An investigation into school learners' perceptions of linguistic politeness norms within and across cultures
- Authors: Kenyon, Tracy Karen
- Date: 2004 , 2013-05-31
- Subjects: Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2371 , http://hdl.handle.net/10962/d1004715 , Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Description: The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2004
Equity in the South African legal system a critical ethnography
- Authors: Leiper, Jonathan
- Date: 2004
- Subjects: Court interpreting and translating -- South Africa , Language and languages -- Law and legislation -- South Africa , Translators -- Training of -- South Africa , Translators -- Legal status, laws, etc. -- South Africa , Law -- Translating -- South Africa , Law -- South Africa -- Language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2355 , http://hdl.handle.net/10962/d1002637 , Court interpreting and translating -- South Africa , Language and languages -- Law and legislation -- South Africa , Translators -- Training of -- South Africa , Translators -- Legal status, laws, etc. -- South Africa , Law -- Translating -- South Africa , Law -- South Africa -- Language
- Description: This thesis focuses on the process of interpreting and the difficulties faced by interpreters in the Magistrates' Court in Grahamstown, South Africa. More particularly, the thesis seeks to establish whether the constitutional guarantee of language equity can be applied to the courts - given the numerous problems with interpreting. Respondents from different spheres of the legal profession were interviewed in order to ascertain their perspectives on the state of interpreting, problems that are encountered by interpreters and attitudes displayed by other members of the legal profession towards interpreters. The methodology used in the thesis is that of a critical ethnography. As such, the research also has a critical focus, seeking to determine the ideologies and interests of different ):articipants in the legal process. On the basis of the data collected, a number of conclusions are drawn. The first is that interpreting in South Africa is in trouble. The system of interpreting is beset by a number of different problems. This study describes four different types of problems that are faced by interpreters: linguistic problems, environmental problems, training and administrative issues, and poor status in the eyes of the other participants in the legal process. Together the cumulative effect of these problems is the undermining of the principle of equity in the justice system. Finally, the thesis provides various practical and achievable solutions to the problems outlined above, specifically those faced by interpreters. The researcher also critically evaluates the efforts and motives of the Department of Justice and Constitutional Development.
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- Date Issued: 2004
Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
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- Date Issued: 2000
Morphological development in the interlanguage of English learners of Xhosa
- Authors: Hobson, Carol Bonnin
- Date: 2000
- Subjects: Grammar, Comparative and general -- Morphology Xhosa language -- Foreign speakers Xhosa language -- Morphology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2348 , http://hdl.handle.net/10962/d1002630
- Description: This study investigates the development of morphology in the interlanguage of English learners of Xhosa. A quasi-longitudinal research design is used to trace development in the oral interlanguage of six learners of Xhosa for a period of eight months. The elicitation tasks employed range from fairly unstructured conversation tasks to highly structured sentence-manipulation tasks. The learners have varying levels of competence at the beginning of the study and they are exposed to input mainly in formal contexts of learning. One of the aims of the study is to investigate whether the features of interlanguage identified in other studies appear in the learner language in this study. Most other studies discussed in the literature have investigated the features of the interlanguage produced by learners of analytic and inflectional languages. However, this study analyses the interlanguage of learners of an agglutinative language. Studies of other languages have concluded that learners do not use inflectional or agreement morphology at early stages of development and this conclusion is tested for learners of an agglutinative language in this study. Since agreement and inflectional morphology play a central role in conveying meaning in Xhosa, it is found that learners use morphology from the beginning of the learning process. Although forms may be used incorrectly and the functions of forms may be restricted, morphemes appear in the interlanguage of learners of this study earlier than other studies predict. One of the characteristics of early interlanguage and an early form of learner language called the Basic Variety (Klein & Perdue 1997) is the lack of morphology, but this feature proves to be inadequate as a measure of early development in the interlanguage of learners of a language such as Xhosa. This study concludes, therefore, that the presence of morphology in the interlanguage of learners of Xhosa cannot be an indicator of advanced language development.
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- Date Issued: 2000
An investigation into patterns of interaction in small teaching groups at Rhodes University, with particular emphasis on the effect of gender, mother-tongue and educational background
- Authors: Hunt, Sally Ann
- Date: 1997
- Subjects: Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2350 , http://hdl.handle.net/10962/d1002632 , Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Description: The assumption underlying this study is that knowledge is constructed through interaction. Small teaching groups, or tutorials, are often regarded as a particularly effective context for learning in the setting of tertiary education in that they provide an environment for free interaction between students, and thus facilitate active learning. Factors which systematically affect the degree of participation of the individual in tutorIals -directly affect the learning experience of that individual and raise questions about the equality achieved in tutorials, in terms of opportunities for learning. This study focuses on one such type of factor: culturally acquired norms of interaction. The individual is seen as a composite of cultural identities, utilising norms acquired through socialisation and experience in appropriate contexts. Previous research has demonstrated that gendered norms of interaction and those associated with the individual's mother-tongue are particularly salient. In the educational context, norms acquired through previous experience of education are likely to be carried over to the new setting of the university. Thus these factors form the focus of this study. One flrst-year tutorial from each of five departments in the Faculties of Arts and Social Science at Rhodes University, Grahamstown, was video-recorded and the data thus obtained was analyzed for patterns of interaction in terms of gender, mother-tongue and educational background. A model of utterance types was developed to provide a structured description of the patterns found in the tutorials. Interviews and video-sessions with a sample of the tutorial members were conducted, which add a qualitative dimension to the investigation and allow for triangulation. The recorded tutorials and interviews reveal a marked awareness amongst students of the composition of tutorial groups in terms of gender and ethnicity and this composition appears to affect the relative participation of students, in that members of numerically dominant groups are more willing to participate. This is particularly clear in the case of female students. With regard to second-language (L2) speakers of English, a number of factors are highlighted which tend to decrease participation. Apart from problems with English as the medium of instruction, these students tend to be reluctant to participate due to cultural norms, according to which students, as subordinates, should not take the initiative in interaction, in order to show appropriate respect. Patterns of interaction by L2 students from racially integrated schools, however, do not conform to this set of norms as strongly. It is argued that sensitivity is required to address this situation and a number of options are presented.
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- Date Issued: 1997