Uncwadi lwemveli njengovimba wokukhulisa ulwimi lwesiXhosa
- Authors: Hela -Gxanyana, Honjiswa Erica
- Date: 2022-12
- Subjects: Xhosa literature -- Research Folk literature, Xhosa , Semiotics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59304 , vital:62029
- Description: Umphandi kolu phando uza kugxila ekuphononongeni imiba yolwimi evela kuncwadi lwemveli lwesiXhosa nengqina ukuba olu ncwadi lunguvimba wokukhulisa ulwimi. Uncwadi lwemveli ke luquka iintsomi, iimbali, izibongo, iingoma, izaci namaqhalo, amaqhina, intlalo yakwaNtu ebandakanya iintetho, izifungo, iintsikelelo, iziqhulo, imizobo, izixhobo ezisetyenziswayo nako konke okungqonge intlalo. Apha kolu phando umphandi uza kuqwalasela iintsomi, iimbali, iziqhulo, izaci, amaqhalo nezentlalo yamaXhosa njengovimba wokukhulisa ulwimi lwesiXhosa. Olu ncwadi lunguvimba nomthombo apho amaXhosa angaziphakulela ezidaphela kulwimi oluteketeke kuba xa siqwalasela isixhobo sothiyomagama ezintsomini (onomastics), izibhebhelele zamagama ambaxa akunika umfanekiso ntelekelelo ocace gca wento okanye umntu ekuthethwa ngaye ungakungqina oku. Olu ncwadi lwemveli lwesiXhosa luzibalula ngokwandisa iintetho eziveza iintsingiselo ezahlukileyo zisandisa zikhulisa olu lwimi kude kuyokuthi ga ngokusungulwa kwentethwana ezizizithethantonye ngaloo ndlela lukhule ulwimi lwesiXhosa. Umphandi kolu phando uza kugqoloda kolu ncwadi lwemveli eluveza njengovimba, isisele sokudimbaza ulwimi lwesiXhosa , Thesis (MA) -- Faculty of Humanities, School of language and Communications, 2022
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- Date Issued: 2022-12
An analysis of intrasemiotic and intersemiotic relations of textual and visual modes in Namibian school science textbooks
- Authors: Mateus, Venasius
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Semiotics , Force and energy , Visual learning , Verbal learning , Functionalism (Linguistics) , Science -- Textbooks
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177203 , vital:42799
- Description: Although science education in Namibia receives much attention, learners’ performance is low in subjects such as Physical Sciences. The topic of Forces is among the topics in Physical Sciences where learners perform poorly. The provision of basic education in Namibia faces many challenges. One of these is that many teachers are not fully qualified for teaching the subjects they currently teach. Another (possibly related) challenge is that the majority of teachers in Namibian schools rely heavily on school textbooks when planning their lessons. In addition, learners use school textbooks as learning aids. The textbooks are developed and published in the private sector and based on the national curriculum statements. Quality of education has been amongst the major goals of education in Namibia. For quality assurance purposes, school science textbooks have to undergo a formal evaluation process. School textbooks, especially science textbooks, are multimodal. This means that they are designed with various modes, such as the textual and visual, often used in expressing scientific meanings. Literature reveals the textual and visual as individual modes having their own affordances, however, when integrated in school science textbooks contribute to strengthened meanings. No study published was found in Namibia or elsewhere that focused on analysing the intrasemiotic and intersemiotic sense relations of the textual and visual modes in Namibian school Physical Sciences textbooks. This study therefore aimed at contributing to filling this knowledge gap. The research is a qualitative case study and employed the interpretive paradigm. The selected Physical Sciences textbooks that constitute the data in this study were explored in depth via document analysis. Related textual and visual modes in the Physical Sciences textbooks were analysed in order to help answer the research questions of the study. Systemic Functional Linguistics was employed as the theoretical underpinning for this study. In this study, the sense relations were explored in terms of the sense relation themes which were coded and developed from common features of scientific discourse. The results reveal that scientific knowledge within the textual mode in the topic of Forces is communicated mostly through synonymy and repetition while within the visual mode it is mostly through antonymy, collocation, and synonymy. This contributed to meaning potential in the topic of Forces for the three Physical Sciences textbooks. The results further indicated that the overall cohesion within the textual and visual modes in the topic of Forces is achieved since repetition, which is the most direct form of lexical cohesion together with synonymy, collocation, and antonymy which are aspects of cohesion, occurred most frequently within these modes. This result further indicates that meaning potential in the topic of Forces in the three Physical Sciences textbooks were strengthened. While some sense relations occurred most frequently within individual modes, they were less frequent in other modes and vice versa. This indicates that different modes have different affordances. Finally, it was found that combining the textual and visual modes in the topic of Forces contributes to intersemiotic complementarity being achieved through the sense relations of collocation, hyponymy, and meronymy. , Thesis (MEd) -- Education, Education, 2021
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- Date Issued: 2021-04
Exploring the influences of an intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-04
Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
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- Date Issued: 2019
Uphicotho nzulu lokusetyenziswa kwamandla eempawu zesimiyotiki kwiinoveli ezichongiweyo zesiXhosa
- Authors: Mvanyashe, Andiswa
- Date: 2018
- Subjects: Semiotics , Xhosa literature -- Research Folk literature, Xhosa
- Language: Isixhosa
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/32916 , vital:32397
