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1
Malope, Nkhensani Lindiwe. "Yin'wana ya mitlhontlho eka theminoloji ya nawu wa vanhu : Hi ku kongomisa eka Xitsonga." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/955.
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Makondo, D. "The effects of language of instruction on the performance of the Tsonga (Shangani) speaking Grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/880.
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Thesis (Ph.D. (Educational Psychology)) --University of Limpopo, 2012<br>This research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently,conclusions were drawn and recommendations made.
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Nkhwashu, Delina. "The use of Xitsonga at the University of Limpopo Turfloop Campus : A sociolinguistics analysis." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/744.
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Thesis (M.A. (Linguistics)) --University of Limpopo, 2011<br>This study examines the effectiveness and relevance of Xitsonga at the University of Limpopo, Turfloop Campus. The study argues that as one of the six (6) official languages of Limpopo Province, Xitsonga deserves to be treated with the respect that it deserves. Although Xitsonga enjoys some recognition and support nationally and on campus, the study has discovered that there are problems associated with negative attitudes among Xitsonga speakers as they feel that the use of the English language enables them to be part of a global world. Furthermore, a major stumbling block with regard to the use of Xitsonga at the University of Limpopo Turfloop Campus is that some of its speakers hold a negative attitude towards their language as they prefer the use of English language for academic purposes. This is one reason English is still dominant amongst the student community as it is viewed as the language of the corporate world.
However, the study reveals that a large number of respondents now support the idea that Xitsonga should be used in all official communication. Finally, the study recommends the use of Xitsonga in social and educational settings. It also recommends the holding of workshops and cultural activities in order to further promote and revitalise the language and its people, thus widening the circle of its acceptance at the Turfloop Campus of the University of Limpopo and beyond.<br>the National Research Foundation
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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.
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Thesis (PhD)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language,
literacy and communication has revealed a number of essential areas of research in
African languages that urgently need to be addressed if this curriculum for African
Languages is to be successfully implemented with the necessary theoretical basis as
support. This dissertation addresses one such research issue, the genre-based approach
to Xitsonga texts within the broad field of language and literacy.
This study wil] first explore different models of writing approaches that relate to the analytic
approach to genre literacy, including the traditional progressivist approach, the Bereiter
and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that
Grabe and Kaplan's model is suitable as a framework for teaching writing, because it
incorporates the ethnography of writing which entails that a detailed analysis of texts
should address the following questions: who writes what to whom, for what purpose,
why, when and how? The use of the ethnography of writing in the analysis of texts
according to Grabe and Kaplan's model also explores factors such as the communicative
purpose, the culture and the community in which the text is produced. This is investigated
through the text-linguistic analysis of the nine Xitsonga written speeches where the
speech genre has an identifiable format including an introduction, middle and ending.
This study also explores the relationship between the ethnography of writing, the Grabe
and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and
9 and their related assessment standards. Attention is given to prescribed texts and the
taxonomy of academic writing skills, knowledge bases and processes, using some of the
nine Xitsonga written speeches for illustrative purposes. This study explores questions of
how Grabe and Kaplan's model can be effectively employed in the analysis of texts within
the framework of Curriculum 2005 in the teaching of language.
This study further focuses on the teaching of Xitsonga as a language subject within a
multilingual education system. It is argued that in order to develop Xitsonga terminology
for teaching content subjects, resources must be put in place, both materially and
financially. It will be argued that Xitsonga should be taught as a language subject and
. used as a medium of instruction in content subjects in conjunction with English across the
curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills
acquired in the teaching of writing of Xitsonga as a language subject in their learning
across the curriculum.<br>AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale,
geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die
Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum
suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie
navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van
Xitsonga tekste binne die bree veld van taal en geletterdheid.
Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat
verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die
tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en
Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se
benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van
skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae
moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die
gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en
Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en
die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die
analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n
identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot.
Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en
Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle
verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die
taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die
nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan
se model effektief ingespan kan word in die analise van tekste binne die raamwerk van
kurrikulum 2005 in die onderrig van taal.
Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige
opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te
ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor
voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van
inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees
om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n
taalvak in hulle leer oar die kurrikulum.
5
Sibuyi, Eliot Masezi. "The analysis of the impact of nonverbal communication Xitsonga discourse." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/733.
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Thesis (M.A. (Linguistics)) --University of Limpopo, 2011<br>Xitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate.
Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes.
It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.
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Sejaphala, Makoma Doncy. "The morpheme le in Northern Sotho : a linguistic analysis." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/153.
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Thesis (M.ED.) --University of Limpopo, 2009.<br>This study focuses on the morpheme le in Northern Sotho. It is sometimes confusing to establish the correct semantic function which the morpheme le expresses; and also to classify it into a certain word category. This study suggests the morphological features which the morpheme le bears in terms of its word categorization. The morpheme le in Northern Sotho can be used as a conjunction, a demonstrative pronoun, an agreement, a preposition, a copulative, an adverb and a complement as well. It is suggested in this study, ways of identifying the semantic function of the morpheme le in various contexts. This study reflects that the morpheme le in Northern Sotho can be used to denote: possession, accompaniment, location, additive focus, existentialism and honorifics.
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Fouche, Michele. "'n Evaluering van die semantiese inligting in die verklarende handwoordeboek van die Afrikaanse taal." Thesis, Stellenbosch : University of Stellenbosch, 1990. http://hdl.handle.net/10019.1/4612.
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Thesis (MA (Afrikaans Language))--University of Stellenbosch, 1990.<br>199 leaves single sided printed, preliminary pages and numbered pages 1-187. Includes bibliography. Digitized using a Bizhub 250 Scanner to pdf format (OCR).<br>ENGLISH ABSTRACT: An evaluation of semantic information in a dictionary must take into account all aspects of meaning of
lexical items. Therefore the different homonyms and polysemous senses of lexical items and the
underlying semantic relations between lexical items are accounted for.
