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Case in modern standard Arabic

- Ghammaz, Hamzah Saleh Theyab

Authors: Ghammaz, Hamzah Saleh Theyab
Date: 2024-04-04
Subjects: Arabic language Syntax , Arabic language Case , Minimalist theory (Linguistics) , Grammar, Comparative and general Verb phrase , Predicate , Tritransitive verb , Grammar, Comparative and general Clitics
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/435593 , vital:73171 , DOI 10.21504/10962/435593
Description: This thesis provides a novel account of case checking in Modern Standard Arabic (henceforth MSA). It argues against the concept that nominative case in topic and comment structures is default. Default or inherent case is not related to case filter, nor is it assigned by any syntactic method. Some linguists claim that the default case in Arabic language is employed only when no case assigner is available. I argue, in light of the minimalist program (henceforth MP), that default (inherent) case is always a problem for syntactic theory and that the nominative case which the topic and comment sentences bear is valued by a functional head. The topic and comment constructions contain a predicational head (Pred)- a functional head, that is equivalent to vP which occurs in verbal constructions. The head of PredP is accountable for nominative case value on the topic and comment structures. This thesis also provides a novel paradigm regarding the clitics that appear at the end of verbs in MSA. This paradigm proves that these clitics are not agreement, tense, nor mood markers but rather Verbal Case markers and it provides a minimalist program account to explain case checking on verbs in MSA. Regarding sentence initial DP, and contra to the proposal that in SVO sentence initial DP is a subject, I have scrutinised the nature of this DP and provided enough evidence that it is a topic. Additionally, I have investigated the relationship between agreement asymmetry and the position of the subject in MSA from the minimalist feature inheritance account viewpoint. Mainly, I reviewed null pro hypothesis which proved to be redundant to account for the derivation of VSO or SVO word orders. I have also proved what were considered agreement markers are not agreement markers but resumptive pronouns. Finally, I proved that there is not agreement asymmetry in MSA. Agreement pattern in MSA results from the agree operation and it is achieved under Probe-Goal alignment; regardless of whether the Goal is raised up to Spec-TP or remains in situ (Spec-VP), the agreement is not supposed to change. This conclusion is in harmony with the principles of MP Agree Theory. , Thesis (PhD) -- Humanities, Linguistics and Applied Language Studies, 2024
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English morphological awareness and reading comprehension in deaf and hearing grade 3 to 7 learners from Lesotho

- Tšehla, Puleng Magret

Authors: Tšehla, Puleng Magret
Date: 2024-04-04
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/${Handle} , vital:73169
Description: There is a noticeable literacy crisis observed in both Deaf and hearing learners from Lesotho. This study investigates the English Morphological Awareness and reading comprehension of 26 Deaf and 82 hearing learners enrolled in grades 3 to 7 in two schools in Lesotho. This study employs a correlational cross-sectional quantitative design. Each participant completed two literacy assessment tasks: a reading comprehension task and a Morphological Awareness task. The Morphological Awareness task encompassed five subtasks that assessed the learners’ inflectional, derivational, and compound awareness. The results of these assessments are analysed through appropriate statistical analyses. In addition, errors made by the Deaf and hearing learners on the literacy assessments are compared and analysed. This analysis determines the types of errors made by each group and identifies the factors that influence these errors. The performance of both groups in terms of task scores, in general, was low. Deaf learners and hearing learners’ performance on the tasks was similar. This outcome contradicts most previous studies, which indicate that Deaf learners typically exhibit lower levels of Morphological Awareness development and reading comprehension compared to their hearing counterparts. The results of this study also suggest that there is a statistically significant relationship between Morphological Awareness and reading comprehension in both groups. Finally, Deaf and hearing learners made similar errors on the tasks. There was some evidence of influence from both the Deaf and hearing learners’ first languages (Sesotho and Lesotho Sign Language, respectively). The study demonstrates the need for more explicit morphological instruction to improve both Deaf and hearing learners’ literacy. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2024
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An analysis of power relations, affiliation and individuation in selected coup, secession, and inaugural speeches of Nigerian leaders, 1960-2015

