Masters Degrees (Languages, Linguistics and Academic Literacy)

Permanent URI for this collectionhttps://hdl.handle.net/10413/6504

Browse

Now showing 1 - 20 of 102

A syntactic analysis of Kinyarwanda applicatives.
(2005) Ngoboka, Jean-Paul.; Zeller, Jochen Klaus.
"A syntactic Analysis of Kinyarwanda applicatives" is a study of the syntax of Kinyarwanda which focuses on applicatives. Applicatives are constructions in which the object of a preposition becomes the direct object of the verb through a grammatical function changing process. In such constructions, the verb bears a morpheme referred to as the applicative morpheme which turns an intransitive verb into a transitive verb and a transitive verb into a ditransitive verb. The derived object may perform various thematic functions, including those of instrument, beneficiary, goal, manner, reason, purpose and motive. The study provides a thorough description of different types of ditransitive applicatives in Kinyarwanda by examining the syntactic properties exhibited by both objects. In general Kinyarwanda may be classified as a 'symmetrical' language in which more than one object can exhibit direct object properties. This is true for instrumental, benefactive and manner applicatives. However, some applicatives in Kinyarwanda such as the locative applicatives are 'asymmetrical' in that only one object exhibits all the direct object properties. In my research I analyse Kinyarwanda applicatives within the framework of Principles-and-Parameters (Chomsky 1981, 1986a, b and subsequent work), more specifically the Government and Binding theory (Chomsky 1981). I base the discussion on three analyses that have been proposed in the literature of applicatives: Baker's (1988) preposition incorporation theory, Larson's (1988) double object construction analysis and Nakamura's (1997) account of object extraction in applicative constructions, which is based on Chomsky's (1995) Minimalist Program. The study shows that the above analyses account for some aspects of applicatives, but that there are certain facts that are not accounted for, which require a different analysis.
Addressing the "standard English' debate in South Africa : the case of South African Indian English.
(2007) Wiebesiek, Lisa.; Rudwick, Stephanie Inge.; Zeller, Jochen Klaus.
This dissertation is an investigation into the 'Standard English' debate in South Africa using South African Indian English (SAlE) as a case study. I examine the 'Standard English' debate from both a sociolinguistic and a syntactic point of view. Since English underwent a process of standardization in the eighteenth century, the concept of 'Standard English' has influenced peoples' attitudes towards different varieties of English and the speakers of those varieties. 'Standard English' has, since this time, been used as a yardstick against which other varieties of English have been judged. In South Africa, where during the apartheid era, language as well as skin colour and ethnicity were used as a basis for discrimination, the 'Standard English' debate and the standard language ideology need to be explored in order to draw attention to areas of potential discrimination. Through an extended review of the literature on the 'Standard English' Debate and a particular focus on South African Indian English, as well as interviews with South African Indian participants, I investigate how the 'Standard English' debate is, more often than not, a debate about ideology, power and inequality, rather than simply about 'good' or 'correct' language usage. I argue that language attitudes are, in many cases, attitudes towards speakers, making them a potential vehicle for discrimination and prejudice. I examine the social history of the South African Indian community and SAIE and argue that the unique history of the South African Indian community has affected the development of SAlE and attitudes towards its speakers, and the attitudes of speakers of SAlE toward their own variety. Furthermore, I explore how this history has affected the syntactic structure of SAlE and provide, through a syntactic analysis of South African Indian English wh-questions, evidence for the fact that these constructions are formed on the basis of a systematic and rule-governed grammar that is different to that of 'Standard English', but is not, as a result of this difference, incorrect.
Assessing politeness, language and gender in hlonipha.
(2007) Luthuli, Thobekile Patience.; Rudwick, Stephanie Inge.
The aim of this study is to investigate the politeness phenomena (particularly isiHlonipho) within the isiZulu speaking community in KwaZulu Natal. The study focuses on the understanding of isiHlonipho within the isiZulu speaking community and whether males and females from the urban and rural areas share a similar or different understanding of isiHlonipho. Furthermore the thesis investigates which of the existing Western/non-Western models of politeness are relevant for describing the politeness phenomena in the target community. In order to achieve triangulation, qualitative and quantitative methods of data collection were used. These comprised of interviews with cultural/religious leaders, discourse completion tasks, and interviews with males and females from urban and rural areas in Mdumezulu and Umlazi Township. My findings reveal that the understanding of politeness phenomena within the target community is more in keeping with that in other non-Western cultures than in Western cultures. Females from the rural area are found to utilize isiHlonipho more than those females from the urban area. On the basis of this limited sample, it is argued that females from the urban area may be beginning to reject traditional Zulu femininity in favour of more westernized identities.