A description should be given of the lexical items which form the macrostructure of HAT. These
lexical items include sublexical, multilexical and free lexical items. The treatment of multilexical items
in HAT is not satisfactory at present and suggestions are made for the improvement of the situation.
Possible solutions for distinguishing between homonymy and polysemy are given. Suggestions to
determine the possible polysemous senses of a lexical item are also made. The ordering of polysemous
senses and different homonyms are discussed. It is essential to make use of a synchronic criterion to
distinguish between homonymy and polysemy.
The HAT's treatment of semantic relations between lexical items is not always very succesfull. The
semantic relation which receives the most substantial treatment is that of semantic inclusion between
lexical items. The HAT's treatment of synonyms is not without problems. More attention should be
given to semantic linking and semantic opposition between lexical items.
An evaluation of the system of cross-references in HAT is given, with special reference to the function
of cross-references. Sometimes indistinct typographical conventions are used and they confuse the
user of the dictionary. The indistinct use of typographical conventions has a detrimental influence on
the transfer of information. The cross-reference system of HAT can be improved by an informative
explanation in the general introduction, focusing on ways and means to use it more specifically,
unambiguously and consistently.
A distinction is made between various types of definitions used to define lemmas. Well known
lexicographic definitions such as definitions per genus et differentia, synonymdefinitions, example
definitions, circular definitions and descriptive definitions are discussed. The usage definition and two
definitions which explicate a semantic plus value, the contrast and diminutive definitions, are identified.
Attention is also given to the role of the general introduction in a standard synchronic dictionary.
Suggestions are made to improve the general introduction of HAT.<br>AFRIKAANSE OPSOMMING: Wanneer semantiese inligting in 'n woordeboek ondersoek word, word alle aspekte van leksikale items
se betekenis in ag geneem. Dit sluit homonimiese vorme en polisemiese onderskeidinge van leksikale
items in, asook die semantiese betrekkinge wat leksikale items onderling met mekaar aangaan.
Die leksikale items wat die makrostruktuur van die HAT vorm, word beskryf. Dit sluit subleksikale,
multileksikale en vrye leksikale items in. Verskillende tipes multileksikale en subleksikale items word
onderskei. Tans word multileksikale items in HAT nie na wense hanteer nie en voorstelle word aan
die hand gedoen hoe die stelsel verbeter kan word.
Moontlike oplossings vir die onderskeidingsprobleem tussen homonimie en polisemie, asook maniere
waarop 'n leksikale item se polisemiese onderskeidinge vasgestel kan word, word verskaf. Aandag
word ook aan die ordening van polisemiese onderskeidinge en homonimiese vorme gegee. Dit is
belangrik dat 'n sinchroniese maatstaf gebruik word om tussen homonimie en polisemie te onderskei.
Semantiese betrekkinge tussen leksikale items word met 'n wisselende mate van sukses deur HAT
hanteer. Semantiese insluiting tussen leksikale items word die meeste beskryf. Daar bestaan egter
probleme by die hantering van sinonimie tussen leksikale items. Semantiese aansluiting tussen
leksikale items word min deur die woordeboek aangedui. Semantiese opposisie tussen leksikale items
kan ook meer deur die HAT aangedui word.
Die kruisverwysingstelsel van die HAT word ondersoek. Funksies van kruisverwysings word beskryf.
Kruisverwysings word wel deur die HAT redaksie gebruik, maar hulle kan nog meer gebruik word.
Soms word onduidelike tipografiese konvensies gebruik en dit het swak inligtingsoordrag tot gevolg.
Die kruisverwysingstelsel van die HAT kan verbeter word deur dit in die toeligtende aantekeninge te
verduidelik, spesifiek en ondubbelsinnig toe te pas en deur dit konsekwent te gebruik.
Verskillende tipes definisies waarmee leksikale items gedefinieer word, word onderskei. Bekende
leksikografiese definisies soos genus-differentia-definisies, sinoniemdefinisies, voorbeelddefinisies,
sirkeldefinisies en deskriptiewe definisies word bespreek. Die gebruiksdefinisie en twee definsies wat
semantiese pluswaardes ekspliseer, naamlik die teenstellingsdefinisie en die verkleiningsdefinisie,word
geidentifiseer.
Die rol van toeligtende aantekeninge in 'n handwoordeboek word bespreek. Daar word gewys op die
swak toeligtende aantekeninge van die HAT. Voorstelle word gedoen oor hoe die hantering van
semantiese inligting in die toeligtende aantekeninge verduidelik moet.
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Mamarara, Thomas Simeon. "Adoptives in Xitsonga : a morphological, phonological and semantic perspective." Thesis, 2010. http://hdl.handle.net/10386/2496.
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Masia, Hlupheka Enock. "Nxopaxopo wa dinothexini na khonothexini eka Xitsonga." Diss., 2012. http://hdl.handle.net/11602/1042.
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Madlome, Steyn Khesani. "Nkanelo wa mitlhontlho ya swa ririmi na swin'wana swa ndhavuko eka vuhundzuluxi bya xichangana xa le Zimbabwe." Thesis, 2016. http://hdl.handle.net/11602/719.
