Doctoral Degrees (African Languages)
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Item Open Access ’n Voorgestelde onderrigmodel vir die aanleer van Afrikaans as vreemde taal in ’n aanlyn omgewing(Universiteit van die Vrystaat, 2021) Stander, Alison Gretchen; van Niekerk, A.; van der Waal, M. C.𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Die onderrig van Afrikaans as vreemde taal binne ʼn aanlyn omgewing het met die aanvang van die studie in 2017 nog nie veel aandag ontvang nie. Die navorsing wat vir hierdie proefskrif onderneem is, het eerstens gefokus op die ontwikkeling van ʼn aanlynvreemdetaalonderrigmodel en tweedens op die kritiese evaluering van die Suid-Afrikaanse Kwalifikasie Owerheid (SAKO/SAQA) geakkrediteerde 𝘎𝘦𝘴𝘦𝘭𝘭𝘪𝘨 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴 (GA)-kursusse gerig op vreemdetaalverwerwing met betrekking tot die voorgestelde onderrigmodel. Die evaluering sal dit moontlik maak om tekortkominge in die kursusse (soos dit in 2017-2019 daaruit gesien het - ʼn aanlyn omgewing van onderrig impliseer noodwendig kontinue opdatering en vernuwing) te identifiseer en aanbevelings te maak. 𝘎𝘈-1 en 𝘎𝘈-2 is vreemdetaalaanleerderkursusse wat deur die Departement Afrikaans en Nederlands, Duits en Frans aan die Universiteit van die Vrystaat aangebied word. Die kursusse bied geleentheid aan volwassenes om Afrikaans as vreemde taal aan te leer. Studente wat vir hierdie twee kursusse registreer, het onderskeidelik óf geen voorafkennis van Afrikaans nie óf beskik oor ʼn bietjie passiewe kennis van Afrikaans, maar nie die aktiewe vermoë tot kommunikasie nie. Dit is aanvanklik as gemengde leerkursusse aangebied en in 2017 is die inisiatief geneem om dit verder om te bou vir ʼn volledige aanlyn onderrigomgewing om ook vir volwassenes buite die UV se direkte voedingsgebied geleentheid te gee om Afrikaans aan te leer. Naas die literatuurstudie, het die ondersoek van ʼn multifase-gemengdenavorsingsmetode gebruik gemaak. Die eerste fase van die studie het plaasgevind voordat studente (respondente in die studie) met die kursusse begin het. Tydens hierdie fase is studente gevra om ʼn behoefte-analisevraelys te voltooi, wat grootliks kwantitatiewe data gegenereer het. Fase twee van die studie het plaasgevind nadat dieselfde studente die GA-kursusse voltooi het. Tydens die tweede fase is die studente gevra om aan ʼn individuele onderhoud deel te neem en ʼn evaluasievraelys te voltooi. Die resultate van die behoefte-analises het getoon dat studente wat vir die kursusse ingeskryf het Afrikaans wil aanleer om dit veral in ʼn sosiale opset te gebruik. Die studente wil ook in staat wees om eenvoudige Afrikaanstalige kommunikasie te verstaan om daarop te kan reageer. Die behoefte-analise het die studente se voorkeuraktiwiteite in terme van onderrig (taalverwerwing) en onderwerpe (kursustemas) geïdentifiseer. Die evaluasievraelys is gebruik om vas te stel tot watter mate die GA-kursusse aan die behoeftes en die verwagtinge van die studente voldoen het. Die onderhoude is gebruik om meer detail aangaande die evaluasie van die kursusse en ander aspekte van die aanlyn platform vas te stel. Om die parameters van ʼn ideale aanlyn onderrigmodel te kon identifiseer, is ʼn literatuurstudie met betrekking tot taalonderrigbenaderings en -metodes, volwassene-leer teorieë en aspekte rondom taalverwerwing (leer) in ʼn aanlynomgewing bespreek. Die ondervinding wat die navorser as fasiliteerder van die GA-kursusse opgedoen het en die data van die respondente (vraelyste en onderhoude) is ook gebruik in die ontwikkeling van die voorgestelde vreemdetaalonderrigmodel. Die model bestaan uit drie hoofkomponente: 𝘵𝘢𝘢𝘭𝘷𝘦𝘳𝘸𝘦𝘳𝘸𝘪𝘯𝘨, 𝘥𝘪𝘦 𝘷𝘰𝘭𝘸𝘢𝘴𝘴𝘦 𝘴𝘵𝘶𝘥𝘦𝘯𝘵 𝘦𝘯 𝘥𝘪𝘦 𝘮𝘰𝘥𝘶𝘴 𝘷𝘢𝘯 𝘢𝘢𝘯𝘣𝘪𝘦𝘥𝘪𝘯𝘨. Elke komponent behels riglyne ten opsigte van die wyse waarop dit in ʼn aanlyn omgewing toegepas moet word. 