Bodylands : inscriptions of the body and embodiment in the novels of Lauren Beukes. Key terms : South African literature, inscriptions of the body and space, gender, abjection, the disciplined body, the grotesque and classical body.
(2015) King, Natasha.; Dimitriu, Ileana.; Sandwith, Corinne.
This dissertation takes up the question of the body and embodiment(s) in contemporary South African fiction, paying particular attention to the novels of award-wining author, Lauren Beukes. In the first three fictional works published to date, namely Moxyland (2008), Zoo City (2010) and The Shining Girls (2013), the body emerges as a persistent focus of narrative interest and attention. My aim in this dissertation is to explore how these fictional bodies are imagined and constructed; to ask what kinds of bodies predominate in Beukes’s texts and to consider their thematic, narrative, aesthetic and political significance. Taking my cue from contemporary cultural theory (the work of Foucault, Bakhtin and Scarry), and various studies in feminist theory (such as Gatens, Grosz and Butler), I hope to bring renewed attention to the body and its inscriptions within discourse by offering a reading of the body in Beukes’s first three fictional works: Moxyland (2008), Zoo City (2010) and The Shining Girls (2013). By extending the existing critical literature on the body, as well as these novels, I aim to provide a reading of the body in these texts in terms of the following themes: the disciplined body, the body in pain, the gendered body, the body in relation to power and the vulnerable body.
Can you "dig up the hatchet"? : on the semantic transparency of idioms in English.
(2013) Sutherland, Julia.; Zeller, Jochen Klaus.; Tappe, Heike Magdalena Elfriede.
This thesis is concerned with the connection between syntax and semantics regarding the construction of special meaning in English. To investigate this construction I have taken a selection of English idioms, modified them in structured ways and then presented them to a group of English mother tongue speakers to test whether, although modified, these idioms retain their idiomaticity. These modifications took the form of two specific operations, those of mobility and transferability (the latter operation was created for the purpose of this thesis). An idiom’s parts are considered mobile if its parts can undergo movement and retain an idiomatic reading. In this thesis, the movement operation that I was concerned with was passivisation. An idiom’s parts are considered transferable if one of its parts can be replaced (e.g. the verb with another verb or the object determiner phrase with another determiner phrase) and idiomaticity is retained. I hypothesise that whether an idiom’s parts are transferable and mobile is dependent on whether the idiom is compositional or not. I will discuss the above hypothesis against previous work of both Chomsky’s (1995) Minimalist Program and Jackendoff’s (1997) representational modularity. The results gained in this study show that idioms cannot be categorised neatly as compositional or non-compositional, but rather exist on a continuum of idiomaticity. On the one end of the continuum exist idioms that are completely inflexible and the rate of flexibility increases the further the continuum extends. Therefore on the one side of the scale is an idiom such as “trip the light fantastic” which is inflexible and on the other side is an idiom such as “I lift my hat to you” which is flexible but in restrained ways.
Code-mixing in simultaneous language acquisition.
(2006) Hara, Agness Bernadette Chimangeni.; Wildsmith-Cromarty, Rosemary.
