Theses and Dissertations

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An analysis of enabling and constraining factors that impact on African women businesses in the Berlin area of East London, South Africa.
(University of Fort Hare, 2016-01) Machingambi, Faith
This study analysed enabling and constraining factors that impact on African women entrepreneurs in Berlin Area of King Williams Town in South Africa. The study was located within the broad category of qualitative research in order to study the phenomena in their natural settings. The researcher found the approach to be very appropriate since it helped to study women businesses in places where they operate their businesses to gain a deeper understanding of the factors that enable them to run their businesses and the challenges that inhibit their development. In-depth interviews were used to gather detailed information on how women operate their businesses. The research design was a case study with 10 female entrepreneurs in the Berlin Area.
An analysis of orthographic errors in isiXhosa texts: a case of grade 11 isiXhosa home language (l1) in the Western Cape
(University of Fort Hare, 2021-05) Titi, Nonzolo; Ralarala, Monwabisi K; Botha, Rudolph
This case study reveals that the written language of a group of Grade 11 isiXhosa first language (L1) learners presents errors which seem to have serious implications for their linguistic competence, performance in their learning, language development and language conservation. These errors include different regular language components, such as grammar, spelling, word division, punctuation, vocabulary, capitalization, syntax and semantics. Additional to these errors are the newly discovered categories of anomalies, such as new lexical items, incomplete words, incorrect word construction, inter-categorical range, multiple deviations and writing inconsistencies. The writing of these learners not only reflects various orthographic errors and inconsistency in their usage of isiXhosa, which translates into language deficiency, but also implies gaps within the education system and its policies, as well as inefficient isiXhosa curriculum design as some of the factors contributing to the existence of these errors. Possible causes of these errors include educational causes; lack of orthographic knowledge and limited reading, socio-cultural causes; interference of other languages and the influence of the media, and attitudinal causes; lack of respect and contempt for the language and lack of learner interest in the language. Adopting a combined mixed method with a predominantly qualitative approach, this study examines errors presented in the writings of Grade 11 isiXhosa L1 learners with a view to establishing the nature and scope of these errors. The key objectives of this study were investigated by means of scientific papers both published and publishable as book chapters, books, dissertations, education policies, online publications and journal articles - both international and accredited journals. Drawing on various conceptual and analytical frameworks (Hymes 1972; Corder 1981), the study scrutinizes the contents and presents observations of the elements and themes that emanate from the eighteen (18) learners’ isiXhosa essays and seven (7) voice-recorded isiXhosa teachers and subject advisers’ interviews which were used as data. Findings reveal that learners struggle to master some language aspects, with their usage reflecting serious deviations from the standard orthography. These findings have serious implications for language teaching and learning as these errors tend to affect the learners’ linguistic competence and performance, language development, as well as language conservation. Also, serious violations of the standard orthographic rules are noticeable; and this observation raises concerns about the fate and sustainability of the language. It is recommended that interventions and strategies be applied in respect of the teaching and learning of isiXhosa in order to maintain its standard orthography, to preserve the language, improve the learning and teaching of the language, maintain communicative competence and facilitate appropriate application of the language in a learning context, especially in speaking and writing.,Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
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
(University of Fort Hare, 2014) Myoli, Ndileka; Saul, Z W; Mdaka, S S
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.
A critical analysis of the isiXhosa translation of Chinua Achebe’s ‘things fall apart’ with specific reference to the translation of cultural phenomena
(University of Fort Hare, 2014) Mbatyoti, Pheliwe Yvonne; Somniso, M M
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.