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PhD (Xitsonga)<br>Ehansi ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko<br>Ndzavisiso lowu wu wela ehansi ka dyondzo ya swa vuhundzuluxi leyi nga tlhelaka yi
vuriwaka leswaku i xiyenge xa swa ririmi ni ndhavuko. Ndzavisiso lowu wu boxa no
kanela mitlhontlho leyi ku hlanganiwaka na yona eka vuhundzuluxi lebyi khumbaka
Xichangana eZimbabwe. Ndzavisiso lowu wu xopaxopa mitlhontlho leyi eka swiyimo swo
hambanahambana swa xilingwistiki leswi katsaka mipfumawulo ya marito, swivumbeko
swa marito, vulongoloxamarito na tinhlamuselo ta wona. Ndzavisiso lowu wu tlhela wu
xopaxopa mitlhontlho ya vuhundzuluxi leyi khumbaka swa ndhavuko. Eka swa ndhavuko
ku langutiwa swivuriso, swivulavulelo, switekatekisani/mitshayilo, swivongo na
swithopo. Ndzavisiso lowu wu wela eka xivumbeko xa nhlawulo naswona ku tirhisiwa
tindlela to hlengeleta mahungu ta nhlokohliso wa swivutiso ni ntlhatlho wa vundzeni.
Tithiyori leti tirhisiweke i ta xilingwistiki ni ya matirhiselo leti khumbaka timhaka ta
mindhavuko. Nsusumeto wo endla ndzavisiso wa muxaka lowu wu kongomisa eka
Xichangana xa Zimbabwe i ku vona leswaku matsalwa manyingi ya hundzuluxeriwa eka
tindzimi leti hluvukeke khale ta Xixona na Xindhevele, kasi tindzimi to fana na
Xichangana na tin’wana leti a ti vuriwa ta vavulavuri va nhlayo yintsongo ti karhi ti
honisiwa. Ndzavisiso lowu wu kumile leswaku ku na mitlhontlho ya swa ririmi leyi ku
hlanganiwaka na yona eka swiyimo swa fonoloji, mofoloji, vulongoloxamarito na
semantiki loko ku hundzuluxiwa switsariwa exikarhi ka Xichangana na Xinghezi.
Xivangelonkulu xa mhaka leyi i ku hambana ka swivumbeko swa vuvulavuri bya tindzimi,
ngopfungopfu eka mofoloji ni vulongoloxamarito. Ndzavisiso lowu wu kumile nakambe
leswaku mitlhontlho yin’wana yi tisiwa hi timhaka ta matsalelo laha vahundzuluxi va
tirhisaka matsalelo yo hambana ya Xichangana. Hi tlhelo ra swa ndhavuko, ndzavisiso
lowu wu kumile leswaku ku na mitlhontlho loko swi fika eka ku hundzuluxela swivuriso,
swivulavulelo, switekatekisani/mitshayilo, swivongo n swithopo. Eka xiyenge lexi ku
kumekile leswaku ku na marito ya ndhavuko lama nga hundzuluxekiki ku ya eka
Xinghezi. Leswi swi vangiwa hi ku hambana ka mindhavuko exikarhi ka Xichangana na
Xinghezi.
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Mapindani, Aleck. "Nxopaxopo wa mavito yo duvulela ya Vatsonga va le Zimbabwe." Diss., 2013. http://hdl.handle.net/11602/1044.
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Masunga, Sarah Hlekani. "Language management in South Africa : a case study of the Xitsonga Language Board." Diss., 2000. http://hdl.handle.net/2263/30361.
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Vratsanos, Alyssa Vida Castrillon. "Some repair strategies in Xitsonga." Thesis, 2018. https://hdl.handle.net/10539/26327.
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A dissertation submitted to the University of the Witwatersrand in fulfilment of the requirements of the degree of Master of Arts in Linguistics, March 2018<br>Every language has its own unique set of preferred phonological structures, along
with an array of strategies that it can employ to ensure that these structures are
maintained. This study examines repair strategies used in Xitsonga in relation to
syllable structure and Prosodic Word (PWord) minimality. Evidence gleaned from
loanword adaptation supports claims by previous work (Vratsanos and Kadenge,
2017) that Xitsonga prefers a CV syllable structure. When words from English and
Afrikaans are adapted to suit the Xitsonga phonological structures, several repair
strategies may occur: segment substitution ensures that the phonemic inventory of
Xitsonga is adhered to; vowel epenthesis is used to eliminate codas and break up
consonant clusters; diphthongs are repaired using glide epenthesis and, in some cases,
monophthongisation; and prenasalisation resolves NC consonant clusters. Secondly,
Xitsonga requires words to be minimally disyllabic, and uses the epenthesis of a
semantically null morpheme in order to achieve this.
The analysis is couched within Optimality Theory (OT: Prince and Smolensky, 2004),
with additional insights gleaned from Feature Geometry (FG: Clements and Hume,
1995). OT allows for strategies to be accounted for by means of constraint interaction,
and for variation to be accounted for by means of constraint rerankings. The aim of
this study is to present what is thought to be the first comprehensive account of repair
strategies used in Xitsonga syllable to maintain preferred phonological structures,
highlighting the importance of the syllable as a level of phonological analysis in this
language and others like it. Additionally, the results of this analysis are compared to
iv
those of other Southern Bantu languages in an effort to situate Xitsonga within its
language family, thereby contributing to linguistic typology.
Key words: repair strategies, loanwords, rephonologisation, prosodic word
minimality, Optimality Theory, Feature Geometry, constraints, candidates, input,
output, Bantu languages<br>GR2019
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Shibanda, Stephen Risimati. "Hemispheric language lateralization and verbal ability in Tsonga children." Thesis, 2014. http://hdl.handle.net/10210/9746.
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M.A. (Clinical Psychology)<br>Research on lateralization has been replicated in many countries of Europe, the American states and the Asiatic states. The research findings on language functions verify the occurrence of cerebral dominance or lateralization in these various races. In the South African context, language lateralization has been studied among the whites and the asiatics, but no study to date has been done among the various black population groups. The specific aim of the present study was to fill this void by researching language lateralization in a young mail Tsonga population, ascertaining the effect of the degree of language lateralization on various language abilities (reading, writing, spelling, vocabulary)...
