Relevant bibliographies by topics / Sepedi language

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

Academic literature on the topic 'Sepedi language'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Sepedi language"

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Wilken, Ilana, Elsabe Taljard, and Febe de Wet. "Language learning applications for Sepedi: a user experience study." Southern African Linguistics and Applied Language Studies 36, no. 2 (June 25, 2018): 85–104. http://dx.doi.org/10.2989/16073614.2018.1450638.

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Prinsloo, Danie, and Elsabé Taljard. "The Sepedi Helper Writing Assistant: A User Study." Language Matters 50, no. 2 (May 4, 2019): 73–99. http://dx.doi.org/10.1080/10228195.2019.1627390.

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Mokgoatšana, Sekgothe. "The phallic snake: a Sepedi creation narrative." South African Journal of African Languages 19, no. 3 (January 1999): 155–58. http://dx.doi.org/10.1080/02572117.1999.10587392.

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Prinsloo, Daniel J. "User studies on the Sepedi Copulative Decision Tree." Southern African Linguistics and Applied Language Studies 38, no. 4 (October 1, 2020): 323–35. http://dx.doi.org/10.2989/16073614.2020.1858124.

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Groenewald, P. S. "Sepedi versleer: Funksies van herhaling en segmentele rym." South African Journal of African Languages 22, no. 2 (January 2002): 105–12. http://dx.doi.org/10.1080/02572117.2002.10587501.

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Letsoalo, Napjadi, and Johannes Ratsikana Rammala. "Derivation of interrogative words from ‘wh-stems’ in Sepedi." South African Journal of African Languages 40, no. 2 (May 3, 2020): 164–70. http://dx.doi.org/10.1080/02572117.2020.1804216.

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Prinsloo, Danie, and Theo Bothma. "A copulative decision tree as a writing tool for Sepedi." South African Journal of African Languages 40, no. 1 (January 2, 2020): 85–97. http://dx.doi.org/10.1080/02572117.2020.1733834.

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Taljard, Elsabé. "Diachronic perspective on variable copulative prefixes with special reference to Sepedi." South African Journal of African Languages 21, no. 3-4 (January 2001): 298–309. http://dx.doi.org/10.1080/02572117.2001.10587479.

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Ditsele, Thabo. "Why not use Sepitori to enrich the vocabularies of Setswana and Sepedi?" Southern African Linguistics and Applied Language Studies 32, no. 2 (April 3, 2014): 215–28. http://dx.doi.org/10.2989/16073614.2014.992652.

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Mbatha, Getrude N., Itani P. Mandende, Christopher Rwodzi, and Moshidi M. Makgato. "Exploring the attitudes of isiZulu first language students towards learning Sepedi as an additional language at university level." South African Journal of African Languages 41, no. 2 (May 4, 2021): 179–86. http://dx.doi.org/10.1080/02572117.2021.1948220.

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Dissertations / Theses on the topic "Sepedi language"

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Bergh, Petrus Lodewikus. "Complexity in task-based course design for Sepedi in police interviews." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2714.

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Thesis (MA (African Languages))--University of Stellenbosch, 2007.
The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.
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Sono, Beatrice Ramatsobane. "Mabopi ke dikokwane tsa tlhalosontsi : kahlaahlo ye e tseneletsego ya tlhalosontsi ye e tliswago ke mabopi." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1710.

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Magagane, Raesetja Linah. "The development and technologizing of selected Sepedi ICT terminology." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002156.

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It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.
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Maruma, Mamalatswa Walburga. "A genre-theoretic analysis of sports texts in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49820.

