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Advanced tongue root effect in Igbo affixation: perspectives from Èwùlù 伊博语词缀中的高级舌根效应:来自Èwùlù的视角
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248756
Don Chukwuemeka Utulu
AbstractÈwùlù (Igboid: West Benue–Congo, southern Nigeria) is a type 2IU dialect with a rather pervasive advanced tongue root (ATR) effect in its productive affixation morphology. Consequently, all vowels in affixes and those in adjoining root morphemes acquire the same value for ATR feature, with the latter morphemes determining with what specific ATR value the vowels in the former morphemes are specified. This sort of root-controlled ATR/vowel harmony system is yet to be independently explored in western dialects of Igbo (in particular, Èwùlù) spoken in Delta State, Nigeria. The goal of this article, therefore, is to describe the spread of ATR from roots to the adjoining affixes of the endangered dialect, with a view to advancing understanding of a typology of long-distance assimilation of vowel features across a string of vocalic elements in stems despite an intervening string of consonants. In order to insightfully capture the ATR-spread effect from roots to affixes, the study employs autosegmental theory, the mechanism of which uses association lines to link features to their specific melodic units operating independently on different tiers in phonological representations. The finding of this study showed this generalisation: if the dominant harmony feature of a root vowel is [+ATR], the adjoining prefix or suffix takes on the exact feature, otherwise it takes on the opposing feature, [−ATR].
AbstractÈwùlù (Igboid:西贝努埃-刚果,尼日利亚南部)是一种2IU型方言,在其词缀形态中具有相当普遍的高级舌根(ATR)效应。因此,词缀中的元音和相邻词根语素中的元音具有相同的ATR特征值,后者语素决定了前者语素中的元音具有何种特定的ATR值。这种由词根控制的ATR/元音和谐系统在尼日利亚三角洲州的伊博西部方言(特别是Èwùlù)中还有待独立探索。因此,本文的目标是描述ATR从濒临灭绝的方言的根到相邻词缀的传播,以期促进对元音特征的远距离同化的类型学的理解,尽管有辅音的介入。为了深刻地捕捉词根到词缀的atr传播效应,本研究采用了自分词理论,其机制是使用联想线将特征与其特定的旋律单位联系起来,这些旋律单位在语音表征的不同层次上独立运作。这项研究的发现表明了这样一种概括:如果一个词根元音的主要和声特征是[+ATR],那么相邻的前缀或后缀就具有相同的特征,否则就具有相反的特征[- ATR]。
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引用次数: 0
Lexical change: a case of the Hehe language 词汇变化:以禾语为例
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248746
Ernest Mapunda, Chrispina Alphonce
AbstractThe article reports the results on the lexical change in Hehe, grounded in substratum theory. This exploration focused on the extent of lexical change. The qualitative data were collected in Kilolo District through reversetranslation and documentary-review methods. Forty-eight purposively selected informants were asked to interpret 120 lists of words and 10 phrases written in both English and Kiswahili. The qualitative analysis of the data, using descriptions, informants’ quotations and tables, revealed continuous lexical change in Hehe through time. The changes are both swift and sluggish. The results revealed that the Hehe language has undergone lexical borrowing, loss, replacement, maintenance and the change of meaning. The data obtained also revealed that lexical change is as a result of language contact. The non-linguistic factors are corrosion of generational transmission of the language, deterioration of socialisation intervals between elders and youths, education, and the advancement of science and technology. Every identified lexical change was classified based on its lexical class and other patterns. The lexical class with the highest number of affected items was the nouns. The authors opine that lexical change in Hehe language has been strongly affected by Kiswahili, the national language, as well as Bena and Kinga, the languages of neighbouring ethnic groups.
