Languages, Linguistics and Academic Literacy

Permanent URI for this communityhttps://hdl.handle.net/10413/6500

Browse

Now showing 1 - 20 of 173

Les Illuminations d'Arthur Rimbaud : genese, analyse et problematique.
(1978) Verstraete, Daniel Andre Jean.; Tricaud, Marie-Louise.
No abstract available.
Die Franse bydrae tot en invloed op Africana-literatuur vanaf 1622 tot 1902 met spesiale verwysing na Franse en vroee Afrikaanse tekste.
(1985) Sienaert, Marilet.; Belcher, Ronald Kenneth.
No abstract available.
'n Ondersoek na aspekte van 'n sistemiese beskrywing van Afrikaans.
(1986) Van der Westhuizen, Pieter Daniel.; Botha, T. J. R.
Modern lingusitics consist of several schools of thought with diverse approaches. The Systemic School consists of a group of linguists who primarily study language within the social context. They thus have an interpersonal approach. This approach within British Linguistics originated in the work of Malinowski in the twenties. In the sixties it was M.A.K. Halliday in particular who gave direction to this approach by placing it within a more scientific theoretical framework. In the seventies Systemic Linguistics developed in a generative direction. This development led to several generative models, and, eventually, to Fawcett's divergence from the existing school to an intrapersonal approach which approximated some of Chomsky's views. The historical background and development of Systemic Linguistics is outlined briefly in the first three chapters of the thesis. The specific variation of the Scale and Category model that is used in chapters 4 and 5 to describe aspects of Afrikaans grammar is also explained. This description of aspects of Afrikaans grammar indicates that, in respect of surface grammar, the Scale and Category model does not contribute much to the existing descriptions of Afrikaans within other theoretical frameworks. In respect of the deep grammar, on the other hand, the systemic approach has been shown to be a gain. It illustrates interesting underlying differences between clauses, and offers a wide field of research into Afrikaans. The last chapter of the thesis is an evaluation of the advantages and weaknesses of the Scale and Category model, as well as aspects of Systemic Theory in general. Practical applications of Systemic Grammar are indicated, and research possibilities in respect of a systemic description of Afrikaans are identified. Systemic Linguistics has its strong points and weak points . Because of their specific view on the language phenomenon, the systemicists' approach is, in my opinion, a very fruitful way to study language. Because of the growing influence of Systemic Linguistics on English Linguistics, it can no longer be ignored. This thesis, amongst other things, attempts to contribute to the introduction of Systemic Theory to Afrikaans Linguistics.
'n Toponimies-linguistiese ondersoek na Duitse plekname in Suidwes-Afrika.
(1986) Moller, Lucie Alida.; Botha, T. J. R.
The German place nomenclature in South west Africa, under the influence of various toponymic and linguistic factors, spontaneously developed into a unique toponymicon. The specific nature of this toponymicon is marked by a large number of inherited name transfers from Europe on the one hand and a partially or fully germanized local toponymicon with numerous examples of translations, adopted loan names and substitutions on the other hand. This unique toponymicon mainly originated from the inter linguistic interaction between German, Afrikaans and the indigenous languages of the territory. The supposition on which the theoretical concept and research method was formulated and executed, is the dichotomous nature of the place names as onomastic and linguistic signs. The German place names have certain general, but also intrinsic toponymic and linguistic features in common. This prompted the diachronic and synchronic analysis of the place names on both linguistic and onomastic levels. The onomastic approach entailed the analysis of the structural composition of the place names; the toponymic motives; the interlinguistic contact situation; the origins, etymologies and semantic aspects of the names. On the linguistic level the names were analyzed according to syntagmatic and paradigmatic criteria and categorized according to linguistic principles pertaining to proper nouns, specifically toponyms or place names. The conclusion was reached that the German South West African toponymicon, despite the large number of name transfers that occurred and the close resemblance with its European origins which is still clearly discernible, appears on the formal and functional level as a unique, yet true Southern African toponymicon .
Interactional sociolinguistics : insights and applications.
(1987) Chick, John Keith.; Niven, John McGregor.; Schlemmer, Lawrence.; Cluver, August.