A critical analysis of the screen adaptation of Saule's Unyana womntu
(University of Fort Hare, 2012-12) Mbatsha,Thembisa; Botha, C.R
This research will concentrate on various aspects of the screen adaptation of “Unyana womntu” (Saule, 1989). This study comprises of six chapters. In Chapter 1 of this study, the research aims and objectives are formulated. The research methods that are to be followed will involve a thorough reading of the written text, as well as a comprehensive repetitive viewing of all the episodes of the screen version. In the final part of Chapter 1, background information is provided on the personal life of the author as well as on his contributions to the African literary tradition. Background information on the production of the screen version is also provided. In the Chapter 2, the theoretical aspects of the phenomenon of literary adaptation are discussed. This discussion provides a framework for the analysis of the adaptation of “Unyana womntu” (Saule, 1989) in the remaining chapters of this study. The aim of this chapter is to identify and discuss the most important principles which come into play when the written text is adapted into a screen production. Since the screen production belongs to the genre of the performing arts, this chapter is introduced with a discussion on the performing arts and on the drama, in particular. The section will be concluded with a discussion on the different sub-types of the drama which can be found, including the screen production. The main emphasis is on an analysis of the basic features and principles of the drama in screen format. Since the screen play Unyana Womntu (1998) is based upon a novel by the same title, the literary features of the novel are to be discussed here as well. The specific features of the Xhosa novel will also receive attention. In Chapter 3, the adaptation of the background of the novel “Unyana womntu” (Saule, 1989) into the screen production is critically evaluated. Aspects such as the adaptation of the macro-features as well as the micro-features of the background are identified and critically analysed Chapter 4 deals with the adaptation of the character element. This discussion takes place within a particular theoretical framework which defines the essential elements of characterization within the novel and within the drama respectively. It also deals with the manner in which each of these elements is subjected to the process of adaptation. The aim of Chapter 5 is to analyse the adaptation of the plot of “Unyana womntu” (Saule, 1989) from a written text into a screen production. This analysis is based upon a well-constructed theoretical framework that addresses the various aspects of the plot, as found within narrative texts. Chapter 6 contains a general conclusion which will finally present the observations and findings drawn from the entire study,Thesis (MA) -- Faculty of Social Science and Humanities, 2012
A critical analysis of the screen adaptation of Saule’s Unyana womntu
(University of Fort Hare, 2012) Mbatsha, Thembisa; Botha, C R
This research will concentrate on various aspects of the screen adaptation of “Unyana womntu” (Saule, 1989). This study comprises of six chapters. In Chapter 1 of this study, the research aims and objectives are formulated. The research methods that are to be followed will involve a thorough reading of the written text, as well as a comprehensive repetitive viewing of all the episodes of the screen version. In the final part of Chapter 1, background information is provided on the personal life of the author as well as on his contributions to the African literary tradition. Background information on the production of the screen version is also provided. In the Chapter 2, the theoretical aspects of the phenomenon of literary adaptation are discussed. This discussion provides a framework for the analysis of the adaptation of “Unyana womntu” (Saule, 1989) in the remaining chapters of this study. The aim of this chapter is to identify and discuss the most important principles which come into play when the written text is adapted into a screen production. Since the screen production belongs to the genre of the performing arts, this chapter is introduced with a discussion on the performing arts and on the drama, in particular. The section will be concluded with a discussion on the different sub-types of the drama which can be found, including the screen production. The main emphasis is on an analysis of the basic features and principles of the drama in screen format. Since the screen play Unyana Womntu (1998) is based upon a novel by the same title, the literary features of the novel are to be discussed here as well. The specific features of the Xhosa novel will also receive attention.