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Mona, Mulaleni Jacob. "The teaching of Xitsonga poetry to secondary school learners in Mhala, Mpumalange Province with reference to a sample of poems from the anthologies of Masebenza B.J., Chauke S.P. and Magaisa J.M." Thesis, 1997. http://hdl.handle.net/10386/2161.
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Hlangwani, Tinyiko Maurice. "Sexism in the Xitsonga language." Thesis, 2007. http://hdl.handle.net/10386/2273.
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Baloyi, Nkhensani Molina. "Nxopaxopo wa switandzhaku swa " globalisation" eka ririmi ra Xitsonga." Diss., 2018. http://hdl.handle.net/11602/1357.
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MA (Xitsonga)<br>Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko<br>Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala.
Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi.
Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo.<br>NRF
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Ngobeni, A. T. "Ririmi leri tirhisiwaka eku phahleni ku katsa ni tinxaka to hambana hambana ta mphahlo wa Vatsonga." Thesis, 2012. http://hdl.handle.net/10386/2270.
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Ndukwani, Tiyiselani. "The attitudes of grades 5-7 Xitsonga learners towards learning English as a first additional language." 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001913.
Full textAbstract:
M. Tech. Language Practice<br>This study investigates the attitudes of Grades 5-7 Xitsonga learners towards learning English as a first additional language using the four language skills viz. listening, speaking, reading and writing. Variables such as attitude, orientation, motivation, and anxiety are imperative, influential factors to consider when studying aspects that contribute to learning a second language. Learners' attitude towards language learning is considered to be the key factor that affects the levels of learner motivation in their trajectory to learn a language and are intertwined with the aspect of motivation. This study explores the attitudes of learners from a particular primary school towards learning English as a first additional language. This study deals with a sample of a selected primary school's learners' attitudes towards learning English as a first additional language. The first language of these students is Xitsonga, one of the eleven official languages in South Africa.
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Mokone, R. L. "Nxopanxopo wa xitayela xa mutsari eka novhele ya nsuku wa mina na ndzi ta n'wi kuma hi W. R. Chawuke." Thesis, 2015. http://hdl.handle.net/10386/3314.
Full textAbstract:
Thesis (M.A. (African languages)) -- University of Limpopo, 2015<br>CHAPTER 1: This chapter outlines as follows : The introduction , cause affects, aim of the study, problem statement of the research , value of the research, research method to be used , literature review and definitions of terms.
CHAPTER 2: This chapter outlines the detailed biography of the writer W .R. Chauke, summary of literature in the selected books of Nsuku wa mina and Ndzi ta n’wi kuma.
CHAPTER 3: In this chapter different types of conflict will be defined and also explain each types.
CHAPTER 4: In this chapter we will explain what is characterisation, allegorical figure and caricature.
CHAPTER 5: This chapter will focus on the analysing of language and different style of the author in the selected novels. CHAPTER 6: This chapter concludes the research by outlining the findings and giving recommendations.
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Mahime, Neftali. "Mathyelo ya mavito ya swinyenyana exifundzenintsongo xa Mhala ehansi ka Xifundzankulu xa Bohlabela : Maendlelo ya onomisitiki." Thesis, 2013. http://hdl.handle.net/10386/2295.
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Madlome, Steyn Khesani. "Mpimanyiso wa vuvulavuri bya Xitsonga/Xichangana xa le Afrika-Dzonga na xa le Zimbabwe." Diss., 2013. http://hdl.handle.net/11602/1047.
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Maimela, Matodzi Dorin. "Vhuvha na ndeme ya mapfanisi kha luambo lwa tshivenda." Thesis, 2012. http://hdl.handle.net/10386/2294.
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Chauke, Hlayisi Michael. "Nkanelo wa vuhumelerisi bya pholisi ya ririmi eka dyondzo ku sukela hi nkarhi wa mfumo wa Xihlawuhlawu ku fika hi nkarhi wa xidemokirasi hi ku kongomisa eka Xitsonga." Thesis, 2018. http://hdl.handle.net/11602/1428.
Full textAbstract:
PhD (African Studies)<br>Department of African Studies<br>Vanhu vo tala va vile xiphemu lexi endleke leswaku ndzavisiso lowu wu humelela. Ndzi khensa nghamu na vana lava va ndzi hlohloteleke no ndzi seketela hi mianakanyo. Ndzi tata ku khensa eka vatswari lava va nga phuphu ya mina. Vamakwerhu lava a va ndzi khutaza eka gondzo leri a ri nga olovi, kambe va ri olovisa leswaku ndzi kota ku rhelela. Ndzi ri, xandla eka henhla xin’wana xandla!
Eka wena mudzaberi wa thesisi leyi, Dokodela Chauke M.T, namuntlha ndzi dya mihandzu leyi u tikarhateke swinene hi ku chela manyoro u cheleta yi kala yi vupfa. U bile comana swikwembu swi kala swi huma kutani namuntlha ndzi thwasile hikuva nyongwa se ndzi yi khomile hi mavoko ya mina. Dokodela Babane M.T na wena u vile mupfuneti wa mudzaberi hi vutshembeki.
Tatana Maluleke (Ngwenya) Tinyiko na vapfuneti va wena hi tlhelo ra ku thayipa xitsariwa lexi wa khensiwa. Hakunene u ngwenya. Sesi Kudakwashe Chirobe, nseketelo na mitirho ya wena eka vuhumelerisi bya thesisi leyi swi khenseka hi xiheri (Zvakanaka shamwari!). buti Respect Mlambo na wena sesi Kudakwashe migingiriko ya n’wina ya ku ya hala na hala ku tiyisisa leswaku xitsariwa lexi xi tixaxametisa na swilaveko swa xihofisi swi tswarile mihandzu leyinene.
