Doctoral Degrees (African Languages)
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Browsing Doctoral Degrees (African Languages) by browse.metadata.advisor "Visser, Marianna"
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- ItemCognitive and linguistic complexity in an isiZulu task-based computer-assisted language-learning syllabus for health sciences students(Stellenbosch : Stellenbosch University, 2018-12) Gokool, Roshni; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African languages.ENGLISH ABSTRACT: Effective doctor-patient communication is one of the key components entrenched in health sciences curriculum of universities in South Africa. With most patients speaking isiZulu as their mother tongue language, it is imperative that effective healthcare is provided in the patients’ language. The inclusion of the teaching of African languages in health sciences programmes is crucial. Whilst efforts are made to improve the status quo of second language (L2) teaching and learning of African languages within South African higher education institutions, the need for research based on scientific and principled theories of second language acquisition (SLA) is still required. This study, therefore investigates an isiZulu task-based syllabus design for doctor-patient communication for health sciences students studying at the University of KwaZulu-Natal, South Africa. The study adopts a multifaceted approach to the teaching of isiZulu L2 that invokes key principles of task-based language learning and teaching (TBLT), language for specific purpose (LSP) and computer-assisted language learning (CALL) related to second language acquisition. The aim of this study is to explore a procedure for a task-based CALL syllabus design based on a design-based approach. To prepare students for the realities in a healthcare context, it was essential that the investigation on syllabus design focused on real authentic communication tasks. Medical students registered for a Bachelor of Medicine and Bachelor of Surgery (MBChB) at the Nelson R Mandela School of Medicine, University of KwaZulu-Natal, South Africa participated in a needs analysis, an essential first step towards the investigation of the design of the task-based CALL syllabus. The purpose of the analysis was to ascertain the proficiency levels of the students, gather information regarding their current knowledge about isiZulu, or lack of knowledge thereof, and digital skills to be learnt and developed to acquire isiZulu skills to conduct a successful doctor-patient consultation. To create an organic learning environment that allows students to learn isiZulu in a real communicative sense, it was necessary to design relevant, locally produced authentic learning material that reflect doctor-patient communication, based on the students’ needs analysis. Hence, simulated and authentic doctor-patient interviews were used to create communication target tasks appropriate for healthcare professionals at a basic-intermediate proficiency level of isiZulu. The communication target tasks were used as the unit of analysis for the investigation into syllabus design. Communication tasks were graded and sequenced in terms of their cognitive complexity and linguistic complexity, which was then used to design isiZulu pedagogic tasks for enhancing second language development of students. Insights and perspectives on how to include focus on grammatical form in a communicative way were also considered. The findings of the study indicated that most of the communication target tasks were cognitively complex in terms of Robinson’s (2005) Cognition Hypothesis. It also showed that the tasks exemplified high syntactic complexity. Target tasks were simplified by descaling/decomplexifying the target tasks, using Robinson’s SSARC Model (2010) to ensure that the pedagogic tasks are more manageable for students to perform. The study is concluded that the design of a task-based CALL syllabus for isiZulu L2 health sciences students is a complex process and the success of such a syllabus design is dependent on several key elements.