摘要本文以基础理论为基础,报道了河河语词汇变化的研究结果。这一探索的重点是词汇变化的程度。通过逆向翻译和文献回顾的方法收集了基洛洛地区的定性数据。有目的挑选的48名被调查者被要求解释用英语和斯瓦希里语写的120个单词和10个短语。对资料进行定性分析,采用描述、举报人引用和表格等方法,揭示了河文词汇随时间的持续变化。这种变化既迅速又缓慢。结果表明,鹤和语经历了词汇的借用、流失、替换、维持和意义的变化。获得的数据还表明,词汇的变化是语言接触的结果。非语言因素是语言代际传承的腐蚀、老年人和年轻人之间社会化间隔的恶化、教育和科学技术的进步。每一个确定的词汇变化都是根据其词汇类和其他模式进行分类的。受影响词汇数量最多的词汇类是名词。作者认为,赫赫语的词汇变化受到民族语言斯瓦希里语以及邻近民族的贝纳语和金加语的强烈影响。
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引用次数: 0
The impact of poor reading skills on Grade 12 isiXhosa Home Language exam results 阅读能力差对12年级科萨族家庭语言考试成绩的影响
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248753
Pumla Cutalele-Maqhude
AbstractIsiXhosa is one of the 11 official languages offered as a subject in the South African school curriculum at Home Language (HL) level. The examination of this subject in grade 12 (the school-exit year) consists of three papers: Paper 1 (P1), which focuses on reading for understanding and language usage; Paper 2 (P2), which focuses on reading for analysis using prescribed genres; and Paper 3 (P3), which focuses on writing. The Department of Basic Education (DBE) publishes a diagnostic report after every examination session, following the completion of marking of the final examinations, detailing the performance of the grade 12 learners in each subject written. The 2018 and 2019 reports show that the performance of candidates in isiXhosa HL is poor and suggests that they cannot read for understanding. This study sought to analyse the impact of poor literacy skills on grade 12 candidates’ performance in the isiXhosa HL final examinations. This was done by analysing the DBE’s 2018 and 2019 isiXhosa HL Diagnostic Reports for P1 and determining how a lack of reading skills affects learners’ comprehension and analysis skills. The South African Curriculum and Assessment Policy Statements (CAPS) emphasise the importance of reading for different purposes. The findings of this study suggest that learners do not have a solid foundation in reading and textual analysis and that reading is not given priority in the classroom, which ultimately leads to poor performance. The article concludes that reading and academic performance go hand in hand and that learners should be exposed to different texts; this can be achieved when teachers prepare well for their reading lessons and use not only the prescribed works. Furthermore, every learner should be given a chance to read, as no learner will ever perform well in their academics if their reading skills are poor.
西克霍萨语是南非学校家庭语言(HL)水平课程中作为一门科目提供的11种官方语言之一。在12年级(毕业那年),这门学科的考试包括三篇论文:第一篇论文(P1),侧重于阅读理解和语言使用;论文2 (P2),其重点是阅读分析使用规定的体裁;论文3 (P3)侧重于写作。基础教育部(DBE)在每次考试结束后,在期末考试完成后发布一份诊断报告,详细介绍12年级学生在每个科目上的表现。2018年和2019年的报告显示,候选人在isiXhosa HL中的表现很差,表明他们无法阅读以理解。本研究旨在分析读写能力差对12年级学生在isiXhosa HL期末考试中的表现的影响。这是通过分析DBE 2018年和2019年针对P1的isiXhosa HL诊断报告来完成的,并确定缺乏阅读技能如何影响学习者的理解和分析技能。南非课程和评估政策声明(CAPS)强调为不同目的阅读的重要性。本研究的结果表明,学习者在阅读和文本分析方面没有打下坚实的基础,并且在课堂上没有优先考虑阅读,最终导致表现不佳。文章的结论是,阅读和学习成绩是密切相关的,学习者应该接触不同的文本;当教师为阅读课做好充分的准备,并不仅使用规定的作品时,这一点就可以实现。此外,每个学习者都应该有机会阅读,因为如果他们的阅读技能很差,学习者就不会在学业上取得好成绩。
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引用次数: 0
Morphophonological realisation on inflected verbal roots with initial vowel sounds in Sepedi Sepedi中带元音起始音的词根的词形音素实现
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248725
Napjadi Letsoalo
AbstractIn instances where verbs that start with vowel sounds and a vowel prefix is attached, the hiatus is repaired through resyllabification, i.e. the manifestation of an initial underlying sound called a glottal catch. This sound fills the onset position of vowel initial verbs in Sepedi, and is responsible for the drastic alternation when the verb comes into contact with a reflexive prefix or an object concord. This article examines the effect of morphophonological realisation on inflected verbal roots with initial vowel sounds in Sepedi. The data collected through documents and semi-structured interviews shows that the glottal catch makes verbs follow the CV syllable pattern. The vowel reflexive prefix which threatens to create a hiatus is repaired through epenthesis by adding a sound to the interior of a word (at the beginning of prosthesis). This repair strategy ensures that the CV syllable structure of Sepedi is maintained. This article provides new data that offers innovative understanding of Sepedi on the concepts such as epenthesis and hiatus, relating to alternations in morphophonological environments using the optimality theory.