- Description: Olu phando lungesimiyotiki, oko ukutsho, ufundo-nzulu ngeempawu nemiqondiso. Le ngcingane yesimiyotiki ithi ixhaswe yingcingane yesemantiki, yesintaksi, neyepragmatiki kolu phando. Ezi ngcingane ziyahambisana kuba zonke zinento enye ezifana ngayo, ukushukuxa intsingiselo yeempawu nemiqondiso ngokwahlukana kwayo. Isimiyotiki ithi isetyenziswe ukuhlalutya ezi ncwadi zintathu zilandelayo zaba babhali: ekaJordan (1940) ethi Ingqumbo Yeminyanya, Ukuqhawuka kwembeleko nguD.M Jongilanga (1982) noUkuba ndandazile nguW.K Tamsanqa (1976). Uphando luthe lwahlulwa ngezihloko ezithandathu; isihloko sokuqala sinika ingcaciso yophando luphela; isihloko sesibini singena nzulu sicacise ingcingane esetyenzisiweyo yesimiyotiki kunye nezo ziyixhasayo; kwisihloko sesithathu kushukuxwa isimiyotiki nenkcubeko; kwisihloko sesine kushukuxwa isimiyotiki nemo yokumila; kwisihloko sesihlanu kushukuxwa isimiyotiki nepragmatiki; kwisihloko sesithandathu kushwankathelwa okanye kuququnjelwe yonke into - into ethe yaqhubeka kolu phando kunikwa neengcebiso eluntwini. Uphando luphela luzivelele iinkalo ezininzi zesimiyotiki kwaye lwaphendula nemibuzo yophando, lwafezekisa iinjongo zophando, lwafaka nomceli-mngeni kwabanye abaphandi abasaza kuphanda ngesimiyotiki. Kolu phando inkcubeko ibonakele kakhulu ukuba yinxenye yesimiyotiki kuba ibonisa imiqondiso neempawu ezinika intsingiselo.
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- Date Issued: 2018
The interplay of social semiotics in selected examples of experiential brand marketing
- Authors: Rennie, Tarryn
- Date: 2016
- Subjects: Communication in marketing , Semiotics , Branding (Marketing) , Social marketing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/3695 , vital:20454
- Description: As with the traditional form of print advertising, advertisements were, and still are designed in a particular way to attract the viewer’s attention and direct the attention towards a specific area within the framework of the advertisement. However, besides print advertising, today’s markets require further interaction with consumers and the public at large. This has given rise to the use of experiential brand marketing whereby consumers interact with the brand in out-of-context situations. The advancement of technology has enabled user experiences to go beyond the traditional forms of branding such as television, print, radio and even on-line advertising, websites and so forth and users are able to upload experiential brand experiences instantly on social networking sites. This, in turn, has indicated that marketers need to take full advantage of social networking, PR and audience interaction with brands. Theo Van Leeuwen & Gunther Kress (2005:7) investigated the context of ‘framing’ in visual communication where elements either have some kind of ‘connectedness’ or ‘disconnectedness’. This study focuses on the context of Van Leeuwen’s (2005:7) ‘framing’ of traditional print magazine designs to the environments or brandscapes in which experiential brand activations are taking place. According to Lenderman (2006:52), experiential marketing requires person-to-person networking with consumers who use sophisticated networking tools for respectful conversations between the consumer and the brand. Not only is this a cost effective solution to making a relatively unknown brand reach the masses, but it also allows an opportunity of immediate audience participation and instant recording of data that can spread across a global network. The theoretical base of social semiotics, underpinned by Van Leeuwen’s theory of ‘framing’, forms the theoretical basis of this study, with case studies of various experiential brand activations being analysed. An analysis of the environment in which the brand experience takes place, along with consumer reactions and their reactions to the overall brand experience in terms of experiential branding is studied. The aim of this research is to identify how the interplay of social semiotics could be used to interpret the current trend of user brand experiences in terms of experiential, interactive marketing.
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- Date Issued: 2016
Decoding the notion of a constructed identity within an autobiographical picture narrative
- Authors: Joubert, Nina
- Date: 2012
- Subjects: Narrative art , Autobiography , Semiotics
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8497 , http://hdl.handle.net/10948/d1015685
- Description: This study presents an investigation into the process of constructing an autobiographical self within the genre of the autobiographical picture narrative, and explores this process both in terms of a theoretical study of this concept as well as an interpretation of a number of photographs. The interpretation entails a reading of selected autobiographical picture narratives by the artist-photographers Maggie Taylor and Lori Nix by means of a method derived from visual social semiotics. Specifically, the semiotic reading focuses on Taylor and Nix’s photographs Twilight swim (2004) and Ice Storm (1999), respectively, after which the researcher’s own autobiographical photograph entitled Fennel and coriander is read by means of the same methodological approach. The semiotic reading is guided by five salient characteristics of the autobiographical picture narrative, namely fabrication and reality, autobiographical memory, socio-cultural relevance, commonalities in female narration and narrative function. Harrison’s (2003) visual social semiotic framework (which reflects the work of social semioticians Kress and Van Leeuwen, 2002) was augmented in light of the five salient characteristics in order to construct an appropriate methodological framework. A comparative reading of the works by Taylor, Nix and the researcher reveals that although each of the artistphotographers followed a peculiar and unique approach in constructing the autobiographical picture narrative, parallels can be established in terms of various central concepts, as is evident from the semiotic reading. In particular, the role of memory and the interpretation of autobiographical elements emerged as common denominators. The process of constructing an autobiographical memory therefore provides the narrator-photographer with the options of escaping into and not from memory, thus allowing for unique possibilities in terms of interpretation, fantasy and construction.