The research reported in this thesis is basically applied in purpose. However the theoretical siqnificance of interactional sociolinquistics is explored by showinq that it is based on a philosophy of science which differs fundamentally from the versions of positivism which have informed linquistics over the years. The research methods consistent with this methodology are also outlined. The applied siqnificance of the sub-field is demonstrated more qenerally at first by examininq its contribution to the understandinq of the relationship between lanquaqe and context. Thereafter the contribution to the understandinq of this relationship is explored in more specific terms by examininq the role of contextual information in the form of culturally-specific interactional styles in the accomplishinq of prejudice and neqative cultural stereotypes in intercultural communication in South Africa. The siqnificance of this explanation is explored further by showinq how such an interactional account fits into a more comprehensive explanation of the causes of discrimination in South Africa, one that includes, also. structural explanations, and explanations in terms of the psycholoqy of individuals. This prepares the way for a consideration of the possible contribution of interactional sociolinquistics to solutions to the problem of discrimination both in South Africa and elsewhere.
The postmodernist text in contemporary South Africa : a defence of J. M. Coetzee
(1988) Urbasch, Michael C. N.; Strauss, P. E.
One of the most pressing debates in South Africa concerns the need of writers to address the complex sociopolitical demands of the present day situation. In this paper I examine J M Coetzee's use of Postmodernism forms as an attempt to develop a language and structure of consciousness which offers a telling critique of authority and power in South Africa. My purpose is not primarily to offer an aesthetic appreciation of Coetzee's works, but rather to assess the efficacy of the Postmodernist approach in a world of material forces. The central problem which I explore is whether Coetzee's experimental fiction speaks to a world of "total politics". In the Introduction I consider the way that Coetzee himself establishes the terms for a debate of his texts, a debate which juxtaposes his rejection of realism, mimesis and the dictates of history, (a strategy necessitated by his Postmodernist and Poststructuralist understandings) with his call for a language adequate and sufficient to Africa. Section I explores the claims of those critics who view Postmodernism as a Eurocentric and highly recondite form of elitist exclusion which retards the development of a vital post-colonial expression while extending the ideology of capitalism. Thus Postmodernism is seen to lack a cogency adequate to address a South Africa dominated by a politics of oppression. Section II discusses the implications of Postmodernism as an interventionist strategy which deconstructs hegemonic notions of reality, replacing them with a radicalised doubt and scepticism. This doubt is seen as having an informative role to play in the constitution of a consciousness both subjective and political which is capable of providing a counter to the politics of hegemony, and the'monism of a one dimensional state, either of the left or right. In Conclusion I contend that J M Coetzee's texts pose a linguistic and fictional significance within the context of South African polity and literature.
A genealogical history of English studies in South Africa : with special reference to the responses by South African academic literary criticism to the emergence of an indigenous South African literature.
(1989) Doherty, Christopher Malcolm William.; Vaughan, Michael.
This thesis examines certain social and institutional forces that have shaped the outlooks and procedures of English departments in South Africa. The approach taken is based on the researches of Michel Foucault, notably his genealogical approach to history, and his view of the university as an institution within a broader "disciplinary society" that controls discourse in the interests of existi~g power relations in that society and not out of a concern with disinterested truth. It is argued that English departments are contingent, historically constituted products whose genealogies continue to have serious consequences for struggles around contemporary issues, notably the reception of indigenous South African writing. The first chapter examines the beginnings of the institutionalised study of English literature in England. This inquiry reveals that English literature became the subject of academic.study as a result of conflict between opposing interests in the university and the social world of nineteenth century J England. It also points to the existence of a "discursive space", an inherently unstable area, which the emergent subject of English was forced to occupy as a result of the ezisting arrang~ment of disciplines in the university. Chapter Two analyses the decisive contribution made by I. A Richards a9d the importance of practical criticism for the humanist enterprise of English studies. F. R. Leavis's adaptation of practical criticism is also examined with a view to understanding its consequences for English studies in South Africa. Chapter Three examines the early history of English studies in South Africa and assesses the impact of metropolitan developments on the manner in which the discipline was constituted in this country. Chapter Four focuses on the effect of metropolitan developments on the conceptualisation and study of a South African literature. Chapter Five examines descriptions of sub traditions of South African literature that were offered during the 1960s and '70s and concludes by offering an analysis of the radical critique of English studies that appeared at the end of the decade. The thesis concludes that the radical critique was largely unsuccessful for a number of reasons, one being the lack of a genealogical analysis. It is suggested that the manner in which English studies was historically constituted, and its mode of institutional existence, pose a perhaps intrinsic obstacle to the study and teaching of indigenous writing.