I vanyingi lava hoxeke xandla ehenhla ka ndzavisiso lowu, ndzi ba mandla ndzi vuyelela eka n’wina hinkwenu handle ko mi hlaya hi mavito. Ndzi tlangela ku humelerisiwa ka mafumelo ya xidemokirasi laha Afrika-Dzonga. Swi ta va swi nga hetisekangi eka mina ku va ndzi vulavula hi xidemokirasi xa Afrika-Dzonga loko vito ra Dokodela Rolihlahla Mandela ri nga boxiwangi. Hi un’wana wa tinghanakana ta valweri va ndzingandzingano wa tindzimi eka swin’wana swa swona. Ingi moya wa yena wu nga wisa hi kurhula swinene. Eku heteleleni, ndzi khensa Muvumbi tanihileswi masungulo ya vutlhari ku nga ku chava Yehovha. Hi yena loyi a ndzi tsetseleleke no ndzi hletela ku kondza ndzi gwaza.<br>NRF
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Manyike, Tintswalo Vivian. "The acquisition of English academic language proficiency among grade 7 learners in South African schools." Thesis, 2007. http://hdl.handle.net/10500/2180.
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Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994.
A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools.
The tests revealed that:
* there is a significant correlation between the learner's performance in the reading and writing performance test for both languages
* the learners' reading and oral skills in both languages correlate
* irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere.
The greatest weaknesses were in learners':
* failure to understand instructions, which meant that their responses to task demands were inadequate
* inappropriate use of tone register and spelling errors
* incorrect use of punctuation and verb tenses.
The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended.<br>Educational Foundations<br>D.Ed. (Comparative Education)
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Vuma, Mbhazima Jismon. "Nkoka wa tindziminyingi eku humeleleni ka swatidyondzo ta machudeni ya lembe ro sungula Eyunivhesiti ya Vhenda hi ku kungomisa eka Vatsonga." Diss., 2017. http://hdl.handle.net/11602/1094.
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MA (Xitsonga)<br>Ehansi ka Senthara ya M. E. R. Mathivha ya Tindimu ta Afrika, Vutshila ni Ndhlavuko<br>Xikongomelonkulu xa ndzavisiso lowu i ku lava ku andlala ntirho lowu wu tirhiwaka hi vutivi bya tindziminyingi hi ku kongomisa eka Vatsonga va lembe ro sungula eYunivhesiti ya Vhenda. Xikongomelo xin’wana xa ndzavisiso lowu i ku lava ku kumisisa ndlela leyi mhaka ya vutivi bya tindziminyingi yi vuyerisaka machudeni ha kona loko va ri karhi va ti nghenelerisa eka minhjekanjhekisano ya swa tidyondzo. Theme leri ra tindziminyingi ri tumbulukile khale hi nkarhi wa ku akiwa ka xihondzo ya Babel. Theme leri ri kongomisa eka xiyimo laha munhu a nga ni vuswikoti bya ku tirhisa tindzimi timbirhi kumbe ku tlula. Dyondzo ya tindziminyingi yi tanihi tidyondzo letin’wana hikuva nayona yi va yi simekiwile eka rimba ra dyondzo yoyoleyo. Ndzavisiso lowu wu simekiwile eka Thiyori ya Affordances. Xikongomelo xa ku va hi hlawuriwile thiyori i mhaka ya leswaku eYunivhesiti ya Vhenda ku kumeka vanhu vo hlaya laha swi nyikaka nkarhi eka machudeni ku va va dyondza tindzimi ta van’wana machudeni leswaku va oloveriwa hi swa tidyondzo ta vona. Dyondzo kumbe ndzavisiso lowu wu tirhisa tindlela timbirhi to hlengeleta mahungu, ku nga endlelo ra nkoka ni endlelo ra ntalo laha swi nga ta endliwa eYunivhesiti ya Vhenda. Machudeni lawa ya ta hlawuriwa hi ku tirhisa endlelo ra sampula ya xikongomelo laha ku nga ta hlawuriwa machudeni ya khumetsevu ku suka eka swikolo swo hambanahambana swa le yunivhesiti leyi. Vuxokoxoko byi ta hlengeletiwa hi ku tirhisa maendlelo ya vuxiyaxiya ni maendlelo ya Nongonoko wa swivutiso laha machudeni ya nga ta vutisiwa swi vutiso swo karhi. Hambiloko swi ti komba onge ririmi ra Xinghezi hi rona ririmi ra matimba eka swa tidyondzo kambe tindzimi ta Xintima na tona ta tirhisiwa swinene eka swa tidyondzo ta vona. Vulavisisi byi komba leswaku mhaka ya tindziminyingi yi ni xiave xikulu swinene eka ku pfuna machudeni loko ya ri karhi ya burisana hi mhaka ya swa tidyondzo ta vona. Ndzavisiso lowu wu ni nkoka swinene eka vanhu lava vatsakelaka ku hlaya ni ku hluvukisa tindzimi ta Xintima.<br>NRF
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Mashau, Pfunzo Lawrence. "An exploration of the implementation of language policies for community radio stations in Vhembe District of Limpopo Province." Diss., 2019. http://hdl.handle.net/11602/1443.
Full textAbstract:
MA (Linguistics)<br>Department of Communication and Applied Languages Studies<br>The question of the use of languages in radio broadcasting is of particular importance in
multilingual communities in Vhembe district of Limpopo province. The Independent
Communications Authority of South Africa (ICASA) issues broadcasting licenses, and
further regulates conditions of implementation of these licenses. The purpose of this study
is to explore the extent to which community radio stations in Vhembe district adhere to
ICASA language policies and guidelines stipulated in their licenses. Literature was drawn
from government language policy documents (Acts, rules and regulations), broadcasting
legislative framework manuals (ICASA), government gazettes, books, journals,
magazines, and newspapers. The design for the study is exploratory, whereas the target
population comprised of seven (7) community radio stations, fifteen (15) radio
programmes, and station managers of community radio stations in the Vhembe district.