在以元音开头的动词加上元音前缀的情况下,通过重音节来修复间隙,即一个被称为声门接音的初始潜在音的表现。这个音占据了分隔语中元音起始动词的起始位置,当动词与反身前缀或宾语和弦接触时,它会产生剧烈的变化。本文探讨了语音学实现对Sepedi中带元音起始音的词根屈折的影响。通过文献资料和半结构化访谈收集的数据表明,声门捕捉使动词遵循CV音节模式。元音反身前缀可能会造成发音中断,通过在单词的内部加一个音(在假音的开始)进行扩音来修复。这种修复策略保证了词类的CV音节结构得以保持。本文提供了新的数据,提供了对Sepedi概念的创新理解,如扩展和中断,涉及到形态学环境的变化,使用最优性理论。
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引用次数: 0
Ukushayisana kwesiko nemfundo enovelini ethi lmpi yabomdabu isethunjini Ukushayisana kwesiko nemfundo enovelini ethi lmpi yabomdabu isethunjini
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248744
Melusi Msomi
AbstractLeli phepha lihlaziya ukushayisana phakathi kwesiko nemfundo okwenzeka enovelini ethi: lmpi yabomdabu isethunjini ebhalwe ngu JC Buthelezi ngowezi-2015. Kule noveli kubonakala sengathi kukhona ukungaqondi kwabanye abalingiswa ukuthi imfundo iyini nokuthi uma umuntu esefundile kufanele aziphathe kanjani. Lokho kugcina sekudala uqhekeko nokungezwani emndenini. Lokhu kungaqondwa kweqhaza elibanjwe imfundo nesiko emndenini kugcina kudale ukuthi imindeni ingasahambelani ngenxa yokungezwani okudalwa ukusetshenziswa kwemfundo ngendlela engafanele. Kuleli phepha kuhlaziywa izinto ezidala umonakalo ekhaya uma amalungu omndeni engaliqondi isiko okumele lenziwe uma intombazane ithole izingane ekhaya yabe isiyogana yazishiya ekhaya lezo zingane. Uma leli siko lingaqondwa, lokho kungadala omkhulu umonakalo kuze kuhlukane umuzi phakathi imbala. lnhloso yaleli phepha ukuthola ukuthi ikuphi okumele kwenziwe uma imindeni inenkinga yokungaboni ngaso linye ekusetshenzisweni kwamasiko kanye nemfundo. Leli phepha lihlose ukuveza ukuthi imfundo kanye nesiko kungahlanganiswa kanjani ukubumba imindeni ngaphandle kokubukelana phansi. Kuleli phepha kusetshenziswe indlela yekhwalithethivu ukuqoqa ulwazi. Kusetshenziswe isampula ebizwa ngeprobability kanye nepurposive ukuthola ulwazi kubantu abathile ababambe iqhaza ocwaningweni. lnsizakuhlaziya esetshenziswe kulolu cwaningo ibizwa ngokuthi yi-Cultural theory. Le nsizakuhlaziya iveza ukuthi isiko liyindlela yokuphila elandelwa ngabantu abaningi esizweni. Lakhiwe indlela abantu abaziphatha ngayo eyenza ukuba ligcine seliyinto eyamukelekile. Leli phepha lithole ukuthi abantu abafundile bazibona bengcono kunalabo abangafundile abalandela amasiko. Okuvelile ngukuthi eqinisweni ukufunda okuhle ukubheka impllo ngeso elibanzi, elikwazi ukuhlanganisa amasiko nolwazi lwemfundo ngobuhlakani nangenhloso yokwakha isizwe esisha esingacwasani ngokwezinga lempilo.The conflict between culture and education in the novel/mpiyabomdabu isethunjiniThis article analyses the conflict between