- ItemCognitive task analysis in task-based syllabus design for the teaching and learning of Kiswahili as a second language in Ugandan secondary schools(Stellenbosch : Stellenbosch University, 2018-12) Jjingo, Caesar; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African language.ENGLISH ABSTRACT: The genesis of this theoretically informed dissertation is motivated by researcher’s need to explore both available and suitable conventional teaching and learning practices that are globally accepted with the aim of utilising them in Kiswahili L2 teacher-training at the School of Education, Makerere University, Uganda. In search for such conventional methods and approaches, through research literature review with respect to instructed second language acquisition in general, and by critically observing the Kiswahili teaching syllabus for lower secondary schools in Uganda, it emerged that Kiswahili pedagogies are still realised using traditional conventions of L2 teaching and learning methods. These conventions have been disproved and replaced by contemporary approaches such as task-based theories and their associated pedagogical approaches that the current study has adopted and demonstrated their applications for lower secondary schools in Uganda. The demonstration has largely been informed by Long’s (2005a) proposals that have also constituted the research design (methodology) of the current study. Using Long’s views, the study employed document analysis approach as well as researcher’s introspective and heuristic judgement techniques to generate its data i.e. the construction of (i) the overarching task theme, (ii) task description specifications (TDSs) and (iii) simulated task dialogues (STDs), as primary input in designing a task-based Kiswahili syllabus. Relatedly, Breen’s (1987a, 2001) views on task-based syllabus design principles have provided a framework on which the constructed data (TDSs) has been organised for its analysis and ultimate grading and sequencing of the designed Kiswahili pedagogical tasks. In relation to procedures of analysis, five out of forty-one TDSs and their respective STDs have purposely been selected for analysis purposes. Thus, the data has been analysed in three facets of task complexity. For example, the framework of Pica, Kanagy & Falodun (1993, 2009) has been employed to analyse the interactional complexity of the TDSs. Similarly, the views of Robinson (2001a, 2005, 2010) have provided useful insights into analysing the cognitive complexity of the TDSs. Lastly, Foster, Tonkyn & Wigglesworth’s (2000) framework, has been utilised to analyse the syntactic/ linguistics complexity of the STDs. The omission and alteration techniques as advanced by Hasan’s (1985), Henry and Roseberry’s (1998), have been utilised in decomplexifying the Kiswahili cognitive complexity features occurring in the TDSs and the decomplexification of the syntactic/linguistic complex properties exhibited in the realised STDs of the TDSs. Relatedly, the two principles from the Robinson’s (2010) SSARC model were used in grading and sequencing the various versions of cognitive and syntactic complexities occurring in the TDSs and STDs, respectively, to design Kiswahili learning tasks. Therefore, on the one hand, on the interactional feature basis, the study predominantly argues that the analysed TDSs exhibited task communication configurations of the information gap tasks. On the other hand, with regard to cognitive and syntactic analysis, the study has concluded that while the resource-directing variables of the analysed TDSs and STDs demonstrated an [-] feature, the resource-dispersing dimensions presented deviations between the [+/-] features. That is to say, as the [+/- prior knowledge] and [+/- single task] variables of TDSs and STDs of Task one, Task two and Task four exhibited the [+] feature, those of TDSs and STDs of Task three and Task five demonstrated the [-] feature, hence qualifying for their decomplexification/scaling down the complex features through the omission and alteration techniques to realised less and least cognitively and syntactically complex task version which were then sequenced from the least to the most complex task versions by using the principles of the SSARC model, as proposed by Robinson (2010). Thus, the above findings indicate to L2 Kiswahili researchers and teachers that while designing task-based syllabuses, all the task features such as cognitive variables, interactional variables as well as syntactic properties, that pose cognitive demands to the L2 learners, need to be taken into account to design a suitable syllabus that addresses the Kiswahili L2 learners’ needs such as those in Ugandan lower secondary schools. It is in this respect that the study recommends similar studies e.g. for primary schools in Uganda with the ultimate goal of gradually replacing the traditional syllabuses and their pedagogical practices with task-based syllabuses in the education system of Uganda and wider contexts for the teaching and learning of Kiswahili as an L2.
- ItemComplexity in task-based language teaching and learning of isiXhosa as a second language in primary schools(Stellenbosch : Stellenbosch University, 2017-12) Minas, Edith Christina; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African languages.ENGLISH ABSTRACT: The purpose of this study is to investigate complexity in isiXhosa task-based second language (L2) learning and teaching in the Eastern Cape and South African primary school intermediate phase context in order to identify the specific learning needs of young beginner second language learners in the school instructional context. The study explores the use of communicative tasks for young beginner second language teaching. It aims at providing a sound theoretical foundation of language learning principles supporting task-based teaching for young learners. Cognitive and social perspectives on language learning within second language acquisition and related disciplinary fields presenting distinct approaches and foci in investigating second language learning and teaching are regarded, integrated and consolidated, informing a more comprehensive view of the dynamic processes and varying factors involved. Second language learning is assumed to be a non-linear, cumulative, ever-developing process relying on learner engagement with quantity and quality input, authentic meaning-orientated output and feedback on language production facilitating language development. Supporting task-based language teaching where tasks form the units of analysis for lesson design and syllabus design, the study identifies core complexity features in task design, task-based interaction, task-based assessment and task sequencing, allowing teachers and syllabus designers to adjust pedagogic task complexity on a cline matching young beginner L2 learners’ learning needs. Robinson’s Cognition Hypothesis provides a rationale for categorizing, grading and sequencing pedagogic tasks for second language acquisition. Young beginner L2 learners’ age and existing language knowledge are considered critical factors in determining learning needs contributing to task difficulty. Additionally, the study examines linguistic complexity and linguistic difficulty, analysing example target tasks for young beginner isiXhosa L2 learners in primary school intermediate phase, motivating task-based focus on form methodology representing various degrees of explicitness facilitating noticing and learner L2 development. In order to identify the specific learning needs of young beginner isiXhosa L2 learners in primary school intermediate phase context, an affordances theory in an interdisciplinary investigation, analysing theoretical perspectives on the instructional task, individual learner factors, the context of learning and components of language development, is presented. It is argued that task-based L2 teaching contextualizes the task process in terms of local learning needs affording learner awareness and engagement with the target language needed for language development. It is further argued that a primary concern in task-based second language teaching is task design, allowing for learner participation through motivating task contents and graded task complexity relating to learner readiness in terms of individual learner factors, affording the development of implicit and explicit language knowledge.