Purposive sampling was used to select three community radio stations, three
programmes per station and station manager of each sampled station. Non-participant
observation, documents analysis and tape recorder were used as instruments for data
collection, whereby the researcher observed, recorded a total of (nine) 9 talk format
programmes. The researcher further analysed documents (broadcasting licenses and
programme schedules), from sampled radio stations, to examine stipulated language
quotas by ICASA. Lastly, the researcher employed unstructured interviews to collect data
from the station managers of community radio stations, in the Vhembe district. The
sampled data was analysed through qualitative content analysis and interpreted
subsequently. Findings from data analysis determined that community radio stations
partially adhere to the policies stipulated in their licenses.<br>NRF
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Makamu, Thembheka Abraham. "Translation and interpretation of cultural concepts from Xitsonga into English." Thesis, 2017. http://hdl.handle.net/10500/23204.
Full textAbstract:
The study focused on the translation and interpretation of cultural concepts from Xitsonga into English. The main aim of the study was to formulate strategies and methods as well as techniques of translating cultural concepts from Xitsonga into English with the view towards bridging the gap between the two cultures. The study used a mixed method approach combining both quantitative and qualitative approaches. It examined the research problem by selecting respondents who deal with translation issues on a day-to-day basis and also observed how cultural concepts are presented in the bilingual dictionaries. This was done by comparing three languages i.e. Xitsonga, Northern-Sotho and Tshivenda. The researcher had to identify the afore-mentioned cultural concepts and to find if they were properly described or translated into English. The observation focused on the translation of both Xitsonga, Northern-Sotho and Tshivenda cultural fixed expressions which were given to translation studies students to translate into English. The aim was to find if they are able to give proper explanations or translation to the given expressions. Quantitatively, 24 out of the 30 questionnaires that were sent out to respondents, were returned to the researcher for presentation, analysis and interpretation.
The study found that translating cultural concepts is very challenging. These challenges are presented by lack of equivalence and not recognising the cultural concepts in the source text. The study however found that employing the right strategies, methods and techniques can assist in bridging the gap between the languages and cultures. The translator also needs to have an in-depth knowledge of the two cultures: Xitsonga and English.<br>African Languages<br>D. Litt. et Phil. (African Languages)
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Barnard, Yvonne. "Semantico-grammatical consciousness raising in an ESL programme for primary school teacher trainees." Thesis, 1995. http://hdl.handle.net/10500/18063.
Full textAbstract:
This study investigates the effect of multilevelled semanticogrammatical
consciousness raising procedures on fossilised verb
structures. It is hypothesised that these procedures will
reactivate grammaticisation processes leading to the
destabilisation of fossilised structures.
The study attempts to establish whether fossilised structures can
be destabilised, how processes of grammaticisation may be
activated, whether adult advanced learners are still able to
improve grammatical accuracy levels, what cognitive processes
operate in interlanguage change, and how ESL teaching in the
primary school classroom may be improved.
The subjects are first-year ESL teacher trainees who have been
learning English in formal classrooms for eight to ten years.
They are subjected to pretests, a ten-week consciousness raising
intervention programme, and posttests. The consciousness raising
activities are set in a primary school teaching context, thus
establishing relevance. The varied strategies used are presented
progressively on different levels of consciousness.
The theoretical contributions of the study are the insights
gained in respect of the psychodynamics of fossilisation and
learning theory as it relates to semantico-grammatical
consciousness raising within a Cognitive Theory paradigm.
According to the findings the total number of verb errors are
significantly reduced and self-monitoring and other-monitoring
skills significantly improved after the intervention. The
semantic value of verb structures evidently acts as a regulator
of form: semantically significant structures are destabilised but
semantically vacuous structures do not respond to semanticogrammatical
consciousness raising strategies. By implication,
semantic significance of structures promotes learnabili ty whereas
semantic vacuity is conducive to fossilisation.
A relatively invariant ability gap between self-monitoring and
other-monitoring is also identified. Subjects are significantly
better at monitoring structures produced by others than their
own. Self-monitoring, which is a necessary prerequisite for
interlanguage change, is improved by consciousness raising but
is apparently affected negatively by conventional analytical
rule-based teaching.
This study concludes that multilevelled semantico-grammatical
consciousness raising procedures may precipitate defossilisation
and that fossilised structures are not necessarily immutable.<br>Linguistics and Modern Languages<br>D. Litt. et Phil. (Lunguistics)
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Nxumalo, Julia. "Nkanelo wa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzhonga." Thesis, 2019. http://hdl.handle.net/11602/1528.
