Uhlalutyo lwenoveli kamahala ethi: yakhal’ indoda (2010).
- Authors: Nyiki, Phumelela Sibahle
- Date: 2020
- Subjects: Literature
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: http://hdl.handle.net/10353/18257 , vital:42246
- Description: The aim and scope of this study is to analyse the novel Yakhal’ Indoda (2010) written by Siphiwo Mahala. Since this book was written in the period known as the modern times in the new South Africa, it therefore tends to focus on the issues that disturb the peace of the citizens of South Africa exactly in this period of democratic South Africa. For that reason, the objective of this study is to associate the factors which Mahala has written about with those that are found in the contemporary South Africa which are regarded as issues disturbing the lives of South Africans at present. As it is of importance before the researcher deals with the central issue, there has to be a thorough knowledge of the theory of the subject that is being discussed at hand. The Literature Review with regard to this study takes into account the books written by Satyo, Duka, Brooks and Warren, to mention just a few. These authors, from their different academic perspectives, do their best on explaining the theory of the issues that will be discussed in this study. The Theoretical Framework that will be used in this study consists of the views of the writers who fought for a better political dispensation in the countries that were previously colonized. In this regard, the views of Ngùgì wa Thiong’o, and those of Steve Biko will be assessed in this study. The method that will be used in conducting this research is none other than that of Text Analysis. This simply means the researching student will focus mainly on the books found at the UFH library and other libraries. The chapter titles and their relevant outlines follow below: Chapter One is an introduction for this entire research. This chapter focuses more on the aims of this study, the importance or significance, limitations, methodology to be followed. Furthermore, this chapter gives a brief background of the author of the novel that will be analysed as well as the background of the novel. Chapter Two focuses on the theory of this research. This will be done through two theories. The researcher will first present a theory of the novel, as well as the Postcolonial theory. Under the novel theory, the researcher will discuss some vii features of the novel. However, the researcher’s emphasis will be on the theme that underlies in Mahala’s novel, Yakhal’ Indoda (2010). Chapter Three focuses on the theme of this research. The researcher will analyse the way Mahala portrays crime, corruption, unemployment and poverty in his novel. The researcher then will validate Mahala’s point of view against other authors with regards to the identified problems. Chapter Four focuses on the problems found in the Department of Education as well as rights of women as depicted in Mahala’s novel, Yakhal’ Indoda (2010). This will be accomplished through validation of the experienced and witnessed events in the new South Africa. Chapter Five focuses on the factors and events that are commonly associated with the Departments of Health and in Local Government, which are life threatening to society. This will be done by the researcher, pointing out some problems that Mahala in his book Yakhal’ Indoda (2010) attributes to the mentioned departments. Chapter Six is the general conclusion and exegesis on the study. This chapter gives a brief summary of the previous chapters, the findings regarding this study.
- Full Text:
- Date Issued: 2020
- Authors: Nyiki, Phumelela Sibahle
- Date: 2020
- Subjects: Literature
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: http://hdl.handle.net/10353/18257 , vital:42246
- Description: The aim and scope of this study is to analyse the novel Yakhal’ Indoda (2010) written by Siphiwo Mahala. Since this book was written in the period known as the modern times in the new South Africa, it therefore tends to focus on the issues that disturb the peace of the citizens of South Africa exactly in this period of democratic South Africa. For that reason, the objective of this study is to associate the factors which Mahala has written about with those that are found in the contemporary South Africa which are regarded as issues disturbing the lives of South Africans at present. As it is of importance before the researcher deals with the central issue, there has to be a thorough knowledge of the theory of the subject that is being discussed at hand. The Literature Review with regard to this study takes into account the books written by Satyo, Duka, Brooks and Warren, to mention just a few. These authors, from their different academic perspectives, do their best on explaining the theory of the issues that will be discussed in this study. The Theoretical Framework that will be used in this study consists of the views of the writers who fought for a better political dispensation in the countries that were previously colonized. In this regard, the views of Ngùgì wa Thiong’o, and those of Steve Biko will be assessed in this study. The method that will be used in conducting this research is none other than that of Text Analysis. This simply means the researching student will focus mainly on the books found at the UFH library and other libraries. The chapter titles and their relevant outlines follow below: Chapter One is an introduction for this entire research. This chapter focuses more on the aims of this study, the importance or significance, limitations, methodology to be followed. Furthermore, this chapter gives a brief background of the author of the novel that will be analysed as well as the background of the novel. Chapter Two focuses on the theory of this research. This will be done through two theories. The researcher will first present a theory of the novel, as well as the Postcolonial theory. Under the novel theory, the researcher will discuss some vii features of the novel. However, the researcher’s emphasis will be on the theme that underlies in Mahala’s novel, Yakhal’ Indoda (2010). Chapter Three focuses on the theme of this research. The researcher will analyse the way Mahala portrays crime, corruption, unemployment and poverty in his novel. The researcher then will validate Mahala’s point of view against other authors with regards to the identified problems. Chapter Four focuses on the problems found in the Department of Education as well as rights of women as depicted in Mahala’s novel, Yakhal’ Indoda (2010). This will be accomplished through validation of the experienced and witnessed events in the new South Africa. Chapter Five focuses on the factors and events that are commonly associated with the Departments of Health and in Local Government, which are life threatening to society. This will be done by the researcher, pointing out some problems that Mahala in his book Yakhal’ Indoda (2010) attributes to the mentioned departments. Chapter Six is the general conclusion and exegesis on the study. This chapter gives a brief summary of the previous chapters, the findings regarding this study.