Enkele regsliterere aspekte van sensuur in Suid-Afrika.
(1989) Grobler, Hilda Magdalena.; Belcher, Ronald Kenneth.;
No abstract available.
Die Todesfigur : eine studie ihrer funktion in der deutschen literatur vom vierzehnten bis zum sechzehnten jahrhundert : unter besonderer beruecksichtigung des sozial - und gesellschaftskritischen aspekts.
(1989) Thiel, Gudrun Else Kaethe.
This research report deals with the function of the figure of Death in German literature from the 14th to the 16th century and its early Latin predecessors. This thesis aims to give an overview of such texts, written predominantly in Latin until the first half of the 15th century and also in German from the second half of the 15th century. From the overview of the texts, it is evident that the figure of Death was employed mainly by reform-oriented groups within the Church in texts whose contents had a socio-religious bias. This, together with an analysis of the possible recipients of the texts, provides support for the thesis that these groups must have used the figure of Death within the social context of the period (from the 12th to the 16th century) in an attempt to protect the interest of the Church as an institution as well as its strong influence on society. The time span from the 14th to the 16th century is then subdivided into two epochs. The first epoch encompasses the period from the 14th century to the beginning of the Reformation; the second epoch encompasses texts dating from the beginning of the Reformation. Several texts from each epoch are analysed in detail in order to prove the thesis. The choice of texts takes into account the dominant church reform groups as well as the most relevant genres of the time. This investigation shows that the church established its hold on society, on the one hand, by keeping the higher clergy and the nobility in the place assigned to them by the concept of "ordo", and on the other hand, by directing social criticism at the people of high standing, and so appeasing the lower classes who were looking to heretical groups for the realization of their spiritual needs and social ambitions. Reform was thus seen by the reform-oriented people within the Church as upholding the "God-given" social order, related to the Great Chain of Being, by all estates. The more this order crumbled because the real political power-brokers had changed, the more universal the criticism of the figure of Death became. After the Reformation, however, the universality of social criticism was increasingly restricted to the local level, being mainly aimed at rich individuals within the city population.
The Telugu language and its influence on the cultural lives of the Hindu `Pravasandhras' in South Africa.
(1991) Prabhakaran, Varijakshi.; Sitaram, Rambhajun.; Sooklal, Anil.
Abstract not available.
The history of the amaHlubi tribe in the izibongo of its kings.
(1992) Hadebe, Selby Bongani.; Zondi, Michael.; Zondi, E.; Preston-Whyte, Eleanor.
Histories of many non-literate societies in Africa have been reconstructed by analysing their oral traditions. This thesis attempts to show that the forgotten history of the amaHlubi Tribe can be re-constructed by analysing imizekeliso (legends), izaga (proverbs), amahubo (songs), izithakazelo (clan-praises) and izibongo (praises). This is discussed in Chapters Two and Three. The historical background of the amaHlubi tribe given in Chapter One is based on the izibongo of the two amaHlubi kings - Bhungane and Langalibalele. The izibongo are the most important genre. This is highlighted in Chapter Four. The izibongo are not only a record of the past of the society and its kings, but they also have social, religious and political significance. In Chapter Four, historicity of the izibongo is discussed. Orality-literacy contrasts are pointed out. The imbongi in the oral culture is compared to a historian in the literate culture. Whilst the imbongi and the historian perform the same function by preserving history, they use different methods when collecting and recording historical data. Finally, Chapter Four attempts to give a critical analysis of the nature and functions of the izibonqo.
Dominandi avida : Tacitus' portrayal of women in the Annals.
(1993) Delany, Ann Moreton.; Gosling, Anne.