- Unegbu, Osondu Chukwuemeka

Authors: Unegbu, Osondu Chukwuemeka
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/432399 , vital:72867 , DOI 10.21504/10962/432399
Description: This study examines the positioning of Zimbabwe and the United Kingdom (UK) in the language of news articles about diplomatic relations between the two countries published in two prominent Zimbabwean newspapers, The Herald and The Standard, between 2016 and 2020, using Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT). Zimbabwe's present diplomatic discourses are a product of its colonial and post-independence history. This thesis places The Herald and The Standard within the larger context of the Zimbabwean media landscape as a state-owned and a privately owned newspaper, respectively. It contends that the two newspapers influence the positioning of Zimbabwe and the United Kingdom in public spheres where readers engage with the news concerning diplomatic ties. The research begins with a corpus-based examination of 42 news articles published between 2016 and 2020 in The Herald and The Standard. The investigation identified several angles through which Zimbabwe and the UK are positioned in the coverage. Zimbabwe is positioned through reference to its reform agenda, intentions for free and fair elections, and its diplomatic re-engagement drive. The UK is positioned as a source of development funding and new trade agreements, while improved diplomatic relations and the removal of restrictive measures against Zimbabwe are anticipated. Fine-grained analysis was conducted on four articles, two from each newspaper, selected to reflect the trends found in the corpus analysis. The fine-grained analyses showed how linguistic resources contributed to the positioning of the UK and Zimbabwe. Complementary analyses of these articles were conducted using LCT and SFL to describe how readers' knowledge of diplomatic relations is built using language in The Herald and The Standard. The study used the concepts of constellations and cosmologies from LCT to demonstrate how diplomatic knowledge is built in these news articles. In the articles, the constellations are related to policies such as Zimbabwe's reform agenda, people (diplomats and government officials) and moral judgments. Both newspapers contain both positive and negative positioning of Zimbabwe and the UK. However, The Standard is generally critical of removing the UK's sanctions on Zimbabwe and of the Zimbabwean government's reform agenda. Meanwhile, The Herald justifies Zimbabwe's Fast-track Land Reform Programme as resulting from Britain's refusal to fund a land redistribution programme as per the 1979 Lancaster House Agreement. The use of SFL's Appraisal framework helps to examine the linguistic resources used by The Herald and The Standard to describe the positioning of the two countries in relation to each other. Lexical strings help to establish diplomatic positioning in the news articles. These couple with Appraisal to accomplish individuation and affiliation. Affect and Judgement resources revealed the decisions taken by the UK to solve the conflict by encouraging the implementation of a reform agenda by Zimbabwe. Negative evaluation is consistently used to disalign with sanctions. The emerging patterns in the data show that diplomats representing the UK affiliate with Zimbabwe's stated economic and political reforms, and the government of Zimbabwe affiliates with the new trade agreement between Zimbabwe and the UK. At the same time, the UK diplomats individuate away from human rights abuses and the Fast-track Land Reform Programme. Affiliation strengthens confidence in diplomatic ties between Zimbabwe and the UK because the emphasis is placed on restoring them despite the conditions attached. The Herald and The Standard position Zimbabwe as a reformed country ready to implement policies to improve citizens' lives and as a country violating human rights and the rule of law. They position the UK as asserting power over Zimbabwe, willing to resolve the crisis through its foreign policy, and credited for assisting Zimbabwe. This strengthens re-engagement in diplomatic relations and commercial trade between the UK and Zimbabwe. In light of these findings, Zimbabweans are encouraged to cultivate an awareness that enables them to reflect on the challenges associated with diplomatic discourses and the implications for critically analysing the re-engagement initiative. They can promote re-engagement by being cognisant of specific values portrayed in The Herald and The Standard and challenging these values in the light of policy transformation to revive the relations between the two countries. The re-engagement process requires a transformation in Zimbabwe's modus operandi to improve the country's positioning in the diplomatic relations between it and the UK. , Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Click consonants in contact: a comparative sociohistorical analysis with special reference to Nama-Afrikaans contact

