiewe stelvraag, linguistiek, psigolinguistiek, taal-en-spraaktegnologie In hierdie projek word die aard van vraagstelling in Xhosa ondersoek met betrekking tot die stelvraag-vorm. Stelvrae, of stellings wat ook as vrae kan funksioneer, is reeds bestudeer vir heelwat wêreldtale. Oor die algemeen was studies oor vraagstelling in die Afrikatale egter grootliks impressionisties van aard. Hierdie navorsingsprojek het uit twee analisekomponente bestaan, naamlik 'n akoestiese analise van die data en 'n reeks persepsueie eksperimente. Sonder die kombinasie van die twee tipes analise sou die resultate van die navorsing minder kredietwaardig gewees het. Die akoestiese analise is gedoen op 858 woordpare bestaande uit stellings en stelvrae. Die data is statisties ontleed en die relevante parameters is onttrek. Die resultate het daarop gedui dat die duur en toonhoogte van die voorlaaste vokaal sowel as die register van die hele woord belangrike parameters is in die onderskeid tussen stellings en stelvrae. Aangesien dit wel bekend is dat daar nie 'n een-tot-een verwantskap tussen die akoestiese klanksein en die persepsie daarvan is nie, is dit noodsaaklik om ook 'n persepsueie eksperiment uit te voer. Die persepsueie toetse is so opgestel dat bepaal kon word watter akoestiese parameters ook persepsueel relevant is en om die vroegste sillabie te vind waar luisteraars reeds die onderskeid tussen die twee vorme kan maak. Die volgende stap was om stimuli vir die persepsietoetse op te stel wat inderdaad bogenoemde resultate sou lewer. Stimuli is geskep deur die spraakdata van een spreker te manipuleer. Die persepsietoetse is toe uitgevoer op multimedia-rekenaars in die Taallaboratorium van die Universiteit van Stellenbosch. Die resultate van die persepsietoetse het gewys dat die duur en toonhoogte van die voorlaaste sillabe ook persepsueel belangrik is in die ondersekeid tussen die verskillende vorme. Dit was ook duidelik dat proefpersone die vorme van mekaar kon onderskei met minimale hoeveelhede inligting waar die voorlaaste en laaste sillabes heeltemal afwesig was. Dit dui daarop dat luisteraars persepsuele besluite baie vroeg in die woord neem, maar dat hierdie besluite óf versterk óf omgekeer kan word deur die duur en toonhoogte van die voorlaaste sillabe. Die resultate van die navorsing het sekere impressionistiese stellings ten opsigte van Afrikatale ondersteun terwyl ander stellings as foutief bewys is. Een van die belangrike bevindings was dat die impressionistiese standpunt dat stellings 'n dalende intonasiekontoer en vrae 'n stygende intonasiekontoer tydens die afloop van die uiting het, 'n oorvereenvondiging is. Hierdie werk is gedoen op enkelwoord-kopulatief stelvrae en leen dit daartoe om uitgebrei te word na frases en sinne vir toekomstige navorsmg. Verder is die navorsingsresultate in verband gebring met verwante dissiplines soos psigolinguistiek, linguistiek en taal- en spraaktegnologie. 'n Pleidooi is gelewer vir 'n bewusmakingsveldtog om die belangrikheid van hierdie tipe navorsing te beklemtoon om die potensiaal van taal te benut vir die ontwikkeling van Suider-Afrikaanse tale en gemeenskappe. Die rykheid van ons gemeenskap lê in die veeltaligheid daarvan en bied besondere uitdagings om die verspreiding van inligting na alle mense van alle tale te verbeter en om die kommunikasie tussen mense in die algemeen, maar ook spesifiek vir diegene met laer vlakke van geletterdheid.

