Browsing by Author "Sibisi, Muhle Praiseworth."

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Cognitive, affective, and behavioural aspects of attitude in isiZulu L1 tertiary students towards discipline-specific terminology in isiZulu and isiZulu as an academic language.
(2022) Sibisi, Muhle Praiseworth.; Tappe, Heike Magdalena Elfried.
The study uses the tripartite model of attitude to interrogate students’ attitudes towards isiZulu and the influence that the existence of discipline-specific terminology in isiZulu has on their attitudes towards isiZulu as an academic language. The University of KwaZulu-Natal (UKZN), in response to the constitutional directive of elevating indigenous African languages in South Africa, has developed discipline-specific terminology in isiZulu for Administration, Architecture, Anatomy, Computer Science, Environmental Science, Law, Physics, Psychology and Nursing. The attitudes of students toward the availability of terminology have not been explored. This study explores the perception of isiZulu home language (L1) students on the availability of the terminology in the disciplines of Anatomy, Architecture, Law, and Physics, as well as the lack of the terminology in the disciplines of Community Development, Management, Chemistry, and Physiology. It distinguishes between the uses of isiZulu as a form of mother tongue-based education (MTBE), that applies in the entire learning experience of students, and the use of isiZulu alongside English with discipline-specific terminology as an academic resource for isiZulu L1 students. Applying a mixed methods research methodology, data is sourced using a questionnaire survey and focus group interviews from 149 isiZulu L1 students enrolled in the eight disciplines across the four colleges of UKZN. The results indicate that the attitudes of L1 students are directly impacted by two distinct language learning experiences; those with increased exposure to L1 hold positive attitudes, while those with diminished exposure to L1 hold negative attitudes. The study discovers that the L1 students were not aware of the availability of the discipline-specific terminology in isiZulu at UKZN and that they find the terminology difficult to decipher, irrespective of their language learning experiences. For this reason, there is a preference for loanwords in addition to the terminology in proper isiZulu. The results also indicate that the attitudinal responses on the three aspects of attitude are not consistently aligned towards the attitude objects. This study postulates that discipline-specific terminology in isiZulu should be used consistently throughout the schooling years of the students. The terminology lists need to include loanwords that are accessible to students. In this way, isiZulu, and other African languages, will be activated in academic contexts, the heterogeneity of L1 students will be catered for, and the students’ multilingualism will be a resource that enhances their academic performance. For language attitude studies, this study advocates for the investigation of the three aspects of attitudes individually, conducted both in the absence as well as the presence of the attitudinal objects, in order to obtain comprehensive insight into the attitude construct.
Event verbalization in isiZulu L1 and English L2: a comparative analysis with special reference to tense and aspect.
(2014) Sibisi, Muhle Praiseworth.; Tappe, Heike Magdalena Elfriede.
The current study investigates the verbalization of a series of events which culminate into a hypothetical laboratory incident at Mangosuthu University of Technology. The verbalization is in isiZulu (L1) and English (L2). Verbalizing events involves locating events in time as they evolve. As such, verbalization involves the use of tense frames to refer to an event in the past, present or future. The study, thus, focuses on the use of English tenses by isiZulu L1 speakers. A comparison is made in the verbalization of events using English and isiZulu. The study aims at investigating whether isiZulu L1 speakers conceptualize and verbalize events in the same way in both English and isiZulu. Both qualitative and quantitative research methods were utilized in the process of this investigation. The findings thereof, will add to a pool of knowledge not only in the learning and teaching of second languages, including English, and assist educators thereof in deciding what best practices may be in the learning and teaching of a second language from the base of prior knowledge of the specific first language and all the related implications, more so in South Africa where an attempt is being made to bring all languages on par. Lolucwaningo luphenya indlela yokulanda ngokwenzeka kwezigameko ezigcina ngokudala okuzenza sangozi e-laboratory eNyuvesi yobucwepheshe i-Mangosuthu. Ukulanda kwenziwa ngesiZulu (ulimi lwebele) kanye nesiNgisi (ulimi lwesibili). Ukulanda ngezigameko kumbandakanya ukuveza izikhathi izigameko ezenzeke ngazo. Ngakho-ke, ukulanda kukhombisa ukusebenza kwezinkathi njengokwenzeka kwezigameko: inkathi edlule, inkathi yamanje noma inkathi ezayo. Ngakho-ke, lolucwaningo lubheke ngqo ukusetshenziswa kwezinkathi zesiNgisi ilabo abakhuluma ulimi lwesiZulu njengolimi lwebele. Lolucwaningo luhlose ukubheka ukuthi labo abakhuluma ulimi lwesiZulu njengolimi lwebele bakubuka bese bekulanda ngendlela efanayo yini ukwenzeka kwezigameko uma besebenzisa ulimi lwesiNgisi kanye nolwesiZulu. Lolucwaningo lusebenzise izindlela ezimbili zokucwaninga, e-qualitative ne-quantitative. Okuzotholakala kuzonezela emthonjeni wolwazi ayi kuphela ekufundiseni nasekufundisweni kolimi lwesibili, okuhlanganisa nolimi lwesiNgisi, kuzophinde kulekelele abafundisi ekuqhamukeni nezindlela ezingcono zokufunda nokufundisa ulimi lwesibili besebenzisa ulwazi lolimi lwebele kanye nokuyimithelela yalo. Lokhu kuzosiza kakhulu kambe eMzansi Afrika lapho kunombhidlango wokufukula izilimi zesintu zonke zibe sezingeni elifanayo.