culture and education in the novel lmpi yabomdabu isethunjini by JC Buthelezi, published in 2015. Some characters in this novel seem to lack understanding of the relationship between culture (traditional practices) and education. Characters such as Bafana and Popi think that culture is for uneducated people; they think education is more significant than culture. This conflict becomes problematic because some characters end up losing everything they have, arguably because of not adhering to their culture. Bafana and Popi think that education makes them better than other community members. This analysis uses a qualitative approach as the data-collection method. Cultural theory is used to analyse data because of how it exhibits the ways humans interpret their environments. The findings indicate that there is a conflict between education and culture in this novel: those who had the privilege of receiving an education think that they are better than those
AbstractLeli phepha lihlaziya ukushayisana phakathi kwesiko nemfundo okwenzeka enovelini ethi: lmpi yabomdabu isethunjini ebhalwe ngu JC Buthelezi ngowezi-2015。Kule noveli kubonakala sengathi kukhona ukungaqondi kwabanye abalingiswa ukuthi imfundo iyini nokuthi uma umuntu esefundile kufanele aziphathe kanjani.我们将继续努力,以实现我们的目标。Lokhu kungaqondwa kweqhaza elibanjwe imfundo nesiko emndenini kugcina kudale ukuthi imindeni ingasahambelani ngenxa yokungezwani okudalwa ukusetshenziswa kwemfundo ngendlela engafanele.Kuleli phepha kuhlaziywa izinto ezidala umonakalo ekhaya uma amalungu omndeni engaliqondi isiko okumele lenziwe uma intombazane itholeizingane ekhaya yabe isiyogana yazishiya ekhaya lezo zingane.Uma leli siko lingaqondwa, lokho kungadala omkhulu umonakalo kuze kuhlukane umuzi phakathi imbala. lnhloso yaleli phepha ukuthola ukuthi ikuphi okumele kwenziwe uma imindeni inenkinga yokungaboni ngaso linye ekusetshenzisweni kwamasiko kanye nemfundo.Leli phepha lihlose ukuveza ukuthi imfundo kanye nesiko kungahlanganiswa kanjani ukubumba imindeni ngaphandle kokubukelana phansi.Kuleli phepha kusetshenziswe indlela yekhwalithethivu ukuqoqa ulwazi.Kusetshenziswe isampula ebizwa ngeprobability kanye nepurposive ukuthola ulwazi kubantu abathile ababambe iqhaza ocwaningweni. lnsizakuhlaziya esetshenziswe kulolu cwaningo ibizwa ngokuthi yi-Cultural theory.Le nsizakuhlaziya iveza ukuthi isiko liyindlela yokuphila eellandwa ngabantu abaningi esizweni.Lakhiwe indlela abantu abaziphatha ngayo eyenza ukuba ligcine seliyinto eyamukelekile.Leli phepha lithole ukuthi abantu abafundile bazibona bengcono kunalabo abangafundile abalandela amasiko.Okuvelile ngukuthi eqinisweni ukufunda okuhle ukubheka impllo ngeso elibanzi, elikwazi ukuhlanganisa amasiko nolwazi lwemfundo ngobuhlakani nangenhloso yokwakha isizwe esisha esingacwasani ngokwezinga lempilo.