- Full Text:
- Date Issued: 2020
A comparative analysis of the phonological acquisition of consonants in the speech of pre-school age isiXhosa and English-speaking children in selected schools in the East London area
- Authors: Myoli, Ndileka
- Date: 2014
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: vital:11151 , http://hdl.handle.net/10353/d1015437
- Description: The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.
- Full Text:
- Date Issued: 2014
- Authors: Myoli, Ndileka
- Date: 2014
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: vital:11151 , http://hdl.handle.net/10353/d1015437
- Description: The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.
- Full Text:
- Date Issued: 2014
A critical analysis of the isiXhosa translation of Chinua Achebe’s ‘things fall apart’ with specific reference to the translation of cultural phenomena
- Authors: Mbatyoti, Pheliwe Yvonne
- Date: 2014
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: http://hdl.handle.net/10353/701 , vital:26489
- Description: Chapter one deals with the aims, objectives, methodology and the structured organisation of the study. Chapter two discusses theories of translation and literature review to supply the necessary theoretical basis of the current study. Chapter three deals with the translation of linguistic concepts using strategies that were applied by Bongela (1993) in the translation of linguistic concepts. Idioms, proverbs, figurative language, symbolism and imagery will be analyzed in this chapter. The extent to which these concepts were translated literally, or were adapted into more familiar IsiXhosa forms, will be analysed. Chapter four critically analyses Igbo cultural practices and norms as found in “Things fall apart”. These will be compared with the amaXhosa cultural practices and analysed using the strategies of translation. The extent, to which these practices have been adapted in order to make them more accessible to the Xhosa reader, will form the main focus of the analysis.
- Full Text:
- Date Issued: 2014
- Authors: Mbatyoti, Pheliwe Yvonne
- Date: 2014
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: http://hdl.handle.net/10353/701 , vital:26489
- Description: Chapter one deals with the aims, objectives, methodology and the structured organisation of the study. Chapter two discusses theories of translation and literature review to supply the necessary theoretical basis of the current study. Chapter three deals with the translation of linguistic concepts using strategies that were applied by Bongela (1993) in the translation of linguistic concepts. Idioms, proverbs, figurative language, symbolism and imagery will be analyzed in this chapter. The extent to which these concepts were translated literally, or were adapted into more familiar IsiXhosa forms, will be analysed. Chapter four critically analyses Igbo cultural practices and norms as found in “Things fall apart”. These will be compared with the amaXhosa cultural practices and analysed using the strategies of translation. The extent, to which these practices have been adapted in order to make them more accessible to the Xhosa reader, will form the main focus of the analysis.