𝘛𝘢𝘢𝘭𝘷𝘦𝘳𝘸𝘦𝘳𝘸𝘪𝘯𝘨 fokus op die taalvaardighede wat in ʼn vreemdetaalkursus ontwikkel moet word en watter taalonderrigbenaderings en -metodes daardie vaardighede die beste aanspreek. Die 𝘷𝘰𝘭𝘸𝘢𝘴𝘴𝘦 𝘴𝘵𝘶𝘥𝘦𝘯𝘵 fokus op riglyne vir die ontwerp van ʼn kursus om effektiewe leer vir volwassenes te bewerkstellig. Die 𝘮𝘰𝘥𝘶𝘴 𝘷𝘢𝘯 𝘢𝘢𝘯𝘣𝘪𝘦𝘥𝘪𝘯𝘨 is in vyf subkomponente verdeel wat op die ontwerp van leermateriaal, assessering en terugvoer, kursushulpbronne, kursusontwerp en die rol van die fasiliteerder fokus. Aan die hand van die toepassing van die ideale (voorgestelde) aanlyn onderrigmodel vir taalverwerwing op die GA-kursusse, is daar bevind dat dit oor die algemeen goed saamgestel is en meestal aan die riglyne van die voorgestelde model voldoen. Die belangrikste aanbevelings en/of gebreke setel rondom die gebrek aan kommunikasie (op die leerplatform) tussen die fasiliteerder en die studente, die tekort aan reflekteringsaktiwiteite en die eensydige sosiale aanwesigheid van die fasiliteerder. Die ondersoek kan ʼn bydrae lewer tot aanlyn onderrig vir vreemde tale en spesifiek ook vreemdetaalonderrig in ʼn Suid-Afrikaanse konteks en vergelykbare (“low tech”) omgewings (kontekste) wat betref die uitdagings en beperkinge met betrekking tot tegnologie en data. Die ondersoek lewer ook ʼn bydrae tot die opdatering en verbetering van tans die enigste geakkrediteerde kortleerprogram vir Afrikaans as vreemde taal. ___________________________________________________________________Item Open Access Portrayal of witchcraft in selected IsiZulu novels(University of the Free State, 2023) Ndebele, Siphiwe Alfred; Malete, Elias Nyefolo; Zulu, N. S.𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This study investigates the various depictions of witchcraft in selected IsiZulu novels from South Africa. The objective is to investigate witchcraft techniques in each novel by thematically classifying the different and dominant types of witchcraft portrayed. A thematic approach to literary analysis is employed. This study is prompted by the lack of scholarly works that have focused on the practices of witchcraft in Zulu culture. Focus has been placed on the novels from the years 1935 up to 2014. The novels analysed were divided into two (2) categories of eras, namely; the colonial period and post-colonial period. IsiZulu novels written during the South African colonial-era such as Noma Nini (1935), Nje Nempela (1943), Amalutha Emalutheni (1960), Ikusasa Alaziwa (1969), Shumpu (1974), Abafana Boqunga (1977), Umbuso KaShaka (1987) and Ulaka LwabeNguni (1988) chronicle the use of witchcraft practices during the period of white-domination. IsiZulu fiction written in South Africa’s post-colonial period includes texts such as Ithemba Lami (1993), Kungasa Ngifile (2002), Kuyoqhuma Nhlamvana (2004), Ngacishe Ngazibambezela (2006), Akuyiwe Emhlahlweni (2007), Imiyalezo (2008), Kunjalo-ke (2008) and Bakithi! Impi Yothando Iyimpi Yegazi (2014). The study reveals how representations of sorcery, occult practices and witchcraft as portrayed in the chosen IsiZulu novels highlight witchcraft beliefs that are systematically related to specific cultural, political, socio-economic and psychological institutions. The study also thematically retraces how witchcraft practices such as otikoloshe (a mischievous and evil spirit), ukudlisa (poisoning) and izulu (lightning) form part of what Niehaus (2001) considers to be elaborate social dramas which reflect how beliefs about at communal and personal level witchcraft are organised. ___________________________________________________________________Item Open Access Historical perspectives on the development of Sesotho linguistics with reference to syntactic categories(University of the Free State, 2021) Nhlapo, Moselane Andrew; Malete, Elias Nyefolo𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Numerous scholars, including missionaries of various denominations of the past as well as other contemporary Sesotho linguists, have written on various aspects of the Sesotho language, especially in unpublished research theses and dissertations. However, there is no publication, which formerly traces the diachronic development of Sesotho linguistics, and in particular, the identification and classification of Sesotho syntactic categories within a particular linguistic developmental period. This research study traces the historical development of Sesotho syntactic categories. It also traces over time how various linguists have identified, described, and analyzed Sesotho syntactic categories, looking at the prominent characteristics of various linguistic periods, namely the pre-literacy period (1659-1800), historical-comparative period (1800-1826), missionary period (1826-1927), structural/functional period (1927-1975) and modern/Chomskyan period (1975 to date). It has been observed that during the pre-literary period, Sesotho was a spoken language and the transmission of information, history, and involvement within the Basotho was predominantly through the oral practice and performance rather thano n written texts. The Basotho people used oral traditions such as folklore, proverbs, riddles, songs, and stories to