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Thesis (MA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes linguistic elements which are applicable in language learning to equip learners with analytic skills. These skills are indicated in the Curriculum 2005 for the learning area: languages. These skills will enable learners to analyse the discourse structure of written texts effectively. Use is made of various textlinguistic strategies for analysing written genre texts on sports matters. Including these strategies in language learning and teaching situation will help learners to understand how language is used in text analysis. In order to demonstrate how to analyse texts practically, these strategies are investigated through sports texts from Bona Magazine. This study demonstrates the importance of generic factors for a proper analysis of texts. These factors include the community in which the text is produced, cultural factors and the communicative purpose of a text. In exploring the generic features of texts, the definition of the term text is investigated, including all its characteristics, textlinguistic construction and levels of text analysis are also identified. This study demonstrates the importance of including the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of texts. The ethnography of writing entails that a thorough text analysis should address the following question: AWho writes what to whom for what purpose, why, when and hews. The study examines the importance of utilising text analysis in language learning and teaching. The study also demonstrates the relationship between the theoretical aspects examined and the learning outcomes of Curriculum 2005. The study thus demonstrates how the theoretical framework discusses is applicable in the analysis of Sepedi texts.
AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in staat om die diskoers struktuur van geskrewe teks te analiseer. Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die praktiese toepassing van die analise van tekste te illustreer, word die betrokke tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste. Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste. Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word, kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek, insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise. Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf, soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie ondersoek die belang van die gebruik van teksanalise in leer en onderrig. Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die analise van Sepedi tekste.
SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme. Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa. Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona. Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa a laedltswe, Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?' Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.
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Lekganyane, Diapo Nelson. "Lexicographic perspectives on the use of Sepedi as a high function language /." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11182005-131048.

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Khweyane, Matshelane Anna. "The influence of the dialect Sepulana on learning of Sepedi at Sabie Circuit, Mpumalanaga Province, South Africa." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1674.

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Thesis (M.A. (African Languages))-- University of Limpopo, 2014
The study was intended to investigate the influence and the impact which Sepulana as a dialect has on the learning of Sepedi as the standard language. The findings included among others: Sepulana has a negative impact on the learning of Sepedi as a standard language in Sabie circuit, Bohlabela district of Mpumalanga Province. Secondly, most Sepedi educators who speak Sepulana use the dialect to offer Sepedi in the formal classroom situation, and as such, learners become confused on whether to use Sepedi or Sepulana words. The study recommends that teachers of Sepedi be encouraged to teach Sepedi and not Sepulana in class, and also that teachers should upgrade their Sepedi qualifications to enable them to have in-depth knowledge of the language.
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Pole, Tlou Gilbert. "A genre-theoretic analysis of texts of government speeches in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50251.

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Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the magazine: ANC TODAY. The theory that is used in this study invokes the linguistic elements that can be used by both the teachers and learners to critically analyse texts in classrooms. This genre-theoretic approach is employed as framework, for analysing the linguistic, rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for what purpose, why, when and how?' The text construction analysis executed in the study enable the learners to acquire skills, knowledge and values of outcomes-based language teaching. The information structuring of text analysis and construction enables learners to write, read and use language structure and conventions for learning and career pathways. The textlinguistic strategies for analysing written texts in language teaching enables learners to analyse texts successfully and gain an awareness of language use in texts.
AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te ontleed. Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn te ontwikkel van taalgebruik in tekste.
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Sekhoela, William Godwright. "Account-giving in the narratives of personal experience in Sepedi." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1200.

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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.

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Rauch, Eloise. "Measuring the GRID in the Sepedi, Xitsonga and Tshivenda language groups in the South African Police Service / E. Rauch." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4272.