- Christie, Camilla Rose

Authors: Christie, Camilla Rose
Date: 2023-10-13
Subjects: Click consonant , Language contact , Sociohistorical linguistics , Sociolinguistics , Nama language , Khoekhoe , African languages , Linguistic borrowing
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/432370 , vital:72865 , DOI 10.21504/10962/432370
Description: Despite their ubiquity across southern Africa, click consonants are among the world’s most poorly understood speech sounds. Details of their phonological behaviour during language contact remain unclear, in large part because of the under-documentation of contact events of marginalised languages in rural contexts. Working within a sociohistorical linguistic framework with reference to material socioeconomic theories of language contact, this thesis compares and contrasts the diachronic phonological outcomes of various click loan events. The primary event under investigation is the donation of loanwords from an endangered click language, Nama, via substrate interference with the lexicon of a socially dominant clickless language, Afrikaans, in the Namaqualand region of the Northern Cape. The phonological adaptations employed to integrate donated lexical material into a host grammar ought ordinarily to be fairly regular, but the cross-linguistic rarity of click consonants complicates this process. The twenty click consonants expected of Nama undergo phonemic neutralisation when realised in Namaqualand Afrikaans, such that contrast embedded in click ‘type’ and click ‘accompaniment’ is collapsed. Speakers of Namaqualand Afrikaans employ any click type when uttering any click word, and may even use different click types in different tokens of the same lexical item. This unpredictability neutralises contrast. Nonetheless, there is some evidence of a diachronic trend from the unpredictable use of multiple click types and accompaniments toward the stable use of only the linguopulmonic dental click. When these novel data are set against the phonological outcomes of other contact events between a click language and a clickless languages across southern Africa, the normal outcome of click loan under is shown to be the collapse of ‘type’ contrasts. An important outlier is the large ‘type’-contrasting click inventory still shared by isiXhosa and isiZulu long after the extinction of donor click languages in the Khoekhoe branch, suggesting that this contact event must historically have entailed sustained community-wide bilingualism. These comparative observations are used to develop a cross-linguistic typology of click loan events that aims to improve our understanding of the precolonial linguistic landscape of southern Africa. The improved documentation of click consonants in rural language varieties is urgently recommended. , Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Empty adjectives and excessive intensifiers, or savvy discourse moves? A feminist critical discourse study of gender-based differences in the discourse of businesspeople on LinkedIn

- Schmauss, Lindsay Susannah

Authors: Schmauss, Lindsay Susannah
Date: 2023-10-13
Subjects: Corpora (Linguistics) , Critical discourse analysis , Intensification (Linguistics) , Women's language , Adjective , Politeness (Linguistics)
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/425111 , vital:72211
Description: This Feminist Critical Discourse Analysis (FCDA) examines the use of ‘empty’ adjectives and the equative intensifier so in discourse on LinkedIn, a social network service (SNS) for businesspeople and professionals. These linguistic features soften the impact of what is said in ways that can conform with politeness norms that one should not impose a point of view but can also be negatively construed as weak, uncertain and unclear. The North American sociolinguist, Robin Tolmach Lakoff (1973, 1975, 2004), first associated these linguistic markers with a feminine register in her seminal work, Language and Women’s Place, arguing that there is a social expectation that women talk like a lady and follow politeness conventions, while the speech of men is not similarly constrained. That women are socially conditioned to speak in ways that can undermine their clarity and assertiveness would present a particular dilemma in the business context, where clear, direct and confident communication is valued. This corpus-based study explores the dilemma in the context of LinkedIn where the linguistic behaviour of cisgender women indeed showed evidence of their struggle between conflicting impulses to talk like a lady and a desire to be taken seriously as businesspeople. While the examined features mainly appeared in the discourse of women, it was interesting to note men making use of ‘empty’ adjectives and so in communication contexts where the goal appeared to be relationship-building. As notions of business leadership are evolving to value organisational leadership more, this suggests that linguistic devices that have traditionally been associated more with the communal conversation of the stereotypical ‘woman’ appear to be gaining wider acceptance and relevance, although in domains orientated towards the “soft skill” of building relationships, rather than the “hard work” of business. While the value talking like a lady may be shifting, language that is the opposite of talking like a lady seems to remain the language of serious talk, and the kind of gender-based linguistic discrimination first theorised by Lakoff seems thus to persist, also in the sphere of business discourse. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Phonological awareness skills of emergent bilingual Rumanyo-English learners