Customary marriage and family practices that discriminate against amaXhosa women: a critical study of selected isixhosa literary text
(University of Fort Hare, 2019) Mbatyoti, Pheliwe Yvonne; Botha, C R; Surname, Firstnames
In many parts of Africa, the cultural practices and customs that were in use over the ages are still largely in place today. Many of these practices discriminate against individuals and compromise their human rights, particularly the rights of African women. The aim of this investigation is to study customary marital practices among the amaXhosa in order to establish their effect on modern amaXhosa society. In addition, this includes other discriminatory practices, such as the diminished status of wedded women. Within the study, the social status of women before and after 1994 is dealt with as depicted in the selected texts. The study further determines the current social status of married women under the current dispensation and finds out whether the rights of married women are sufficiently recognised in the texts under discussion. It is clear therefore that whilst Africa has made good progress on the political front, the same cannot be said for some of the cultural values that are still adhered to in the present age. This applies in particular to the rights of women in an African society. Globally, women and girls suffer the harmful and life-threatening effects of discriminatory traditional and cultural practices that continue under the guise of social, cultural and religious ceremonies. In the democratic South Africa, there is growing concern and awareness that some cultural practices are harmful to women and girls. The study analyses a number of texts namely, novels and drama, that were published before and after the 1994 era in South Africa with aims and objectives being outlined in Chapter 1. Chapter 2 is devoted to the theoretical framework, which includes the general theory pertaining to the status of women, feminism and human rights. Secondly, it deals with African theory pertaining to the status of African women as well as their rights; finally, it reflects on the role of women in societies where traditional marriage custom is still in use. Chapter 3 analyses the depiction of customary marriage as a theme in isiXhosa prose before and after 1994. Chapter 4 examines the depiction of customary marriage in v isiXhosa drama before and after 1994 and focuses more on human rights elements. Chapter 5 summarises the arguments distilled from the analysed works. The researcher came to the conclusion that the practice of forced marriage does not occur in amaXhosa society only but it is also found on a wider scale on the rest of the African continent and beyond. The study was concluded with a set of recommendations that were made to combat the scourge of anti-feminism that is found in modern society.
From the lens of isiXhosa female writers: female protagonists and the use of non-conformity in challenging gender roles in the post liberation isixhosa literature
(University of Fort Hare, 2022-01) Zeleni, Olwethu; Mona, G V; Spofana, D
This dissertation explored the way women are presented in five isiXhosa literary works by female writers in post independence South Africa, with particular focus on how non-conformity is used to challenge gender roles. The study analysed two novels entitled Iqhina lomtshato (1995) by Nomlamli Mayosi and Uzenzile akakhalelwa (2016) by Yolisa Madolo, as well as four drama books titled Nyana nank’unyoko (1997) by Yoliswa Taleni, Akwaba (2004) by Thenjiswa Ntwana, Hamba nam ndipheleke and Imida (2015) by Nompumezo Buzani. Structural, Afrocentrism and African feminism were used to guide the study. The structural theory gave the researcher to review language contructs in relation to gender, African feminism and Afrocentrism gave the researcher the lenses to view gender issues within the African context, in line with the peculiar challenges that women continue to face in the content. Another important factor which is the focus of the study is the depiction of women by female writers, in order to challenge the roles that are given to women. The question that one ask then is: How do female writers lend their voices to female characters to address gender issues in society, with particular focus on gender roles? This thesis argues that the five isiXhosa female writers, who are contemporary African women writers, have noticed gender related assumptions and in their works, they are making an attempt to debunk these assumptions. It is hoped that this study will contribute to the existing debates on gender and division of labour.,Thesis (MA) -- Faculty of Social Sciences and Humanities, 2022
Get rich through persistence: An iquiry into the Get rich through persistence: An iquiry into the prospects and challenges of savings and lendings groups among women in Bulawayo, Zimbabwe
(University of Fort Hare, 2014) Dube, Thandeka Heather
Conventional wisdom holds that informal savings groups are simply a means in which the poor mobilise resources in times of economic distress and hardship. This research sought to explore whether informal savings groups can be salvaged as vehicles of economic development or they are indeed piecemeal activities engaged in by the poor in times of need. This study builds upon fieldwork conducted in Bulawayo, Zimbabwe. The study made use of qualitative research interviews with women from informal savings groups in Bulawayo. The interviews were transcribed and later analysed through content analysis. The research findings through comparative information gathered revealed that informal savings groups can be used to further economic development for the marginalised as these groups provide readily available capital to survivalist micro-enterprises. Informal savings groups provide an avenue for women’s empowerment. However the study noted that the potential of informal savings groups is tied to the wider institutional environment in which they are located.