pass information from one generation to another. The missionaries introduced Sesotho orthography and Sesotho grammar where syntactic categories such as nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections were identified; where grammatical concepts such as case in Sesotho and its various types were also identified, the concept that was later disputed by Doke and Mofokeng. In the structural period, Doke, van Wyk, and Ziervogel identified more syntactic categories besides nouns, pronouns, verbs, adverbs, adjectives, and conjunctions. They added copulatives, interjections, and relatives. The Chomskyan period broadly classified Sesotho syntactic categories; it provides a full description and analysis of sentences, phrases, and words. It identified five broad syntactic categories, namely i) sentences as parts of speech, ii) Phrases as grammatical categories, iii) Lexical categories as syntactic categories (this category consists of nouns, verbs, copulatives, deficient verbs, adverbs, adjectives, relatives, conjunctions, prepositions, quantifiers, and enumerative), iv) Inflectional categories (agreement of inflection, tense, mood, aspects, and negatives) and v) Empty categories such as pronouns, null subject, and the infinitive. Finally, this study presents an observation that the analysis of grammatical phenomena at different times in the history of African Languages, were patterned and classified according to European classical languages and prominent characteristics of a particular linguistic period, despite their unique grammatical structures, and that with the arrival of the modern linguistic approaches (Generative Transformational Grammar), which filtered through at a later stage in the historical development of African languages, recognized the uniqueness of syntactic categories of African Languages, bringing them back into their spaces of history and securing their lost identity. ___________________________________________________________________Item Open Access Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë(University of the Free State, 1993-10) De Wit, Helene Elma Duyvene; Posthumus, L. C.According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprizing seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers. Although it is realized that not all factors contributing to poor language acquisition can be solved by the suggestions made in this study, the author is of the opinion that the situation could be remarkably improved by the following: - Research on language teaching per se should be undertaken. Due to the advanced 1eve1 of research in Applied linguistics and the lack of a foundation in African languages, a priority amongst the international and national debates is set in this thesis for commencing research in African languages. - Grammar-based courses should be renewed to include communicative language teaching. In order to prevent haphazard research in an overwhelming maze of literature, a curriculum cycle is presented as an orientation point. - Experiential learning should be undertaken to supplement the teacher centered lecture seeing that only 20-40% of students profit by the exclusive use of the tutor centered lecture. - The way in which the adult learning process takes place should be taken into account during language instruction. Kolb's experiential learning model is presented as a solution to many problems encountered in language teaching. - The deficiencies in the various different teaching methods should be counteracted by an eclectic approach. Kolb's model is offered as a fusion of the different learning styles of students and the various teaching approaches. - In foreign language teaching, grammar should not be rejected altogether when engaging in communicative language teaching. The uncertain contribution of grammar in communicative language teaching of a foreign language is thus placed into perspective in this thesis. - The four skills, listening, reading, speaking and writing, should also receive special attention. In accordance with Kolb's model it is indicated that these skills should not be intuitively approached, but should be activated in a specific learning cycle.Item Open Access In Kritiese ontleding van die aard en ontwikkeling van die novelle in Suid-Sotho.