This thesis deals with Tacitus' portrayal of women by examining in detail a number of the female characters in the Annals in order to identify certain themes and ideas relating to women. The most striking theme to emerge from such an examination is that of the strong, powerful, almost masculine woman, and several of the characters examined exemplify this recurring theme. In portraying these characters Tacitus uses certain language patterns and techniques of characterisation, and this thesis is concerned with identifying such patterns and techniques. These include the recurring use of certain words with a specific connotation, and the employment of several methods of directing the reader's perception in the manner Tacitus desires. This manipulation of the reader's response is an example of Tacitus' direct and indirect authorial control, which is also evident in his technique of using his own and other authors' usage to create resonances for particular expressions. Of note is the fact that Tacitus avoids direct description of his characters, but rather allows their actions to reveal character. Given that Tacitus' main preoccupation in the Annals as a whole is the nature of the principate, he uses his portrayal of women to illuminate and comment upon his view of this form of government. The women chosen for study, with one exception, belong to the imperial circle since, with the inauguration of one man rule, those with ready access to the princeps had the most opportunity to break out of the mould of the traditional ideal of Roman womanhood. Boudicca, the British queen of the Iceni, has been chosen for study as a foil to the Roman women in order to highlight their manoeuvrings for personal power, while Octavia has been selected as an exemplar of the Roman ideal of womanhood. Although this is not a historical or sociological study, it must be noted that the evidence we have of the period about which Tacitus is writing is in fact one-sided evidence derived from a restricted social class, recorded by men, and an attempt to redress this balance is made by reference to contemporary studies of the legal and social position of women in Roman society. Consequently chapters on the historical background and the position of women respectively have been included as background. In addition other ancient sources have been consulted where this is appropriate in order to determine areas of bias in Tacitus.
Elsa Joubert : 'n kommunikatiewe benadering.
(1993) Van der Berg, Dietloff Zigfried.; Jonckheere, Wilfred F.
No abstract available.
Orality and its cultural expression in some Zulu traditional ceremonies.
(1993) Magwaza, Thenjiwe S. C.; Argyle, W. John.
Abstract not available.
The religio-cultural dynamics of the Hindu Andhras in the diaspora.
(1994) Prabhakaran, Varijakshi.; Sooklal, Anil.
Abstract not available.
An examination of political sloganeering as a mode of communication and its relationship to the oral tradition with special reference to South Africa.
(1994) Damane, Beauty Nonceba.; Argyle, W. John.
Abstract not available.
An investigation into the role of codeswitching in classroom interaction in Transkei junior secondary schools.
(1995) Gila, Bruella N.; Kamwangamalu, Nkonko M.
This study investigates the role of codeswitching in classroom interactions involving teachers and pupils in Transkei Junior Secondary schools. Codeswitching practices, the alternate use by teachers in these schools of two languages within the same speech event, bear most of the characteristics of bilingual communication. These characteristics include the use of lexical items, phrases and grammatical structure of one language in an utterance that is predominantly in another language. Data gathered from the schools shows that codeswitching is used to perform both academic and social functions in the classroom. As an academic tool, codeswitching functions to clarify, emphasize and to repeat the main points of the lesson, while its social function is to create interpersonal relationships in the classroom. Also, it is used by the teachers to symbolize power relations between them and their pupils. The analysis also reveals that codeswitching phenomena occur in the following forms: intersententially and intrasententially. Intersentential codeswitching occurs most frequently in the utterances of the teachers. Attitudes towards codeswitching as a classroom practice are also discussed in this thesis. Finally, the implications of classroom codeswitching for educators and teaching are also examined. This study suggests that codeswitching is the inevitable outgrowth of two languages coming into contact.
A sociolinguistic investigation of sources of interactional asynchrony and synchrony in intercultural medical consultations in the medium of English in an urban setting in South Africa.
(1995) Waterfall, Elizabeth Mary.; Chick, John Keith.