This thesis is based on the recorded speech and field notes of the author's three-year-old child who was acquiring three languages simultaneously (Chichewa, Chitumbuka and English). Chichewa is his mother's first language, Chitumbuka is his father's first language and English is both the language of the preschool that he was attending and the official language in Malawi. This study was unusual in that it involved African languages that are under-researched in the field of language acquisition and dealt with two cognate languages (Chichewa and Chitumbuka) and a non-cognate language, English. The fact that Chichewa and Chitumbuka strongly resemble each other may have made movement between the two easier for the child. The analysis of the child's recorded speech shows that he mixed more at the lexical level (64.2%) and less at the phonological level (6.3%). The findings demonstrate that what the child had learnt at school in English fulfilled a booster function when either Chichewa or Chitumbuka was used. The results also reveal that the child's language mixing was influenced by the topic of discussion, the context and the interlocutor's mixed input. The interlocutor's discourse strategies also had an impact on the child's use of mixing. The results therefore provide support for the bilingual bootstrapping hypothesis, the modeling hypothesis and the discourse hypothesis. The results also demonstrate that Chichewa was generally the matrix or host language when mixing occurred. At school, however, where only English was permitted, the question of a matrix language did not occur. Furthermore, the combination of lexical and grammatical morphemes demonstrates that Chichewa was dominant in the child's speech, in terms of the dominant-language hypothesis proposed by Petersen (1988). This study challenges the Free Morpheme Constraint and the Equivalence Constraint in that they do not appear to be universally applicable. Instead, the Matrix Language Frame Model is supported as it applies to code-mixing involving English and Bantu languages. This model was relevant, as the speech analyzed in this study involved code-mixing between English and the two Bantu languages, Chichewa and Chitumbuka. However, it was difficult to apply the Matrix Language Frame Model to some of the child's mixed utterances because the MLU was low. It is hoped therefore that researchers will create further models that will allow for an analysis of the mixed morphemes in single word utterances, especially for the Nguni African languages, which are agglutinative by nature.
Code-switching as a technique in teaching literature in a secondary school ESL classroom.
(2001) Moodley, Visvaganthie.; Kamwangamalu, Nkonko M.
This dissertation focuses on code-switching i.e. the alternate use of two languages within the same speech event, as a technique in teaching literature to Grade 10 ESL learners by bilingual teachers in comparison to English only method by an English monolingual teacher, in two schools in Port Shepstone. This study examines the forms and functions of English-Zulu code-switching by bilingual ESL teachers. Using the experimental approach, it also investigates whether there are any significant differences in scholastic achievement as measured by tests of literary works between the control group which is taught through the medium of English and the experimental group which is taught through the medium of cs. This study also examines the attitudes of monolingual and bilingual educators and bilingual learners toward CS, particularly in the domain of the school. Through an analysis of data obtained from questionnaires, interviews, lesson recordings and tests, this research reveals that even though CS does not appear to significantly contribute to scholastic achievement, it fulfills a variety of pedagogical functions. CS therefore claims a firm position in the classroom. As such, I argue that CS should not necessarily be perceived as interlanguage but as a form of linguistic code in its own right. I also demonstrate that contrary to a wealth of studies (e. g. Nyowe 1992; Gibb 1998) that show that English monolingual speakers, as well as those who employ CS in their linguistic repertoire, stigmatise the use of CS, the majority of participants of this research perceive CS as a code that is both inevitable and a valuable learning resource. Finally, I explore the implications of this research for principals, teachers and governing body members. I suggest that there is a need for these role players to engage in consciousness raising as the ANC Language Policy Document clearly accords CS an official status and more importantly, CS is a reality in the classroom. In addition, I examine the implications of CS for ESL teachers and teaching, particularly in the teaching of literature. I suggest that by employing CS in the teaching of literature teachers help learners to better interact with and interpret the literary text, and also promote communicative competence among the learners. Lastly, I explore the implications of CS for methodology. I conclude that the strategic use of CS effectively enhances English L2 acquisition.
Code-switching during church sermons: implications on language development.
(2017) Dladla, Celimpilo Piety.; Dlamini, Phindile Dorothy Mamsomi.; Ndebele, Hloniphani.
A comparative study of selected ellipsis constructions in English and IsiZulu.
(2018) Bevis, Andrew John.; Zeller, Jochen Klaus.
This work is a comparative study of verb phrase ellipsis (and verb-stranding verb phrase ellipsis), sluicing and gapping, along with some of their subtypes, in English and the Bantu language isiZulu. The goal of the present study was to determine from the literature how ellipsis is characterised in English and which ellipsis constructions are attested in isiZulu, which remains practically unstudied in this regard. There is a large body of literature written in the framework of the Minimalist Program (as part of Generative Grammar) on these ellipsis constructions as they appear in English. I draw on selected discussions from this literature in order to give an overview of these constructions and of the key research questions surrounding the study of ellipsis. These questions involve the nature of the ellipsis site in which linguistic material that would otherwise be required is not pronounced but is nevertheless still interpreted, how ellipsis is licensed, how unpronounced material is recovered and how the process of ellipsis is implemented. This thesis focuses on arguments which suggest that the ellipsis site contains fully articulated syntactic structure which is elided by way of being deleted at PF under the correct focus conditions. Evidence for syntactic conditions on ellipsis is also considered, as are some alternative analyses of ellipsis. The literature on ellipsis in Bantu languages is very scant. I highlight the findings of the few studies on Bantu which do exist, and make an original contribution to this area of study by providing data for the aforementioned ellipsis constructions in isiZulu. Unlike the Bantu languages which have already been reported on, isiZulu does seem to have a type of VP-ellipsis which is just like English VP-ellipsis. A further unexpected finding is that isiZulu does not have verb-stranding VP-ellipsis, which has been reported to exist in some Bantu languages as well as in non-Bantu languages with verb raising. Finally, sluicing and gapping have been reported to be possible in some Bantu languages, and my data shows that they are attested in isiZulu as well.