Identiteit en andersheid: ’n postkoloniale analise van die Kaapse Maleier soos uitgebeeld in die literêre tekste van geselekteerde Suid-Afrikaanse skrywers
(University of Fort Hare, 2009-11) Chaudhari, Shamiega; Smith, Susan
The identity of the Cape Malay is usually reduced to the submissive, the comic and the exotic dishes such as bobotie, curry and samosas. Terms like "slams","slaamaaier" and "halfnaatjie" (Roos 2003:3) were just a few of the derogatory names that was awarded to the Cape Malay. Many of these terms and identity constructions are in the South African literature immortalized. The true history, the struggle, tears and sacrifices of this community slipped by unnoticed and in silence. And today, after all this suffering, they become identity is called into question and this identity is referred to as a controversial identity. In the Western Cape this identity mainly centered around being Malay, being Coloured, Being Cape Muslim or Black Muslim. It seems as if the Cape Malay is in an intermediate identity (defined in English as "inbetweenness") are trapped, defined by their "Muslimness","Cape-ness", "Malay-ness" and "Coloured-ness". This dissertation examines the controversy of the Cape Malay identity and focus specifically on identity construction and Otherness. It emphasizes certain characteristics that people divided due to certain character traits that are different from the norm and therefore cause that they are considered the Other. The study is undertaken with the aim of establishing the authenticity of the Cape Malay identity state and how it is depicted in the works of selected South African writers. It intends to look specifically at the construction of identity through Otherness during the colonial period in Southern Africa as well as how these identities were implemented, rejected or accepted is.,Thesis (MA) -- Faculty of Social Sciences and Humanities, 2009
Identity and difference: a postcolonial analysis of Cape Malay as depicted in the literary texts from selected South African writers
(University of Fort Hare, 2009-11) Chaudhari, Shamiega; Smith, Susan
The identity of the Cape Malay is usually reduced to the submissive, the comic and the exotic dishes such as bobotie, curry and samosas. Terms like "slams","slaamaaier" and "halfnaatjie" (Roos 2003:3) were just a few of the derogatory names that was awarded to the Cape Malay. Many of these terms and identity constructions are in the South African literature immortalized. The true history, the struggle, tears and sacrifices of this community slipped by unnoticed and in silence. And today, after all this suffering, they become identity is called into question and this identity is referred to as a controversial identity. In the Western Cape this identity mainly centered around being Malay, being Coloured, Being Cape Muslim or Black Muslim. It seems as if the Cape Malay is in an intermediate identity (defined in English as "inbetweenness") are trapped, defined by their "Muslimness","Cape-ness", "Malay-ness" and "Coloured-ness". This dissertation examines the controversy of the Cape Malay identity and focus specifically on identity construction and Otherness. It emphasizes certain characteristics that people divided due to certain character traits that are different from the norm and therefore cause that they are considered the Other. The study is undertaken with the aim of establishing the authenticity of the Cape Malay identity state and how it is depicted in the works of selected South African writers. It intends to look specifically at the construction of identity through Otherness during the colonial period in Southern Africa as well as how these identities were implemented, rejected or accepted is.,Thesis (MA) -- Faculty of Social Sciences and Humanities, 2009
Igalelo loncwadi lwandulo ku-Ithemba liyaphilisa ka-W.K. Tamsanqa no-Ingqumbo yeminyanya ka- A. C. Jordan
(University of Fort Hare, 2013) Ganto, Diniwe Joyce; Somdaka, S S
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.