- ItemThe determiner phrase syntax of iGiha: a generative syntax-interfaces approach(Stellenbosch -- Stellenbosch University, 2022-04) Bichwa, Saul Simon; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.ENGLISH ABSTRACT: The debate in generative linguistics on whether languages with no overt articles, including the Bantu languages, project a Determiner Phrase (DP), similarly to languages that have overt definite and indefinite articles (like ‘the’ and ‘a’ in English) informed the investigation on the igiHa NP/DP syntax conducted in this study. The main goal of this dissertation is thus to examine the evidence that igiHa, a Bantu language with no overt articles, projects a DP above NP in the syntactic representation of nominal phrases of igiHa. The study examines the igiHa complex noun phrase in providing evidence for postulating that the pre-prefix occurring in the inflection morphology of the lexical head noun, and the pre-prefix element in the inflectional morphology of different nominal modifiers is a functional category Determiner that heads a DP projection. For this purpose, the study examines the interpretative semantic, discourse-pragmatic, and information structural contrastive focus properties encoded by the (non-)occurrence of the Determiner pre-prefix in the inflectional morphology of the lexical head noun and the various nominal modifiers. The occurrence of the nominal modifiers in different syntactic positions with respect to the head noun is considered. A multi-perspective theoretical framework, exploring syntax interfaces properties was thus adopted for the study. This framework assumes the Minimalist Program principles of generative grammar, with particular focus on DP structure questions, extended to include perspectives from Cartography studies (Rizzi 1997). In addition, the theory of Definiteness and Specificity postulated by Lyons (1999), and information structural perspectives are incorporated in the framework. The study presents arguments in support of the view that the pre-prefix in igiHa is a functional category determiner, specified for the semantic feature of specificity and the information structural feature of contrastive focus. This view is evidenced in the igiHa nominal phrase data by examples where the pre-prefix occurs obligatorily or optionally in the inflectional morphology of the lexical head noun and different nominal modifiers. It is argued that the determiner pre-prefix that occurs in the inflection morphology of nominal modifiers such as the adjective, the numeral, the possessive, the clausal relative, and some quantifiers and enumeratives is a D(eterminer) predicate functional category introducing a DP predication (DPPred) projection in the representation of these igiHa nominal phrases. The study furthermore proposes that igiHa nominal modifiers such as the demonstrative and the anaphoric determiners -áá, -á-á-ndi, and nya- have an inherent feature of definiteness, whereas other modifiers, particularly the adjective, the numeral, the possessive, and the clausal relative are inherently neutral with respect to the semantic features of (in)definiteness and (non-) specificity. Some quantifiers, enumeratives, and interrogatives are inherently indefinite. However, the study argues that these nominal modifiers with a semantic feature of indefiniteness can under certain circumstances appear in definite environments. In terms of the analyses proposed for the igiHa NP/DP constructions, the Determiner pre-prefix heads the DP projection, and the demonstrative and the anaphoric determiners occupy the specifier position. The Determiner pre-prefix dominates a Focus Phrase (FocP) projection in the context where it encodes the feature of contrastive focus.