This thesis examines sources of interactional asynchrony and synchrony in intercultural medical consultations between South African English speaking doctors and Zulu-English speaking patients in an urban setting in South Africa. It employs, principally, the theory and methods of Interactional Sociolinguistics to identify and describe sources of asynchrony and synchrony in medical encounters. The thesis provides a review of the South African and international literature relevant to the analysis of doctor-patient interaction. Having noted the significant absence of research that utilizes a model of language use such as Interactional Sociolinguistics, the author reviews South African and international interactional sociolinguistic research literature with a view to identifying an appropriate research framework for the analysis of selected medical consultations. The thesis reports the findings of the fine-grained analyses of three consultations. The societal consequences of the asynchrony evident in two of the consultations are explored drawing, in particular, on insights provided by Critical Language Study. The relative synchrony of the third consultation is traced to the participants' use of positive politeness strategies to generate the "co-membership" of maleness. The significance of this discovery is explored in some depth. Finally, attention is given to further research possibilities arising from the present study.
Cross-cultural communication : an investigation into compliment response behaviour of Indian and African students at the Springfield College of Education.
(1995) Govender, Magesvari.; Kamwangamalu, Nkonko M.
This is a cross-cultural communication study which investigates the compliment response behaviour of Indian and African students at the Springfield College of Education. The Springfield College of Education is a desegregating institution where students of Indian origin presently comprise the majority of the student population with African students the minority. Due to the enforced racial divisions of the past students do not mingle freely with each other on the college campus. An additional complication is that the students come from different cultures and are accustomed to different social practices. This results in their responding differently to different communicative situations. These differing responses could be potential sources of miscommunication and conflict and therefore warrant investigation. Compliment response behaviour is one such area where intercultural miscommunication could easily arise. Since compliments are used to initiate, sustain and promote conversational interactions, not responding appropriately to them could result in possible feelings of antagonism and racial hostility. This study investigates the compliment response behaviour of Indian and African students at the Springfield College of Education, identifies areas of diversity and potential sources of intercultural miscommunication and presents a set of recommendations about the teaching of compliment response behaviour at the Springfield College of Education.The findings of this study are also compared with the findings of a similar study conducted by Chick (1991) at the University of Natal, Durban with a view to establishing what changes have occurred in the compliment response behaviour of Indian and African students since the time of Chick's (1991) study. This study reveals that there is a diversity in the compliment response behaviour of different ethnic groups and that this diversity is a potential source of intercultural miscommunication. However, the College lecturers can turn this diversity to advantage by using it in a teaching programme where an understanding of it is fostered. This would result in students understanding why miscommunication arises and would also enable them to react appropriately in different contexts. It is hoped that this study,which is very much pilot in nature, helps highlight issues that can become the subject of more detailed studies in this field.
The influence of oral culture and English on the academic and social interaction among tertiary students for whom English is not a mother - tongue.
(1995) Maharaj, Prenitha.; Sienaert, Edgard Richard.
The oral background, ability in English and academic and social interaction of the non mother-tongue student was the focus of this study. The oral background of the African student is an important consideration as it helps one to contextualise his life and educational experiences. A severe lack of knowledge and interest in each others' cultures and backgrounds among all the players at the tertiary institution was apparent. The focus group interview technique was adapted to elicit students' perceptions of their own problems. This technique proved invaluable in allowing participants to express their views freely, thus offering the researcher an in-depth insight into their life at the tertiary institution and an understanding of the problems they encounter. The focus group discussion was supplemented by questionnaires. The study comprised 40 non mother-tongue students who were divided into 8 groups of 5 students each. On completion of the group discussion, a verbatim transcript of each audio-recording was made. Analyses of the focus group discussion and the questionnaire revealed that non mother-tongue students do in fact experience many problems with academic and social interaction due to their cultural background and ability in English. These students feel isolated and misunderstood. Racism, albeit subtle, seems to be a problem on the campus. It was found that with a few exceptions, there is very little difference between the experiences of the first year students as compared to the second year students. Also, the admissions criteria for the different faculties did not 'eliminate' problems.This illustrates that the problems do not 'disappear' after a whole year at the institution, because the underlying causes are not being addressed. One cannot expect the non mother-tongue student to simply adapt to the new experiences, namely, a different environment and a second language as the medium of instruction and communication. Several recommendations were made for the implementation of the research findings in the tertiary environment. Further research possibilities were also suggested.

Browse

Browsing Languages, Linguistics and Academic Literacy by Issue Date