- Karupu, Erwina Mushinga

Authors: Karupu, Erwina Mushinga
Date: 2023-10-13
Subjects: Phonological awareness , Grammar, Comparative and general Syllable , Phonemic awareness , Silent reading Ability testing , Diriku language , Emergent literacies
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/425100 , vital:72210
Description: This thesis is an account of a cross-sectional study which focused on investigating Phonological Awareness (PA) in emergent Rumanyo/English bilingual learners. PA and its contribution to reading fluency were investigated among 47 third grade learners with an average age of 9. 19, at a Namibian School, for which Rumanyo is the language of instruction and English, the first additional language. This cross-sectional study examines two levels of PA: Syllable awareness and phoneme awareness. Measures included three subtasks: identification, segmenting and deletion. Reading fluency was measured through oral reading fluency and silent reading. The findings suggest that learners’ levels of PA are still developing with learners performing better on syllable awareness measures than on phoneme awareness. Reading fluency results evince low levels of proficiency in Rumanyo and in English, an average level of proficiency was recorded. To determine the relationship between PA and reading fluency, a Correlation Matrix was run and followed later with a linear regression. The findings demonstrate that syllable awareness predicted reading fluency in Rumanyo, whilst phoneme awareness did not show any association and as such, the model fit did not show any relationship either. With regards to English, neither syllables nor phonemes were a predictor of reading fluency. The study further examined to what extent the phonology of Rumanyo transferred to English. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Seeing diplomatic constellations through diplomatic relations: an analysis of the positioning of Zimbabwe and the UK in Zimbabwean news articles

- Mvundura, Emaculate Musimeki

Authors: Mvundura, Emaculate Musimeki
Date: 2023-10-13
Subjects: Systemic functional linguistics , Critical discourse analysis Political aspects Zimbabwe , Linguistic analysis (Linguistics) , Journalism Language , Political media
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/432388 , vital:72866 , DOI 10.21504/10962/432389
Description: This study examines the positioning of Zimbabwe and the United Kingdom (UK) in the language of news articles about diplomatic relations between the two countries published in two prominent Zimbabwean newspapers, The Herald and The Standard, between 2016 and 2020, using Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT). Zimbabwe's present diplomatic discourses are a product of its colonial and post-independence history. This thesis places The Herald and The Standard within the larger context of the Zimbabwean media landscape as a state-owned and a privately owned newspaper, respectively. It contends that the two newspapers influence the positioning of Zimbabwe and the United Kingdom in public spheres where readers engage with the news concerning diplomatic ties. The research begins with a corpus-based examination of 42 news articles published between 2016 and 2020 in The Herald and The Standard. The investigation identified several angles through which Zimbabwe and the UK are positioned in the coverage. Zimbabwe is positioned through reference to its reform agenda, intentions for free and fair elections, and its diplomatic re-engagement drive. The UK is positioned as a source of development funding and new trade agreements, while improved diplomatic relations and the removal of restrictive measures against Zimbabwe are anticipated. Fine-grained analysis was conducted on four articles, two from each newspaper, selected to reflect the trends found in the corpus analysis. The fine-grained analyses showed how linguistic resources contributed to the positioning of the UK and Zimbabwe. Complementary analyses of these articles were conducted using LCT and SFL to describe how readers' knowledge of diplomatic relations is built using language in The Herald and The Standard. The study used the concepts of constellations and cosmologies from LCT to demonstrate how diplomatic knowledge is built in these news articles. In the articles, the constellations are related to policies such as Zimbabwe's reform agenda, people (diplomats and government officials) and moral judgments. Both newspapers contain both positive and negative positioning of Zimbabwe and the UK. However, The Standard is generally critical of removing the UK's sanctions on Zimbabwe and of the Zimbabwean government's reform agenda. Meanwhile, The Herald justifies Zimbabwe's Fast-track Land Reform Programme as resulting from Britain's refusal to fund a land redistribution programme as per the 1979 Lancaster House Agreement. The use of SFL's Appraisal framework helps to examine the linguistic resources used by The Herald and The Standard to describe the positioning of the two countries in relation to each other. Lexical strings help to establish diplomatic positioning in the news articles. These couple with Appraisal to accomplish individuation and affiliation. Affect and Judgement resources revealed the decisions taken by the UK to solve the conflict by encouraging the implementation of a reform agenda by Zimbabwe. Negative evaluation is consistently used to disalign with sanctions. The emerging patterns in the data show that diplomats representing the UK affiliate with Zimbabwe's stated economic and political reforms, and the government of Zimbabwe affiliates with the new trade agreement between Zimbabwe and the UK. At the same time, the UK diplomats individuate away from human rights abuses and the Fast-track Land Reform Programme. Affiliation strengthens confidence in diplomatic ties between Zimbabwe and the UK because the emphasis is placed on restoring them despite the conditions attached. The Herald and The Standard position Zimbabwe as a reformed country ready to implement policies to improve citizens' lives and as a country violating human rights and the rule of law. They position the UK as asserting power over Zimbabwe, willing to resolve the crisis through its foreign policy, and credited for assisting Zimbabwe. This strengthens re-engagement in diplomatic relations and commercial trade between the UK and Zimbabwe. In light of these findings, Zimbabweans are encouraged to cultivate an awareness that enables them to reflect on the challenges associated with diplomatic discourses and the implications for critically analysing the re-engagement initiative. They can promote re-engagement by being cognisant of specific values portrayed in The Herald and The Standard and challenging these values in the light of policy transformation to revive the relations between the two countries. The re-engagement process requires a transformation in Zimbabwe's modus operandi to improve the country's positioning in the diplomatic relations between it and the UK. , Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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A psycholinguistic investigation of orthographic neighbourhood effects in reading and spelling in isiXhosa