- Full Text:
- Date Issued: 2014
Igalelo loncwadi lwandulo ku-Ithemba liyaphilisa ka-W.K. Tamsanqa no-Ingqumbo yeminyanya ka- A. C. Jordan
- Authors: Ganto, Diniwe Joyce
- Date: 2013
- Language: Xhosa
- Type: Thesis , Masters , MA (African Languages)
- Identifier: vital:11150 , http://hdl.handle.net/10353/d1013014
- Description: Olu phando luqwalasela nzulu igalelo loncwadi lwandulo kolwanamhla uncwadi. Kubalulekile ukuba kwenziwe oku kuba ugxudululu lwabahlalutyi boncwadi lwesiXhosa bakholisa ukukhumathela ekukhangeleni ifuthe loncwadi lwaseNtshona kuncwadi lwesiXhosa, babe bona abahlalutyi abagrombonca igalelo loncwadi lwandulo kolwanamhla (kwisiXhosa) benqongophele. Nemingqandandana ekhoyo yophando oselwenziwe kuncwadi lwesiXhosa ikholisa ukukhangela ifuthe, lona uphando olungegalelo loncwadi lwandulo kolwanamhla lunqongophele. Iincwadi endiphengulula zona kulo msebenzi yile kaJordan (Ingqumbo Yeminyanya), nekaTamsanqa (Ithemba Liyaphilisa). Indlela endiwuhlahlube ngayo lo msebenzi wophengululo ingolu hlobo: Isahluko sokuqala yimbulambethe edandalazisa iindlela-ndlela endiza kuchankcatha ngazo ukugrombonca eli galelo loncwadi lwandulo kolwanamhla. Isahluko sesibini siza kugrombonca imigqaliselo ekwakuchancathwa kuyo endulo xa kuyilwa amabalana omthonyama. Ndibuye ndifunxe ulwazi olunzulu ngala mabali andulo. Isahluko sesithathu siza kukhukhuza sikhangele ezi ncwadi zimbini Ingqumbo Yeminyanya ne Ithemba Liyaphilisa ukuba ezi zithako nala mabali andulo asetyenziswe njani na kuzo. Isahluko sesine siza kutwabulula indlela abazinonga ngayo ezi zithako nala mabali andulo kwezi ncwadi zabo ooJordan noTamsanqa. Kwakhona ndiphinde ndikhangele ukuba ezi zithako zinagalelo lini na kwizigidimi ezingundoqo eziphuhliswa kwezi ncwadi. Isahluko sesihlanu sisishokobezo somsebenzi wezahluko zonke endizenzileyo.
- Full Text:
- Date Issued: 2013
- Authors: Ganto, Diniwe Joyce
- Date: 2013
- Language: Xhosa
- Type: Thesis , Masters , MA (African Languages)
- Identifier: vital:11150 , http://hdl.handle.net/10353/d1013014
- Description: Olu phando luqwalasela nzulu igalelo loncwadi lwandulo kolwanamhla uncwadi. Kubalulekile ukuba kwenziwe oku kuba ugxudululu lwabahlalutyi boncwadi lwesiXhosa bakholisa ukukhumathela ekukhangeleni ifuthe loncwadi lwaseNtshona kuncwadi lwesiXhosa, babe bona abahlalutyi abagrombonca igalelo loncwadi lwandulo kolwanamhla (kwisiXhosa) benqongophele. Nemingqandandana ekhoyo yophando oselwenziwe kuncwadi lwesiXhosa ikholisa ukukhangela ifuthe, lona uphando olungegalelo loncwadi lwandulo kolwanamhla lunqongophele. Iincwadi endiphengulula zona kulo msebenzi yile kaJordan (Ingqumbo Yeminyanya), nekaTamsanqa (Ithemba Liyaphilisa). Indlela endiwuhlahlube ngayo lo msebenzi wophengululo ingolu hlobo: Isahluko sokuqala yimbulambethe edandalazisa iindlela-ndlela endiza kuchankcatha ngazo ukugrombonca eli galelo loncwadi lwandulo kolwanamhla. Isahluko sesibini siza kugrombonca imigqaliselo ekwakuchancathwa kuyo endulo xa kuyilwa amabalana omthonyama. Ndibuye ndifunxe ulwazi olunzulu ngala mabali andulo. Isahluko sesithathu siza kukhukhuza sikhangele ezi ncwadi zimbini Ingqumbo Yeminyanya ne Ithemba Liyaphilisa ukuba ezi zithako nala mabali andulo asetyenziswe njani na kuzo. Isahluko sesine siza kutwabulula indlela abazinonga ngayo ezi zithako nala mabali andulo kwezi ncwadi zabo ooJordan noTamsanqa. Kwakhona ndiphinde ndikhangele ukuba ezi zithako zinagalelo lini na kwizigidimi ezingundoqo eziphuhliswa kwezi ncwadi. Isahluko sesihlanu sisishokobezo somsebenzi wezahluko zonke endizenzileyo.
- Full Text:
- Date Issued: 2013
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