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PhD (Xitsonga)<br>MER Mathivha Centre for African Languages, Arts and Culture<br>Ku va tiko ra Afrika-Dzonga ri simekile mfumo wa xidemokirasi hi 1994 swi vile mhaka yo saseka na ku va ndzhuti wa Vantima wu vuyiseriwa evutshan’wini bya wona. Mfumo wa xidimokirasi wu katsa na timhaka ta ndzingano wa tindzimi. Ndzavisiso lowu wu kanerile timfanelo ta tindzimi ni matimba ya tindzimi tin’wana hi ku langutisa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Ndzavisiso lowu wu tirhisile maendlelo ya nongonoko wa swivutiso ku hlengeleta mahungu ya nkoka. Lawa i maendlelo ya swivutiso yo tsala kunene. Hi maendlelo lawa machudeni yo ringana makumembirhi lawa ya endlaka lembe ro hetelela ra Xitsonga na lama endlaka masitasi ya Xitsonga eyunivhesiti yin’we eAfrika-Dzonga va nyikiwile maphepha ya swivutiso kutani va hlamula hi ku tsala. Mulavisisi u kotile ku kuma mahungu eka machudeni mayelana na mavonelo ya vona ya ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Eka ndzavisiso lowu maendlelo ya nkoka na wona ma tirhisiwile. Wonaya tirhisiwile ku kombisa mavonelo ya vatekaxiave hi ku ya tlhantlha na ku ya hlamusela hi ku enta.Maendlelo ya nxopaxopo wa switsariwa ya tirhisiwile. Hi maendlelo lawa mulavisisi u anamisile miehleketo ya yena hi ku hlaya tibuku, tipholisi na milawu leyi khumbaka timhaka ta ririmi. Ndzavisiso lowu wu tirhisile thiyori ya ‘the universality and relativity of human rights, leyi yi boxaka leswaku timfanelo ta munhu hi leti munhu a nga na tona hikuva munhu i munhu. Hi ku kongomisa, timfanelo ta munhu i masungusungu ya vumunhu. Ndzavisiso lowu i wa nkoka hikuva wu ta endla leswaku vavulavuri va tindzimi leti nga na matimba lamatsongo va tiva timfanelo ta vona.Tlhandlakambirhi, vavulavuri va tindzimi leti nga na matimba lamatsongo na vona va ta titwa leswaku ririmi ra vona i ra nkoka exikarhi ka tiko ra tindziminyingi. Hi nga dlayiseta hi ku vula leswaku vavulavuri va Xitsonga hi ku kongomisa eka ndzavisiso lowu, va ta kota ku swi vona leswaku na vona va na lunghelo mayelana na vukorhokeri na nhluvukiso wa ririmi ra vona.<br>NRF
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Kubayi, Sikheto Joe. "Address forms in Xitsonga : a socio-pragmatic perspective." Thesis, 2013. http://hdl.handle.net/10500/13372.
Full textAbstract:
The purpose of this study is to explore the nature of socio-cultural rules underlying address behaviour in face-to-face interactions in Xitsonga. In the study, a socio-pragmatic approach is used. This approach is a combination of sociolinguistics and pragmatics. Data are collected using semi-structured interviews from 29 participants in Hlanganani region. Hlanganani is a Xitsonga speech community located in Limpopo Province, South Africa. The participants were selected in terms of five variables, namely their age, gender, marital status, educational status and occupation. Five theories are tested in this study, namely Brown and Gilman’s (1968) theory of power and solidarity, Brown and Levinson’s (1987) politeness theory, the theory of accommodation, the theory of universal grammar and the Gricean theory of conversation. The study finds that Hlanganani is an age-set society in that the age of a person is the primary determiner of address choice. The male gene also receives superior status in address behaviour in Xitsonga. It is also found that women are given the same lower status as children. It is observed that women’s statuses reflect their graduation in terms of marriage and the production of children. It is recommended that more studies of a similar kind should be undertaken based on either different speech communities or on a comparative basis of
particularly African languages. Such studies will go a long way in describing similarities and differences in both the linguistic and the social structures of different cultures.<br>African Languages<br>D. Litt. et Phil. (African Languages)
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Marx, Isabella Elizabeth. "Onomastiese studie van skoolname by Afrikaansmediumskole." Diss., 1994. http://hdl.handle.net/10500/18138.
Full textAbstract:
Text in Afrikaans<br>In hierdie verhandeling word skoolname as onderafdeling van die Onomastiek behandel. Die gee van skoolname is 'n amptelike aangeleentheid en daarom is die beleid onderliggend
aan die handeling onder die loep geneem. Beleid bepaal die ortografiese aard van skoolname en die manifestasie daarvan is sosiolinguisties van belang. Skoolname, wat onder eiename ressorteer, is hoofsaaklik oor 'n semantiese en sosiolinguistiese
boeg gegooi, daarom word terme soos verwysing, konvensie en agtergrondbeskrywing aan die hand van veral die teoriee van Devitt, Strawson en Kripke beskryf. Van Langendonck le veral klem op die pragmatiese aard van die eienaam en daarom vorm sy teorie, die hetekenisparadoks van die eienaam, 'n belangrike uitgangspunt
by die konsepsuele en pragmatiese aard van skoolname.
Die gee van name is In suiwer menslike handeling wat selde ooit ongemotiveer geskied. Die ontstaansmotiewe wat skoolnaamgewing ten grondslag le, word bespreek aan die hand van die verskillende kategoriee. Botsende sosiale faktore soos veral teweeggebring deur kulturele diversiteit beinvloed naamgewing en daarom verander name. Die faktore onderliggend aan naamsverandering
word uitgelig en bespreek. Die moontlikheid om ten spyte van 'n multikulturele en multilinguistiese samelewing tog 'n nasionale identiteit te vertoon, word ten slotte ondersoek en bespreek.<br>In this dissertation, names of schools as a subdivision of Onomastics are dealt with. School names are researched mainly under the cloak of Semantics and Socio-linguistics. Therefore, terms like reference, convention and a backing of descriptions are referred
to according to the theories of Devitt, Strawson and Kripke. Van Langendonck specifically emphasises the pragmatic nature of proper nouns in his theory the paradox of the meaning of proper nouns which is an important point of departure in the conceptual and pragmatic nature of the names of schools. The underlying motives in respect of school naming are categorized and discussed
according to the motives of origin. Conflicting social factors play an important role in the naming of schools and therefore
names also change. These changes are accentuated and discussed.
The possibility for a country to reflect a national identity in spite of a multicultural and multilingual society, is explored and discussed.<br>Afrikaans & Theory of Literature<br>M.A. (Afrikaans)
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Khosa, Martha. "Early reading development in Xitsonga : a study of learners and teachers in grade 1 classrooms in Limpopo province." Thesis, 2021. http://hdl.handle.net/10500/27429.