(University of the Free State, 1973-12) Gildenhuys, Jacobus Greyling; Du Plessis, J. A.; Van Heerden, C.Abstract not availableItem Open Access J. J. Moiloa - the dramatist(University of the Free State, 1982-05) Emslie, Clarence Field; Gildenhuys, J. G.; Muller, F. R.Chapter one deals with the structure of drama in general: the introduction, the beginning, the expositon, the theme, the complication, the development, the crisis, the climax and the dénouement. The action-complexes and their function in both Jaa ... , .and Molomo ..., are discussed in detail. Examples from the two dramas under discussion are then quoted and as far as is possible it is shown how the two dramas employ a general structure. Chapter two on characterization discusses different methods a playwright employs to portray his characters to the audience like characterization by appearance, characterization through other characters, characterization through praise-poems, characterization by the playwright and characterization by action. A character-analysis of all the characters in the two dramas under discussion concludes this chapter. Chapter three is an in-depth discussion on all aspects of dialogue used in these dramas. Matters such as functions of dialogue, indirect and dramatic dialogue, the aside, the soliloquy, Moiloa's style, irony, humour, puns, vulgar language, religious tones, praise-poems, figures o£ speech, the use of other languages English, Afrikaans and Fanagalo in Moiloa's dramas are discussed. The function of the many idioms and proverbs used in Moiloa's dramas is also discussed. Chapter four is a discussion of extrinsic conventions which include: what holds an audience's attention in a drama and how Moiloa has attempted to hold his audience's attention in both Jaa o siele motswalle and Molomo wa badimo. What appeals to an audience is also discussed. A lengthy part of the chapter is taken up by para-textual infuences on a drama. with regard to the two dramas in question, the following para-textual influences receive attention: working on the mines, Bantu marriage customs, the abduction of a bride, child discipline, medicinal practice and beliefs, the witchdoctor, the initiation "schools", the ancestors, the spirits of the dead, the wedding in traditional style. Two minor para-textual influences discussed are that of spitting and the surname a girl takes when getting married. The researcher has come to the conclusion that the two dramas can be classed as relatively successful Sesotho dramas.Item Open Access Analysis of the language techniques and thematic aspects of the Basotho accordion music(University of the Free State, 2009-12-31) Phafoli, Lehlohonolo Samuel; Moleleki, MohlomiEnglish: Informed by the functionalist perspective, the study analyzes the Basotho accordion music over the period 1980 – 2005. Of particular importance are the various themes addressed by the verbal text that comes up in the music. Specifically, the study analyzes the language used in the composition of the songs accompanying the Basotho accordion music; the rationale behind the use of such language. The study also looks at the status of the composers or artists of the music as well as the role of their music among Basotho; and last, it looks at the reception of the Basotho accordion music by Basotho. In order to address the above purposes of the study, the qualitative method was used to interpret the songs. The population of the study was all the Basotho artists, radio presenters of the music, shop owners selling the music, street vendors and the public that listens to the music and buys it. A stratified random sampling method was used to select with the subjects of the study. A total of 100 songs were analyzed while 81 subjects were interviewed for this study. The findings of the study on the issues investigated are that, Basotho accordion music promotes or helps in the aesthetics of the Sesotho language; that it is a reservoir of rich language. The recurring themes in the music range from social, political and economic issues. The music forges patriotism among Basotho by promoting customs, norms and values of the nation. In terms of status, the artists are either illiterate or semi-literate and the music is their main means of livelihood. On the whole, most Basotho are receptive to Basotho accordion music in many different ways. The study concludes that Basotho accordion music is part of the oral traditional music of Basotho since it retains some features of oral traditional music. Accordion music is very rich in a variety of linguistic techniques common in oral traditions of Basotho. The music also reflects the lifestyle of Basotho because of its historicity and coverage of concerns of the nation.