A comparative study of SV/VS word order in Arabic and Bantu.
(2018) Shakhatreh, Mohammad Gaseem.; Zeller, Jochen Klaus.
This thesis studies the SV/VS word orders in Bantu languages and Arabic dialects. This word orders alternation is correlated with other grammatical features as well as semantic/pragmatic readings of the constituents. The main grammatical feature associated with the SV/VS word order dichotomy discussed in this thesis is: subject-verb agreement and realization of agreement on the verb. If the subject precedes the verb, the verb bears full agreement with the subject; in person, number and gender in Arabic and in noun class in Bantu. However, when the subject follows the verb, the verb bears partial agreement with the subject; in gender (and sometimes person) in Standard Arabic, and full agreement in the modern dialects of Arabic while it bears a default agreement in Bantu. The position of the subject (post-or pre-verbal) also affects the pragmatic reading of the subject. In the SV word order, in most Bantu languages as well Standard Arabic, the subject is interpreted as topic. However, in some modern Arabic dialects, it can be interpreted as focus. In the VS word order, a focus reading is available for the subject in Bantu (and sometimes obligatory), while in Arabic, the whole sentence is presented as all new-information (presentational focus). The study shows that, although both SV/VS word orders in these two language groups can have a unified analysis for their derivational properties and the syntactic operations responsible for deriving both SV/VS word order (Fassi Fehri 1993, Benmamoun 2000, Soltan 2006, Zeller 2006, 2008, Halpert 2012 and many others), it cannot however provide a unified analysis to capture the formal grammatical features such as agreement, and pragmatic ideas such as topic and focus that are correlated with SV/VS word orders in both Bantu and Arabic dialects.
Conflicting paradigms : an investigation into teachers' perceptions of language teaching in English second language primary school classrooms, KwaZulu-Natal.
(2001) Stielau, Joanne Dorothy Melanie.
The aim of this dissertation is to contribute towards research in the area of Second Language Learning and Teaching, with particular focus on English Second Language (ESL) Learning and Teaching in the context of a South African distance college. This report investigates the notion of 'best practice' in language classrooms and compares this notion with a sample of teachers' own views about what constitutes 'best practice' in language teaching. Included in this report are critical discussions regarding language teacher education and the pervasive influence of different language policies in South Africa with regard to the way such policies have influenced teachers' beliefs about their practice. There is also a focus on the debate surrounding the prescription of a single 'best practice' in teacher education. The investigative approach used in this research was essentially qualitative and this report includes details on the benefits and challenges of the narrative task as a research tool, as well as much authentic material in the form of student responses. This investigation found that while many teachers do support practices which are in keeping with official notions of 'best practice' as described in the South African language-in-education policy and Curriculum 2005, there are significant numbers of teachers who advocate practices for language teaching which seem to contradict the notion of 'best practice' including Subtractive Bilingualism, Audiolingual methodology, rote learning and even coersion. Based on these findings, recommendations for the upgrading of existing teacher education programmes and the development of new programmes include the following: • information on changing policies and practices. • credibility in change through practice. • enactment of a process syllabus. • skills development in general classroom practice. • language development as part of teacher education. • acceptance that there is no 'best method'. • the development of broad critical reflexive practice in teachers.
A critical examination of men's and women's discourse practices in directive-response speech sequences (DRSS) : evidence from teacher- student interactions during groupwork in two secondary schools in KwaZulu-Natal.
(2003) Mkhize, Zodwa Muriel.; De Kadt, Elizabeth.