Thesis (MA (General Linguistics))—University of Stellenbosch, 2009.
ENGLISH ABSTRACT: It is well-known that there is an important relationship between language and schizophrenia, given that many of the primary symptoms of schizophrenia are language related (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Furthermore, research has shown that certain schizophrenic bilinguals exhibit different symptoms in their first language (L1) than in their second language (L2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). This thesis investigates the L2 use of schizophrenic bilinguals to determine whether there are significant differences between the types and frequency of errors made in spontaneous L2 use by schizophrenic versus normal (i.e. non-schizophrenic) bilinguals. Four schizophrenic bilinguals and four normal bilinguals (the control group) participated in this study. The controls were matched to the schizophrenics in terms of age, gender, level of education, L1 (Afrikaans) and L2 (English). Informal, thirty minute interviews were conducted with each of the eight participants, recorded on video (for the schizophrenics) or audio tape (for the controls) and carefully transcribed. Each participant's speech sample was then analyzed grammatically by means of Morice & Ingram's (1982) assessment tool. This analysis involved determining the complexity of utterances (with reference to mean length of utterance, lexical density, and number of sentence-initial and sentence-medial conjunctions) and identifying phonological, morphological, lexical, syntactic and semantic errors. In this way a language profile was created for each participant and the differences between the two groups (schizophrenics and controls) were tested for statistical significance. On the basis of the results of these statistical tests, it is argued that the locus of differences between schizophrenic and normal L2 use is semantics, rather than any of the other aspects of grammar. The thesis concludes with a discussion of the main findings of the study, some criticisms of the assessment tool and suggestions for future research in this field.
AFRIKAANSE OPSOMMING: Navorsing dui op 'n belangrike verhouding tussen taal en skisofrenie, aangesien baie van die primêre simptome van skisofrenie taalverwant is (Cutting 1985; Wróbel 1990; Sadock & Sadock 2003; Paradis 2008). Verder dui navorsing ook daarop dat sekere skisofreniese tweetaliges verskillende simptome toon in hul eerstetaal (T1) as in hul tweedetaal (T2) (De Zulueta 1984; De Zulueta, Gene-Cos & Grachev 2001; Paradis 2008; Southwood, Schoeman & Emsley 2009). Hierdie tesis ondersoek die T2 gebruik van skisofreniese tweetaliges om vas te stel of daar beduidende verskille tussen die tipe en die gereeldheid van die foute is wat in spontane T2 gebruik deur skisofreniese teenoor normale (d.w.s nie-skisofreniese) tweetaliges gemaak word. Vier skisofreniese tweetaliges en vier normale tweetaliges (die kontrolegroep) het deelgeneem aan hierdie studie. Die skisofreniese groep en die kontrolegroep is eenders in terme van ouderdom, geslag, vlak van skoolopleiding, T1 (Afrikaans) en T2 (Engels). Informele dertig-minuut lange onderhoude is gevoer met elk van die agt deelnemers, opgeneem op video (vir die skisofrene) en op band (vir die kontrolegroep) en noukeurig getranskribeer. Elke deelnemer se spraakdata is hierna grammatikaal geanaliseer deur middel van Morice & Ingram se (1982) assesseringsinstrument. Hierdie analise het die volgende ingehou: die vasstel van die kompleksiteit van uitinge (met betrekking tot gemiddelde uitingslengte, leksikale digtheid, en die getal van sinsinisiële en sinsinterne voegwoorde) en die identifisering van fonologiese, morfologiese, leksikale, sintaktiese en semantiese foute. Op hierdie wyse is 'n taalprofiel vir elke deelnemer opgestel en die verskille tussen die twee groepe (skisofreniese- en kontrolegroep) is getoets vir statistiese beduidendheid. Op grond van die resultate van hierdie statistiese toetse word daar geargumenteer dat semantiek, eerder as enige van die ander aspekte van grammatika, die lokus van die belangrikste verskil tussen skisofreniese en normale T2 gebruik is. Die tesis sluit af met 'n bespreking van die belangrikste bevindinge van die studie, enkele kritiese opmerkings oor die assesseringsinstrument, asook voorstelle vir verdere navorsing in hierdie veld.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.
Bibliography
ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time.
AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.

Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners. This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners. This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.

The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.

Following the loss of a loved one, grief is a near-universal experience. While most grieving individuals are able to cope effectively and return to baseline functioning over time, some develop persistent complex bereavement disorder (PCBD). This dissertation aims to elucidate the ways in which cognitive and emotional processing go awry in the context of PCBD. More specifically, it examines the relationship between the types of language that bereaved individuals use and their trajectories of adjustment in the first year following a loss. In particular, this dissertation examines context sensitivity in word use. Context sensitivity describes the degree to which an individual is attuned to the particular demands of a given task or situation. In the present study, linguistic context-sensitivity was measured by analyzing the use of words pertaining to certain categories within specific contexts (e.g., participants were asked to discuss a recent positive event, and the use of positive emotion words within their responses was analyzed). Results indicated that, among those individuals who display high levels of grief immediately following the loss of their spouse, the use of context-sensitive language predicted a favorable course of adjustment in the first year of bereavement with low levels of grief at one- year post-loss. Conversely, the use of context insensitive language predicted high levels of grief at one-year post-loss. These findings indicate that context sensitivity may instrumental in the development of PCBD and, as such, may help predict an individual’s course of adjustment immediately following a significant loss. A better understanding of these early signs of PCBD may greatly assist in the timely detection of the disorder so that intervention may be most effective. Furthermore, this field of inquiry also has the potential to deeply inform treatment modalities designed to help individuals cope in the wake of bereavement.

The current vast sociocultural shift from Modernism to PostModernism forms the backdrop to this study. Whenever paradigm shifts occur, the metaphors which depict human experience and identity also change. The mechanistic metaphors of Modernism are giving way to metaphors derived from art and literature, in particular narrative theory. Self, as one of the most pivotal notions in philosophy, literature, and psychology, should not be excluded from this process of reconceptualisation. As the point of intersection between the personal and the cultural, the notion of Self now needs to bereformulated to become more coherent with Post-Modernist ideas. Within this framework the Modernist notion of a Self which is unified, substantial, and stable across all contexts, is deconstructed in this study to reveal the linguistic and ideological codes and conventions which are used in its construction. It is proposed that the Self can be viewed as embedded in relationship with others and as inscribed by the prevailing cultural ideologies regarding personhood. As such the Self can be regarded as held together reflexively by narrative codes and conventions. These ideas are demonstrated in an analysis of two written self-narratives and applied to the conventions and practices in psychotherapy.
Psychology
D.Litt. et Phil. (Psychology)

Austin's Speech Act Theory is a valuable tool for the analysis of a literary text. In interaction, the intentionand purpose-success of linguistic communication can be gauged by establishing whether participants have met felicity conditions and have respected maxims. When the Co-operative Principle is ignored, special effects are achieved and receivers can only make sense of utterances through implicature and inferences based on background knowledge and mutual contextual beliefs. In the drama, Buzani kubawo, characters interact on four levels of time in space and place. They reveal themselves and convey theme through their speech and actions. Conflict is entrenched by lines of force drawn between opposing characters and between sub-worlds contrasted. Cohesion, determined by plot structure, and form, expressed on the endophoric and exophoric levels, give meaning to the drama. The micro-analysis of the wedding scene illustrates how communication can misfire should the playwright allow it!
African Languages
M.A. (African languages)