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While the study of emotions is of universal interest because of its central role in the social sciences and humanities, emotions are of special interest for South Africa for both theoretical and applied reasons. South Africa, with its eleven official languages, is a true multicultural society with extreme differences in terms of culture, acculturation, and socio-economic status. Cultural frameworks differ substantially between ethno-cultural groups, and clarification of the differences between cultural frameworks can counter interpretation biases that could result in daily frictions and major conflicts. Additional fundamental cross-cultural research on emotional differences between cultural groups, together with the generation of a mutual understanding of the different cultural frameworks, makes these frameworks explicit and facilitates the incorporation of these frameworks into daily communication and interaction processes. The objectives of this research were to determine what the emotion structure of the Sepedi, Xitsonga and Tshivenda languages groups within a sample of Sepedi-, Xitsonga- and Tshivenda-speaking participants is, and how it compares with the European Emotion Structure. Furthermore this research aimed to establish the emotion structure and the relevant and representative features for each emotion component (such as appraisals, action tendencies, and subjective experiences) that have been encoded in a sample of Sepedi-, Xitsonga- and Tshivenda-speaking participants. Like\vise it was deemed necessary to verify (a) the extent to which the emotion words refer to specific positions on each of the emotion features of these language groups and (b) the extent of similarity or dissimilarity between emotion experiences of the Sepedi, Xitsonga and Tshivenda groups in the SAPS, as well as to compare the meaning structure between a "bottom-up" and a "top-down" (as conducted in Nicholls' research in 2008) approach between Sepedi-, Xitsonga- and Tshivenda-speaking participants. A survey design with convenience sampling was used to achieve the research objectives. The study population (n=390) consisted of Sepedi-, Xitsonga- and Tshivenda-speaking entry-level police applicants from the South African Police Service (SAPS). The Sepedi, Xitsonga and Tshivenda GRlD questionnaires were administered. Statistical methods and procedures (multidimensional scaling and descriptive statistics) were used and Cronbachrs alpha coefficients were determined to analyse the results. Results of this study on the Sepedi, Xitsonga and Tshivenda cultural groups indicated the extraction of a two-factor model within the Sepedi group. Due to the extremely low reliability analyses of the Xitsonga and Tshivenda language groups' data, a reliable scale analysis and the meaning structures of these two groups could not be determined. The low reliabilities could be attributed to the direct language translation of the questionnaire and the assessment may not have captured the full understanding of the items in the GRlD instrument. Results of this study for the Sepedi language group corresponded well with the results found in the study for the Sepedi group conducted by Nicholls (2008) on the emotion lexicon on the Sepedi, Xitsonga and Tshivenda language groups in South Africa. The Nicholls study (2008) indicated the extraction of a three-dimensional structure (evaluation, arousal, dominance) and a four-factor loading (positive emotion, sadness, fear, anger) for the Sepedi-speaking language group. In comparison, this research presented the extraction of a two-dimensional structure (evaluation and arousal) and a two-factor loading (positive emotion and sadness). Emotion concepts of the Sepedi group indicated that basic emotion concepts (love, joy, anger, sadness, fear, and surprise) readily came to mind in both Nicholls' (2008) and this study. Emotion concepts listed by the Sepedi group could be interpreted as emotion words associated with social, personality or environmental aspects and may be related to negative evaluation, dominance and/or aggression. Recommendations for future research were made.
Thesis (M.Com. (Industrial Psychology)--North-West University, Potchefstroom Campus, 2010.
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Books on the topic "Sepedi language"

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Nthuseng, Tsoeu, and Buthelezi Thabisile, eds. Multilingual illustrated dictionary: English, IsiZulu, Sesotho, IsiXhosa, Setswana, Afrikaans, Sepedi : dictionary, isichazimazwi, bukantswe, isichazi-magama, bukafoko, woordeboek, pukuntšu. Cape Town, South Africa: Pharos, 2006.

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Jordaan, Ria. A re bolele Sepedi =: Kom ons praat Noord-Sotho = Let's speak Northern Sotho. Pretoria: Kagiso Publishers, 1997.

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J, Prinsloo D., and Sathekge B. P, eds. Shuters new Sepedi dictionary: English-Sepedi (Northern Sotho), Sepedi (Northern Sotho)-English. Pietermaritzburg [South Africa]: Shuter & Shooter, 1996.

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Ward, Sally, and Bongi Dlhomo. Dorothy's Visit Sepedi Version. Cambridge University Press, 2002.

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Maree, Janet. Readiness (Breakthrough to African Languages (for IsiXhosa, IsiZulu, Sepedi, Setswana, Sesotho, TsiVenda, Siswati & XiTsonga)). Maskew Miller Longman Pty.Ltd ,South Africa, 1995.