This dissertation presents a critical examination of men's and women's discourse practices in directive-response speech sequences (DRSS), on the basis of data obtained from teacher-student interactions during groupwork in two secondary schools in Kwa-Zulu Natal. Following West (1990), the broad purpose of this study is to explore the similarities and the differences in the DRSS between educators of different gender and their students. Drawing on critical discourse analysis, particularly the work of Fairclough (1989,1992,1995), this study then critically examines the social relations of power implicit in these instances of discourse. The findings of this study indicate that both similarities and differences exist in male and female educators' linguistic choices for issuing directives. There is some evidence that female educators made more attempts than male educators to reduce asymmetrical relations of power in their directive choices. However, the critical discourse analysis revealed that the linguistic choices of all educators in my study were mostly informed by the language functions they wished to perform at a particular stage of their lesson. I conclude that it is crucial that educators, both male and female, make more effort to employ discourse practices (especially during groupwork) that are more democratic rather than those that emphasise asymmetrical relations.
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.
Developing a workbook for a cooperative learning project : a critical exploration of the extent to which an English I cooperative learning project based on communication language teaching principles is compatible with the pedagogy of access proposed by the Multiliteracies Project.
(2000) Sanders, Nicole Joy.; Wildsmith-Cromarty, Rosemary.
This research report encompasses the development and implementation of a cooperative learning project over four cycles of action research. The context for this research is eleven business communication classes, primarily comprised of Black South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects of the old English syllabus in a meaningful series of business communication activities that gave learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number of ways, using techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle of action research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals. Analysis of the data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly.
Die funksie van siekte en gestremdheid in die werke van Etienne van Heerden en sy tydgenote.
(2016) Du Plessis, Wilhelmina Johanna Christina.; David, Darryl Earl.
Abstract not available.
Die vader-seun-verhouding binne 'n postkoloniale konteks : Indishce duinen van Adriaan van Dis = The relationship between father and son within a post-colonial context : Indische duinen by Adriaan van Dis.
(2004) Dubbeld, Gys.; Visagie, Andries G.
This study examines the relationship between father and son in the novel Indische duinen (1994, 2002) by Adriaan van Dis within the context of post-war and postcolonial Dutch society. It relates the process by which an adult son, 36 years after the death of his father, comes to terms with the memory of a man whom he has always seen as unreasonably strict, violent and even cruel. During this process the son discovers the effects of colonialism, war, the Japanese occupation of the Dutch East Indies (subsequently Indonesia) and the process of rapid decolonisation and repatriation to the Netherlands upon his father. For the father the latter experiences amount to what Kaja Silverman (1992: 55) refers to as "historical trauma". The experiences that shaped his father and influenced his behaviour towards his son are linked to what Paul Ricoeur (1992: 121) would refer to as the father's "narrative identity" and his sense of masculinity (Cormell, 1995: 77 - 81) which have both been marginalised within the "dominant fiction" (Silverman, 1992: 54) of the postcolonial society in which he has been forced to live. As the son discovers the father through a process of retelling both his father's story and the story of their relationship he is able to gain sense of understanding and closure. Regarding issues of race and gender in Dutch colonialism and the trauma of postcolonial alienation this study draws upon the insights of E.M. Beekman (1988 and 1998), Frances Gouda (1998), Elsbeth Locher-SchoIten (1995), Rob Nieuwenhuys (1982), Edy Seriese (1995), Ann Laura Stoler (1992, 1995 and 1997) and Peter van Zonneveld (1995, 2002 and 2003).
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.
Drum readers then and now : a linguistic investigation of some of the ways in which readers' identities are contructed in two copies of Drum magazine in 1951 and 2001.
(2002) Msibi, Phindile Muriel.; Geslin, Nicole.; Kamwangamalu, Nkonko M.
This dissertation explores how written discourses of Drum editors' and readers' letters linguistically construct social identities of the Drum audience, and how this identity construction is intimately linked with socio-historical, socio-cultural and socio-political contexts in which Drum appears in 1951 and 2001. Basically, this study is a contrastive analysis of the audience construction at two significant dates in the life of a South African publication, Drum magazine: March 1951, when the magazine was first published, and 7 June 2001, fifty years later when the magazine is read in a vastly changed socio-politico-cultural context. Data collection was based on the "Readers' Page" in two copies of Drum, one published in March 1951 and the other in 7 June 2001. In each copy of the magazine, the focus is on the editor's letter which asks for the readers' contributions and gives recommendations on the types of letters he is hoping to attract, and one reader's letter from each of the same chosen copies of Drum which the editor publishes. The cover pages of both copies of Drum are used to investigate whether they foreground or reinforce the images of Drum readers. Another set of data comes from an unstructured interview of the current Drum magazine editor. Findings in this study indicate that the ideal Drum audience in 1951 is the African middle class scholar who is a good writer, whereas in 2001, good quality writing is compromised for an advertising community of consumers. In addition, the black educated, urban Drum audience in 1951 see themselves as having power to resist the education system which is characterised by racial segregation. In 2001, the young people regard the attainment of higher education in institutions of higher learning as valuable for black economic empowerment. Educators/therefore, need to teach learners the skills of reading a text critically, so that the learners are able to identify ways in which language choices channel their interpretation, and also the ways in which texts are linked to their socio-historical contexts.