An investigation into challenges facing Further Education Training (FET) leaners in the study of Isixhosa in the Port Elizabeth district
(University of Fort Hare, 2012) Mpofu, Nombulelo Patience; Somniso, M M
The essential function of a language is communication. Effective communication takes place when speakers understand each other‟s language. Speakers of different languages these days stay with each other. This kind of setting results into multilingualism. Multilingualism refers to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa. It serves as a natural solution to the problem of language contact that is extremely widespread throughout South Africa and the world at large. The recognition of the multilingual nature of South African society by the Constitution of this country , as (Made 2010) puts it, necessitates the creation of tools of implementation and redress, in the form of appropriate language policies. Such language policies are designed to correct the universal tendency to practise monolingualism in multilingual societies which disempowers non-mother tongue speakers of the dominant language, to the detriment of both their rights as citizens and in communicative equity in exercising these rights. Many Black South Africans took employment in the industrial centres through urbanization, where they learnt many languages such as Fanakalo, English, Afrikaans and many other languages in the African continent. This resulted into linguistic heterogeneity. Heterogeneity brings speakers of languages together at different workplaces, schools and even places of abode.
An investigation of strategies used by Ndebele translators in Zimbabwe in translating HIV/AIDS texts: a corpus-based approach
(University of Fort Hare, 2012) Ndhlovu, Ketiwe; Botha, C R; Kruger, A
In Zimbabwe, translation studies is yet to be recognized as a discipline worthy of study in its own right, hence, not much research has been carried out into the theory and practice of translation. Furthermore, there is no tertiary institution that offers professional translation courses. In light of this information most translations are carried out by untrained/partially trained translators with only a few translators who have gained experience over time. The aim of this study was to investigate strategies used by Ndebele translators in the translation of specialized terms and cultural taboos in selected HIV/AIDS texts, as well as factors that can be used to improve the translation situation of Zimbabwe. Three main theoretical approaches were used in a complementary fashion, namely Descriptive Translation Studies (DTS), Cultural Studies and Corpus-based Translation Studies (CTS). DTS provided the researcher with a theory to understand the Ndebele translations in their wider environment; Cultural Studies provided the researcher with the means by which to understand Ndebele culture and taboos; Corpus-based Translation Studies (CTS) provided the researcher with the methodological tools and analytical techniques to analyse the corpus of texts. An English-Ndebele Parallel Corpus (ENPC) was created using fourteen English source texts and their corresponding Ndebele translations. The ENPC was interrogated by means of ParaConc, a parallel concordancing program. The study found that when translating specialised terms, Ndebele translators used strategies such as a general or neutral word, cultural substitution, paraphrasing and omission. The strategy of omission was misused in most cases because Ndebele translators omitted valuable information which did not reach the target readers. With regards to translation strategies that contributed to term creation, it was found that Ndebele translators relied on external as well as internal resources. The translators used strategies such as pure loan words; pure loan words preceeded by an explanation and indigenised loan words. From the Ndebele language itself, the translators resorted to semantic shift, compounding, coinage and paraphrasing, among others. From the ENPC it is clear that Ndebele translators did manage to transfer the message from English to Ndebele to an extent. However, the ENPC has to be used with caution by other researchers since the translations included in the corpus are full of errors such as misinterpretations of the source texts, mistranslations, incorrect terms and incorrect orthography. This factor points to a dire need to establish translation as an academic discipline and profession in Zimbabwe so as to elevate the quality of translations and offer better translation services to all users.