Full textAbstract:
Summaries in English, Xitsonga and Afrikaans<br>Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom.<br>Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu.<br>Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word.<br>Linguistics and Modern Languages<br>Ph. D. (Languages, Linguistics and Literature)
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Mabaso, X. E. (Ximbani Eric)1954. "Nkomiso eka Xitsonga : nxopaxopo wa ntivoririmi." Thesis, 2016. http://hdl.handle.net/10500/23169.
Full textAbstract:
Summary in Tsonga and English<br>Ndzavisiso lowu wu xopela xiyimo xa mavumbelo, matsalelo, mahikahatelo na mathyelo ya swikomiso na mavulwankatso eka Xitsonga hi xikongomelo xo bumabumela maringaneriselo ya swona. Switiviwa swi huma eka switshuriwa swo hambanahambana swa nomu na swo tsariwa ku katsa na swa dyondzo (swa vuvulavuri, swihlayahlaya na swihlamuselamarito) swihangalasamahungunyingi na swinavetiso etilayiburari, eswikolweni, emagondzweni, eka
tibilibodo na le makhumbini ya miako.Tinxaka ta mikomiso ti kumeka eka swa vanhu (mavito, swiyimo, vuxaka), matiko, tin’hweti,
masiku ya vhiki, mavito ya tiholideyi, ya tihuvo, ya mihlangano, ya tiyunivhesiti, nasw. Ku na nkomisokulu (wa switshuriwa swo leha swa ndzungulo na swa nkalandzungulo, xikombiso: xihungwana, vumbiwa) na nkomisotsongo (wa switshuriwa swo koma: xivulwa,
xivulwahava, rito, xiaki, peletwana). Lowu ndzavisiso wu pakanise nkomisotsongo. Nkomisotsongo wu paluxa mikhetekanyokulu ya mune ya ‘rikhwanyano’, ‘rivulwankatso’, ‘xikomiso’ na ‘rivulwampfilungano’. Swikombiso hi nandzelelano i: ‘za’ < zela); Huriri/(HRR) < ‘Huvo ya Rixaka ya Ririmi’, na (NSFAS > En-es-FAS). Xikomiso xi
tihlawulekisa hi ku peleta kumbe ku komisa hi ku tsala ntsena, rito ra kona ri vuriwa hi ku hetiseka. Rikhwanyano na rivulwankatso swona swi tihlawulekisa hi ku vuleka tanihi rito rohelela. Rivulwampfilungano ri hlanganisa rivulwankatso na xikomiso. Rixaka rin’wana na
rin’wana ri tlhela ri va na swivumbeko na mahikahatelo yo hambana. Matirhiselo ya swihikahato ya ya hi milawu ya ririmi ro karhi, xikombiso: nkomiso wa rivitavito wu fanele ku sungula hi letere lerikulu. Ndzavisiso wu paluxa leswaku ku tirhisiwa ka hiko (.) swi
fanele ku papalatiwa eka nkomiso hikuva hiko yi teka ndhawu leyi nkomiso wu lwelaka ku hunguta yona hileswi hiko na vangwa swi hlayiwaka tanihi xitekandhawu loko ku hlayeriwa maletere. Ndzavisiso lowu wu basisile matheme lama thyiweke mikomiso eka Xitsonga, ku engetela nhlayo ya mikomiso na ku susumeta misinya yo yi ringanerisa. Ndzi bumabumerile swilaveko na swiyila ku pfuneta vahundzuluxeri na ku va seketela hi ku famba ndzi nyika maritondzingano ya Xinghezi laha swi kotekaka. Switandzhaku swi nyika vumbhoni bya leswaku nhluvuko wa mikomiso eka Xitsonga wa tshikeleriwa hi van’wana va lava nyikiweke matimba yo kondletela ntirho wa vuhundzuluxeri, leswi koxaka ku cinca ka maehleketelo.<br>This study analyses the state of shortenings (abbreviations and acronyms) in Xitsonga in order to determine their formation, structure, punctuation and naming patterns with the aim of recommending standardisation strategies. The data was collected from various oral and written sources. Various types of shortenings manifest in human phenomena (names, social positions and relations), names of countries, months, weekdays, holidays, boards, organisations,
universities, etcetera. There are long shortened texts (e.g. abstracts, summaries) and short texts (sentence, phrase, word, morpheme, syllable). This study focusses on the short texts. Short texts fall into four major categories: ‘compression’, ‘acronym’, ‘abbreviation’ and
‘acreviation’ (combination of acronym and abbreviation). Examples of these forms are respectively ‘za’ < ‘zela’; ‘Huriri’/HRR < ‘Huvo ya Rixaka ya Ririmi’; and NSFAS > En-es- FAS. An ‘Abbreviation’ is characterised by spelling the word letter-by-letter or using it only
in writing but uttering its full form when reading, while compression and acronym are characterised by the word’s ‘pronounceability’ in normal syllables. ‘Acreviation’ describes a combination of ‘acronym’ and ‘abbreviation’. Each of these forms further reveals different
structural and punctuation patterns. The use of punctuation marks depends on the rules of a specific language, for example, the shortening of a proper name has to begin with a capital
letter. The study also reveals that as much as possible, the use of a period should be avoided in the abbreviation as it occupies the space which the abbreviation intends to save because a full stop and space are counted as a character when a word count is done. This study has successfully clarifies the terminology used in the naming of shortenings in Xitsonga, increases the number of shortenings and proposes standardisation guidelines. The researcher recommends do’s and don’t’s for translators and provides English equivalents
where applicable. The addenda provide evidence in support of the fact that the development of abbreviations and acronyms in Xitsonga is still thwarted by some individuals who are given coordination roles in translation projects and that a change of mindset is necessary.<br>African Languages<br>D. Litt. et Phil. (African Languages)