- ItemInfluence goals in seeking compliance in persuasive messages in isiXhosa(Stellenbosch : University of Stellenbosch, 2010-03) Ralarala, Monwabisi Knowledge; Visser, Marianna; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of African Languages.ENGLISH ABSTRACT: It has been observed in human interaction within our social milieu that individuals make attempts from time to time to influence others in order to accomplish their goals. The scholarly interest in the message-production side of this phenomenon has assumed the study of compliance gaining or persuasion (Wilson 2002; Dillard 2004). According to Wilson (2002:15), “contemporary theories of persuasive message production are guided by a metaphor of ‘goal pursuit’” .This study pursues this proposition by focusing on the following purposes: (a) To explore the social influence goals that are characteristic of interpersonal persuasive communication in Xhosa (b) To explore the empirical and theoretical properties of communicative competence of isiXhosa speakers as exemplified in the planning and accomplishment of influence goals within the framework of Wilson’s (1997, 1998, 2002) Cognitive Rule (CR) model of interaction goals, Berger’s (1997) approach to planning social influence goals in persuasive messages, and Dillard’s (2004) Goal Plan Action (GPA) model (c) To establish the theoretical questions raised by the empirical evidence of social influence goals of Xhosa speakers for the extension, refinement and modification of the cited models of interaction goals and persuasive message production The data, from which the written descriptions of the persuasive messages were analysed, were collected from college students at False Bay College in Khayelitsha, in the Western Cape. A total of 24 Xhosa-speaking students (12 women and 12 men) within the age range of 18 to 23 years were asked to write self-reports on their recollection of recent influence episodes in which they attempted to change other fellow students’ behaviour on specific themes, i.e. Religion, Education, Parent-child relationship, Social/casual relationship, Favour from a friend and Intimacy/relationship. The research data were analysed and evaluated against the amalgamation of the concepts, principles and propositions that constitute the designated theoretical frameworks, namely the CR model, the planning approach and the GPA model. The results indicate that the proposed theoretical mechanisms are applicable and profitable in the analysis of the research data of the current study. This finding is evidenced by the frameworks’ utility in addressing and explaining the nature and scope of persuasive imperatives that presumably underlie the influence goals in seeking compliance in Xhosa. The results indicate that the proposed theoretical mechanisms are applicable and profitable in the analysis of the research data of the current study. This finding is evidenced by their utility in addressing and explaining the nature and scope of persuasive imperatives that presumably underlie the influence goals in seeking compliance in Xhosa.
- ItemParticipation and decision making in Luganda : an appraisal and genre-theoretic investigation of spoken discourse at community development project meetings(Stellenbosch : Stellenbosch University, 2013-03) Kabugo, Merit Ronald; Visser, Marianna; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages.ENGLISH ABSTRACT: If they don’t come out clearly to show us the true picture of different areas, it means that some areas that do not get the weather forecast cannot profit from their farming activities. This pushes our country into more poverty. If an agency can be identified and charged with the responsibility to disseminate the forecast to the various parts of the country, it would greatly help the farmers and Uganda as a country to develop. These are the words of a participant at one of fifteen Ugandan farmer group meetings that were convened and asked to discuss a tape-recorded seasonal weather forecast, following their own rules of procedure. The audio recordings and transcriptions of these meetings, which are in Luganda, form the object of inquiry for this study. Using a multi-perspective approach to spoken discourse analysis, this study investigates manifestations and patterns of participation and decision-making as they emerge through evaluation and appraisal in the context of participatory community development processes. Taking the discourse of farmer group meetings as a genre of business meetings, where the public is included in decision-making interactions between government and citizens, the study invokes the appraisal theory, genre analysis theory, citizenship talk analysis model, and the business-meeting negotiation approach to explore how participants use Luganda to express assessment and make decisions during interactive discourse. The study identifies three main styles of making decisions, which demonstrate a culturally constructed concept of participation in Luganda. Whereas subtle decision-making involves spontaneous group positions that are not formally announced as a decision, explicit decision-making manifests positions that are overtly announced by a participant. Virtual decision-making involves intermittent moves towards a group position. While some meetings have moderators, several others have the role of moderator performed by various participants. Indeed, in several cases participants take turns to speak in a spontaneous way, without having to seek the permission of the moderator. Despite the difference in styles of decision-making, the overarching goal of participation in this genre of Luganda discourse is to reach consensus and to demonstrate a collective identity. This goal however does not take away the right and freedom of participants to reason critically, negotiate for a position, express conflict, and to question authority. This study breaks the ground for further research into areas of evaluation, intercultural communication, forensic linguistics, professional discourse, and other fields of applied linguistics in Ugandan languages, as well as in other African languages.