Pragmatic necessity for breaching Gricean maxims in fiction: Towards a literary plot theory
(University of Fort Hare, 2023-08) Tserayi, Jonathan ; Zhou, Sindiso
Unlike in most literary studies involving the analysis of the Gricean Cooperative Principle, where the main thrust has been to expose where and how the Gricean maxims were violated, the focus in this study was to investigate the utility or functionality of breached maxims in fictional works. This novel approach, issuing from the presupposition that breached maxims add value to literature, warranted the speculation that it is necessary to breach Gricean maxims for the success of the literary plot. To prove such necessity, the researcher sampled three texts consisting of two novels and a play for in depth analysis. Using two theories (Relevance Theory (RT) and Pragma-crafting theory (PC), and methodologically applying Discourse Analysis (DA) and Conversation Analysis (CA), the researcher sought to establish the effect of breached maxims in the sampled texts. Furthermore, the researcher utilised both quantitative and qualitative methods, even though the former was minimally applied. As expected for a study of this nature, the analysis was largely qualitative. Findings confirmed that breached maxims have the effect of generating literary content and hence are purposefully used to achieve literary creativity and convenience. This affirms the necessity of expediently breaching the maxims in the interest of the literary plot. In this regard, literary works have traditionally thrived on breached Gricean maxims, but the act of violating maxims has hardly been viewed in a positive light. Thus, this research partly fills the gap of articulating the efficacy of breached maxims in literary works, and ultimately proposes a literary plot theory premised on the efficacy of breached maxims.,Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
Pragmatics teaching: on the development of learners’ linguistic competence among selected East London District schools
(University of Fort Hare, 2019) Myoli, Ndileka; Saul, Z.W; Surname, Firstnames
South Africa was listed amongst the countries with a percentage of students with achievement too low for estimation by “Progress International Results in Reading” in 2011. Meanwhile, there was also an indication that, high school learners in the Eastern Cape Province are highly challenged, as far as their ability to produce speech, as well as the ability to interpret meaning beyond what is literally suggested. Since such difficulties usually pose problems of content understanding, concerned researchers in the field of language took it upon themselves to investigate the underlying cause of the problem, in order to prevent more problems of pragmatics incompetence, such as, problems with social interaction that could retard one’s ability to function independently as an adult. While many studies have been conducted in the area of Pragmatics language competence, this study found it necessary to contribute around this debate. Since the study was two-fold, isiXhosa Home language learners of Grades 10 to 12 were investigated with an objective to determine the extent of pragmatic incompetence and the Teachers were investigated to determine the effectiveness of their teaching of pragmatics language. A number of 108 high school isiXhosa learners, of ages of between 16 and 18 years, from East London Directorate, 36 per Grade, from the three selected schools high schools, were sampled, 36 consisting of 18 males and 18 females per grade from each selected high school. 9 isiXhosa Home Language teachers of between the ages of 45 to 54 years were sampled from the selected schools. This study used an assessment test for the learners and the questionnaire for the teachers, as a means of data collection techniques. The study applied a high consideration of validity as well as of ethical matters in order to ensure the reliability of results. The study found that, isiXhosa Home language learners’ levels of pragmatic competence are high and with the appropriate use of good methods of pragmatics language teaching, learners’ pragmatics competence can develop.This study will be able to encourage syllabus designers to collaborate with subject teachers, beginning right at the inception of the syllabus planning. IsiXhosa language teachers can develop teaching material appropriate for their primary goal, which is the development of pragmatic competence. Further research is recommended to investigate more around this area of study to a point where isiXhosa Home language can be counted amongst the great and valued languages of South Africa.
The rise and fall of Black commercial middle class in Mdantsane
(University of Fort Hare, 2015) Rubushe, Ondluhlanga
This study contributes to our understanding of South Africa’s historical Black Commercial middle class; a class defined by access to business opportunities before the implementation of the homeland system and enhanced by the government support during the homeland system. The class under study is a particular Black Commercial middle class that rose and established itself in Mdantsane between 1967, when Mdantsane was established, and fell and disappeared post 1994. Post 1994 marks the time for a new political dispensation in South Africa; a period that allowed the presence of foreign nationals in the South African township economies. The study explores the origins and historical evolution of African entrepreneurship in Mdantsane Township, East London, South Africa. The study discusses the internal and external forces that led to the emergence of local enterprises and how the arrival of newcomers, post 1994, impacted on the Mdantsane entrepreneurs. The study is presented in three phases that show how phase 1 of the Black Commercial middle class began as a success story between 1967 and 1979, and expanded through phase 2 between 1980 and 1994, but gradually displaced by foreign traders and commercial operators during phase 3 (post 1994); a transition defined by a shift from formal to informal entrepreneurship.