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Maree, J., and Molento Project. Readiness (Breakthrough to African Languages (for IsiXhosa, IsiZulu, Sepedi, Setswana, Sesotho, TsiVenda, Siswati & XiTsonga)). Maskew Miller Longman Pty.Ltd ,South Africa, 1995.

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Maree, Janet. Readiness (Breakthrough to African Languages (for IsiXhosa, IsiZulu, Sepedi, Setswana, Sesotho, TsiVenda, Siswati & XiTsonga)). Maskew Miller Longman Pty.Ltd ,South Africa, 1995.

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Book chapters on the topic "Sepedi language"

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Nkuna, Paul Hendry. "Language Policy Execution." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 220–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch011.

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South Africa is a multilingual country with 11 official languages. The Constitution of the Republic of South Africa, 1996, provides that every learner may use the official language of his or her choice in any public institution of the country. The Language Policy for Higher Education (Ministry of Education, 2002) requires all South African universities to develop and execute language policies. This chapter focuses on language policy execution by South African universities. The emphasis is on the execution of language policy in relation to the promotion and development of the nine official indigenous languages, namely isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda and Xitsonga.
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Nkuna, Paul Hendry. "Language Policy Execution." In Indigenous Studies, 579–614. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch031.

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South Africa is a multilingual country with 11 official languages. The Constitution of the Republic of South Africa, 1996, provides that every learner may use the official language of his or her choice in any public institution of the country. The Language Policy for Higher Education (Ministry of Education, 2002) requires all South African universities to develop and execute language policies. This chapter focuses on language policy execution by South African universities. The emphasis is on the execution of language policy in relation to the promotion and development of the nine official indigenous languages, namely isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda and Xitsonga.
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Conference papers on the topic "Sepedi language"

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Mabokela, Ronny. "Phone Clustering Methods for Multilingual Language Identification." In 9th International Conference on Natural Language Processing (NLP 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101421.

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This paper proposes phoneme clustering methods for multilingual language identification (LID) on a mixed-language corpus. A one-pass multilingual automated speech recognition (ASR) system converts spoken utterances into occurrences of phone sequences. Hidden Markov models were employed to train multilingual acoustic models that handle multiple languages within an utterance. Two phoneme clustering methods were explored to derive the most appropriate phoneme similarities between the target languages. Ultimately a supervised machine learning technique was employed to learn the language transition of the phonotactic information and engage the support vector machine (SVM) models to classify phoneme occurrences. The system performance was evaluated on mixed-language speech corpus for two South African languages (Sepedi and English) using the phone error rate (PER) and LID classification accuracy separately. We show that multilingual ASR which fed directly to the LID system has a direct impact on LID accuracy. Our proposed system has achieved an acceptable phone recognition and classification accuracy in mixed-language speech and monolingual speech (i.e. either Sepedi or English). Data-driven, and knowledge-driven phoneme clustering methods improve ASR and LID for code-switched speech. The data-driven method obtained the PER of 5.1% and LID classification accuracy of 94.5% when the acoustic models are trained with 64 Gaussian mixtures per state.
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Mabokela, Koena Ronny. "A Multilingual ASR of Sepedi-English Code-Switched Speech for Automatic Language Identification." In 2019 International Multidisciplinary Information Technology and Engineering Conference (IMITEC). IEEE, 2019. http://dx.doi.org/10.1109/imitec45504.2019.9015903.

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Masekwameng, Moses Sebaka, Tumisho Billson Mokgonyane, Thipe Isaiah Modipa, Madimetja Jonas Manamela, and Mercy Mosibudi Mogale. "Effects of Language Modelling for Sepedi-English Code-Switched Speech in Automatic Speech Recognition System." In 2020 International Conference on Artificial Intelligence, Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2020. http://dx.doi.org/10.1109/icabcd49160.2020.9183865.

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