- Cox, Paige Samantha

Authors: Cox, Paige Samantha
Date: 2022-10-14
Subjects: Literacy , Xhosa language Orthography and spelling , Psycholinguistics , Word recognition , Reading , Orthographic neighbourhood effects
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/404916 , vital:70121
Description: Despite increased research interest in recent years in the metalinguistic skills underpinning reading in the Southern Bantu languages, little work has been done on the underlying microlinguistic layer. This refers to the actual mechanical underpinnings of linguistic skills; zooming in on micro-language structures so as to explicate our understanding of how reading works. One such microlinguistic phenomenon is the effect of orthographic neighbours on reading and writing. Research has found predominantly faciliatory neighbourhood effects for English word reading (Andrews, 1997; Siakaluk, Sears & Lupker, 2002; Yarkoni, Balota & Yap, 2008). Specifically, words with more orthographic neighbours have faster response times in lexical decision and naming tasks. However, in languages such as Spanish and French, inhibitory neighbourhood effects are reported (Grainger & Jacobs, 1996; Carreiras, Perea & Grainger, 1997). These findings highlight the language-specific nature of orthographic neighbourhood effects (Andrews, 1997), and the necessity for language- specific investigations of these effects. This thesis investigates the linguistic properties of orthographic neighbours in isiXhosa, thereby developing a database of orthographic neighbourhoods in isiXhosa. Further, this research explores the interaction between orthographic neighbourhood density and neighbourhood frequency with three literacy skills: lexical decision response time, word reading accuracy, and spelling accuracy. Data were collected from 97 isiXhosa grade three learners from five schools in KwaNobuhle Township in the Eastern Cape. A corpus of 170 000 tokens of isiXhosa words (Rees & Randera, 2017) was used to compile a database of orthographic neighbourhoods for 30 real, and 30 pseudowords which ranged in orthographic neighbourhood density and neighbourhood frequency, whilst controlling for word length and word frequency. Using this database, lexical decision, word reading, and spelling tasks were designed and administered to the participants. Findings indicate a significant inhibitory effect of orthographic neighbourhood frequency on spelling accuracy. Words with high neighbourhood frequencies are more likely to be spelt incorrectly. There was no observed effect of orthographic neighbourhoods on lexical decision response time and word reading accuracy. These results are interpreted within connectionist and search models of orthographic processing. Specifically, the findings indicate a partial reliance on lexical processing strategies when spelling. That is, orthographic neighbours compete for lexical access when spelling. Education practitioners may wish to present learners with lists of orthographic neighbours when introducing novel words so as to make explicit the fine grain differences between words in the language. This also means that future research will need to develop a larger repository of orthographic neighbours in isiXhosa that can be made available for pedagogical purposes. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Orthographic knowledge in isiXhosa and its relation to phonological processing, letter-sound knowledge, reading and spelling