Significance of accuracy in the orthographical development of isiXhosa in a post-democratic South Africa
(University of Fort Hare, 2013-01) Saul, Zandisile W.; Botha, C.R
IsiXhosa language is one of the first languages in sub-Saharan Africa to be reduced into writing. The first written texts in isiXhosa were produced by British missionaries in the Tyhume river valley as early as 1824. In spite of these early developments, there still remain today many inconsistencies and anomalies with regard to the standardization of isiXhosa orthography that require attention. This research focuses on the status quo of the current orthography of isiXhosa which is used in the writing of the selected texts which were published from 2000 to date. The research study investigates how these texts are written, that is, whether they are written according to the principles of the writing of this language as developed by the respective language boards or not. The reason for doing this is that this language has become one of the official languages of the Republic of South Africa. Therefore, in order for it to be read and written without any difficulty by anyone, as it is expected to be used as a medium of instruction even at tertiary level in the future, it should be written accurately and consistently. The study analyses a number of isiXhosa written texts including the following: (1) Selected literary texts which were published from 2000 to date. (2) Selected publications by government departments. (3) Selected translated texts. (4) Some of the newspapers and magazines which are currently in circulation in this language. (5) Some dictionaries of isiXhosa. (6) The updated isiXhosa Orthography as compiled by the PanSALB (2008). The aims of the study are outlined in Chapter 1. This chapter also provides the theoretical framework within which the research is located. Chapter 2 is about the theoretical perspectives on the development of the art of writing and orthography. The historical background, that is, the development of the art of writing and the general as well as the specific requirements of a good orthography are discussed. Chapters 3, 4 and 5 observe and analyse the orthographical features of some written documents of isiXhosa such as writing of capital letters, word division, usage of concords, etc. These three chapters also observe and analyse the various anomalies and inconsistencies in the spelling of isiXhosa words that were identified in the consulted texts. Chapter 6 is devoted to the conclusion and the recommendations.,Thesis (PhD) -- Faculty of Social Science and Humanities,2013
Student Grievances at Institutions of Higher Education and Training in Post-Apartheid South Africa: A Case Study of the Fees Must Fall Movement at the University of Fort Hare in East London.
(University if Fort Hare, 2018-04) Fazzie, Zandile. Y
This study investigates student grievances at institutions of higher education and training in post-apartheid South Africa, using as a case study the Fees Must Fall movement at the University of Fort Hare in East London. The key challenge which was found in this study is the fact that South African tertiary institutions are not accessible and affordable to everyone because they are expensive and generally demand a lot of financial input. The Fees Must Fall movement hence encompasses a whole variety of socio-political and economic issues and is not based solely on the issue of fees. This study adopted the qualitative research paradigm approach to gather data through interviews and observations. The study revealed that tertiary institutions are underfunded and not in a position to effectively cater for students' needs. The study recommends the strengthening or formation of a partnership between the University of Fort Hare and businesses in order to form a mutually beneficial relationship that will see the University of Fort Hare getting funding and the businesses getting skilled labour.
The rise and fall of the black commercial middle class in Mdantsane.
(University of Fort Hare, 2015) Rubushe, Ondluhlanga
This study contributes to our understanding of South Africa's historical Black Commercial middle class; a class defined by access to business opportunities before the implementation of the homeland system and enhanced by the government support during the homeland system. The class under study is a particular Black Commercial middle class that rose and established itself in Mdantsane between 1967, when Mdantsane was established, and fell and disappeared post 1994. Post 1994 marks the time for a new political dispensation in South Africa; a period that allowed the presence of foreign nationals in the South African township economies. The study explores the origins and historical evolution of African entrepreneurship in Mdantsane Township, East London, South Africa.

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