Ecotourism development with special reference to Etsheni living heritage site.
(2010) Nzama, Mlungisi Wiseman.; Zungu, Phyllis Jane Nonhlanhla.
This dissertation looks at how ecotourism can help develop the Etsheni Living Heritage site. There are many ways that can be used to develop a place but this work specifically uses ecotourism as a vehicle for developing this area. Because of the natural resources that are found at Etsheni this research also looks at how these resources can be preserved and sustained in a positive way. The community itself is confronted with many challenges with regard to the development of their place. This study focuses on the theory that can be used in order to ensure that the local community benefits from their living heritage site.
The effects of the learn to read : reading to learn approach on the academic literacy performance of students in the BCOM4 English language and development programme.
(2012) Steinke, Kellie Jo-Anne.; Wildsmith-Cromarty, Rosemary.
This dissertation reports on a study to determine the effects of using the Learn to Read: Reading to Learn approach (R2L), as developed by Dr David Rose, on BCom4 Access Level students at the University of KwaZulu-Natal, South Africa. The aim of the study was to examine the effects of the approach on learners‘ reading abilities and subsequent ability to write and structure texts according to the conventions required by the particular academic context (genre). Forty-six students who registered for the first year BCom4 Access English Language and Development Programme in 2011 participated. All these students come from disadvantaged backgrounds, where there has been a lack of both access to and a culture of reading. The intention of the intervention, if it proved successful in improving the academic literacy levels of participants, was to recommend the implementation of the R2L approach across the additional disciplines of BCom4. An Action Research approach was used, as well as a Case Study, beginning in February 2011 and ending November 2011. The participating students were taught to read selected texts and scaffolded in independent writing of the texts using the six stages of the R2L teaching cycle. Out of the original 46 students, ten were closely tracked. Various data were collected and analysed during the study period. The data from tracked students included pre- and post-intervention reading assessments; a questionnaire; assessments from written texts in the form of assignments, tests and examinations; and data from a focus group interview. Data collected from the entire study group includes written and verbal feedback concerning the effects of the approach. In addition, feedback from other lecturers within the BCom4 course was also recorded and described. The quantitative findings indicate that reading levels of the students increased between one and three levels over the study period, in keeping with the claims that R2L makes about its own efficacy. Comparisons were made of overall results for term and examination marks over both semesters. These consisted of written assignments and tests. The results showed that there was a general decrease in the marks achieved in the first semester of between 2 and 11% in semester scores and between 5 and 18% in the examination scores. This may have been due to the increase in the level difficulty of writing tasks throughout the year. The written assignments of the students also under-went detailed analysis, which indicated a significant improvement in writing at both the macro and micro levels of text, namely referencing, staging, grammar, spelling and punctuation. On a qualitative level, students and academic staff have noted beneficial effects of the approach in terms of the improvement of the reading and comprehension of texts in English as well as in related disciplines such as economics and mathematics. These findings correlate with R2L claims that it is able to improve the literacy performance of students between two and four levels across a one year period. This improvement is independent of the previous literacy history of students and can be applied across the curriculum, from foundational to tertiary education levels. The implications of these findings lead to recommendations that R2L continue to be developed and adapted for South African conditions and that it should be implemented across all modules within the Bcom4 Access programme at UKZN. In order to achieve its full potential in improving academic literacy, the R2L approach needs to function across the curriculum and not just remain in the domain of foundational or English language educators. The seriousness of the poor educational system in South Africa demands that all educators begin to see themselves as teachers of continued reading, whether their disciplines are Mathematics, Science or English language teaching.

Browse

Browsing Masters Degrees (Languages, Linguistics and Academic Literacy) by Title