- Daries, Mikaela Ann

Authors: Daries, Mikaela Ann
Date: 2022-10-14
Subjects: Xhosa language Orthography and spelling , Phonological awareness , Psycholinguistics , Oral reading Usage , Literacy South Africa , Reading Phonetic method
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/406703 , vital:70300
Description: Despite international research confirming its importance, writing and related metalinguistic skills have often been neglected in comparison to reading in literacy research (Cunningham et al., 2001; Castles & Coltheart, 2004; Nag, 2007; Roman et al., 2009; Zhao et al., 2017). On a national level there are very few studies that have explored the writing aspect of literacy in South Africa, and none that has investigated orthographic knowledge in a Southern Bantu language, such as isiXhosa. In an attempt to address this gap, this thesis explores orthographic knowledge and its components in isiXhosa. In particular, it seeks to investigate the unique predictors of word specific and general orthographic knowledge as well as their role for reading and spelling in isiXhosa while controlling for phonological awareness (PA), rapid automatized naming (RAN), and letter-sound knowledge. Furthermore, the thesis attempts to situate its findings within the main premises of the self-teaching hypothesis and dual route approach to orthographic processing in order to contribute to linguistic theories of reading with cross-linguistic evidence (Jorm & Share, 1983; Share & Jorm, 1987; Share, 1995; Grainger & Ziegler, 2011). A quantitative cross-sectional study was conducted with 140 isiXhosa home language third grade learners in which word specific and general orthographic knowledge tasks were specifically designed. These tasks were administered along with oral reading fluency (ORF), spelling, PA, RAN, and letter-sound knowledge. The findings revealed that letter-sound knowledge and PA contributed the largest variance towards both word specific and general orthographic knowledge. Further, word specific orthographic knowledge and letter-sound knowledge were the only significant predictors of spelling. Similarly, both word specific and letter-sound knowledge were significant predictors of reading, along with RAN and general orthographic knowledge. Quantile linear regression analyses revealed that word specific orthographic knowledge was a robust predictor of spelling and letter-sound knowledge was a robust predictor of reading across ability levels confirming the importance for word specific orthographic knowledge for spelling and letter-sound knowledge for reading in isiXhosa. In relation to the two reading theories considered in this thesis, the findings reflect similarities between the assertions of the self-teaching hypothesis and current thesis with suggestions made for further inquiry. The dual route approach to orthographic processing provides insights into the potential processing of orthographic information while reading in isiXhosa. The findings of this study confirm the importance of orthographic knowledge for reading and spelling for languages with transparent orthographies such as isiXhosa. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
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The invisible teacher: The teacher envisaged in the Curriculum and Assessment Policy Statement (CAPS) English First Additional Language (EFAL) Further Education and Training (FET) Phase

- Dowejko, Diane Agnieszka

Authors: Dowejko, Diane Agnieszka
Date: 2022-10-14
Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/406714 , vital:70301
Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
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Pedagogic videos as a foreign language learning resource in textbooks used in the German studies section of a South African university: A digital multimodal discourse perspective

- Schafli, Sasha-Lee

Authors: Schafli, Sasha-Lee
Date: 2021-04
Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , ‎Digital multimodal discourse analysis
Language: English
Type: Masters theses , text
Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
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