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- Date Issued: 2012
The interrelationships between meaning(s), form, cinematic technology and surrealist ideology in Luis Buñuel's, Un Chien Andalou (1929)
- Authors: Kritzinger, Christiaan Cornelius
- Date: 2012
- Subjects: Surrealism in motion pictures , Motion picture producers and directors -- Spain , Photography , Myth , Semiotics
- Language: English
- Type: Thesis , Masters , MTech (Photography)
- Identifier: vital:8495 , http://hdl.handle.net/10948/d1007847 , Surrealism in motion pictures , Motion picture producers and directors -- Spain , Photography , Myth , Semiotics
- Description: This study sets out to determine the interrelationship between meaning(s), form (specifically framing and composition), cinematic technology and the surrealist ideology with specific reference to Luis Buñuel’s film, Un Chien Andalou (1929). The study utilises a semiotic framework to analyse the seminal film, as well as the researcher’s short film Facebrick (2012). The semiotic reading is conducted according to key surrealist tenets namely, spatio-‐temporal disruption, the use of free-‐association and the inclusion of cultural, religious and sexual symbols as a revolutionary tool. Gillian Rose’s (2007) semiotic framework underpinned by James Monaco’s (1977) schema for analysing the moving image, was utilised to read the selected film texts. A comparative analysis reveals that although the researcher employed different cinematic technology to construct the short film than that available to Buñuel in the 1920s; similar cinematic techniques could be recreated, as the analysis shows, through the use of key surrealist characteristics. Not only did this allow mere reproduction of these techniques, but rather a full appropriation of these techniques within a contemporary context. Thus the techniques, communicate the surreal, both aesthetically and intellectually. The theoretical study provides the foundation for the practical output, creating a conceptual framework that guides the creation of a short film. The practical research component relies on the parameters identified in the semiotic reading. This was facilitated by the characteristics of Surrealism: the disruption of time and space, the inclusion of archetypal symbols and the use of free association. The short film, Facebrick (2012), follows a voyeur obsessed with gazing at three characters. The film explores the human condition in an urban environment drawing from themes such as Jean-‐Paul Sartre’s gaze theory as well as Freudian themes of identity and sexuality.
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- Date Issued: 2012
Semiotics as a medium of analysis in selected poetic works of S.E.K. Mqhayi
- Authors: Mzinzi, Thanduxolo Samuel
- Date: 2007
- Subjects: Mqhayi, S. E. K. -- Criticism and interpretation , Poetry -- Analysis , Poetics , Semiotics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8470 , http://hdl.handle.net/10948/576 , Mqhayi, S. E. K. -- Criticism and interpretation , Poetry -- Analysis , Poetics , Semiotics
- Description: In reference to Moleleki (1988:122), African poetry as a result of contrast rather than individual, is the representation of a community. This representation contains a scale of values based on the community, and it gives symbolic expression to the community: manifesting a community of tradition from the past through the present to the future. Going by the above notion, the poet assumes the responsibility of being the spokes-person of the community in which he/she finds and identifies himself/herself. He/she feels the pain felt by his/her people, and shares the joy shared by them. His/her representation therefore is both genuine and representatively expressive in nature. In the chosen poems of S. E. K. Mqhayi the above mentioned aspects of poetic writing are well expressed. This representation being a symbolic expression on behalf of the community holds a magnificent semiotic significance. Such semiotic significance, which boarders around the several highs and lows of the community’s lifestyle. The community poet in this context blends the past and the present in his verses attempting to both preserve and express the sorrows, the joys, the pains as well as the fears of his community and its people. These are captured in chapters three and four of this study. The community poet under the worst form of systematized inhuman, racist subjection called apartheid employed careful and skilful means of reciting as well as penning his verses. In the last four chapters one discovers a skilful means of masking in order to avoid being penalised. S.E.K Mqhayi’s element of symbolic expression is by far the most significant aspect of his poems. A man who lived in the days of abject institutionalised racism and being one of those discriminated against, had no choice but to be loyal to his oppressors and at the same time, expressing himself in the most creatively careful manner. His works are rich with encodings and embellishments. These encodings and embellishments require some careful skills to decode and unveil. This research work will centre mainly on the unravelling of all that was either encoded or embellished within each selected work.
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- Date Issued: 2007