小说《lmpi yabomdabu isethunjini》中文化与教育的冲突本文分析了2015年出版的JC Buthelezi的小说《lmpi yabomdabu isethunjini》中文化与教育的冲突。小说中的一些人物似乎对文化(传统习俗)与教育之间的关系缺乏理解。巴法纳(Bafana)和波皮(Popi)等人物认为,文化是为没有受过教育的人准备的;他们认为教育比文化更重要。这种冲突之所以成为问题,是因为有些角色最终失去了他们所拥有的一切,这可以说是因为他们没有坚持自己的文化。巴法纳和波皮认为教育使他们比其他社区成员更优秀。本分析采用定性方法作为数据收集方法。之所以使用文化理论来分析数据,是因为该理论展示了人类解释其所处环境的方式。研究结果表明,在这部小说中,教育与文化之间存在着冲突:那些有幸接受教育的人认为他们比那些没有接受过正规教育并坚持文化习俗的人更优秀。而那些没有受过教育的人则同时尊重文化和教育,因为他们认为文化和教育在他们的生活中都很重要。最后,不尊重和不遵循文化的人物失去了他们为之奋斗的一切。而那些尊重和遵循文化的人则拥有了他们想要的一切。文章的结论是,好的教育是从更细致的角度看待生活的,能够同时高度重视具有生命力的传统习俗和教育,从而建立一个不轻视他人的民族。
{"title":"Ukushayisana kwesiko nemfundo enovelini ethi <i>lmpi yabomdabu isethunjini</i>","authors":"Melusi Msomi","doi":"10.1080/02572117.2023.2248744","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248744","url":null,"abstract":"AbstractLeli phepha lihlaziya ukushayisana phakathi kwesiko nemfundo okwenzeka enovelini ethi: lmpi yabomdabu isethunjini ebhalwe ngu JC Buthelezi ngowezi-2015. Kule noveli kubonakala sengathi kukhona ukungaqondi kwabanye abalingiswa ukuthi imfundo iyini nokuthi uma umuntu esefundile kufanele aziphathe kanjani. Lokho kugcina sekudala uqhekeko nokungezwani emndenini. Lokhu kungaqondwa kweqhaza elibanjwe imfundo nesiko emndenini kugcina kudale ukuthi imindeni ingasahambelani ngenxa yokungezwani okudalwa ukusetshenziswa kwemfundo ngendlela engafanele. Kuleli phepha kuhlaziywa izinto ezidala umonakalo ekhaya uma amalungu omndeni engaliqondi isiko okumele lenziwe uma intombazane ithole izingane ekhaya yabe isiyogana yazishiya ekhaya lezo zingane. Uma leli siko lingaqondwa, lokho kungadala omkhulu umonakalo kuze kuhlukane umuzi phakathi imbala. lnhloso yaleli phepha ukuthola ukuthi ikuphi okumele kwenziwe uma imindeni inenkinga yokungaboni ngaso linye ekusetshenzisweni kwamasiko kanye nemfundo. Leli phepha lihlose ukuveza ukuthi imfundo kanye nesiko kungahlanganiswa kanjani ukubumba imindeni ngaphandle kokubukelana phansi. Kuleli phepha kusetshenziswe indlela yekhwalithethivu ukuqoqa ulwazi. Kusetshenziswe isampula ebizwa ngeprobability kanye nepurposive ukuthola ulwazi kubantu abathile ababambe iqhaza ocwaningweni. lnsizakuhlaziya esetshenziswe kulolu cwaningo ibizwa ngokuthi yi-Cultural theory. Le nsizakuhlaziya iveza ukuthi isiko liyindlela yokuphila elandelwa ngabantu abaningi esizweni. Lakhiwe indlela abantu abaziphatha ngayo eyenza ukuba ligcine seliyinto eyamukelekile. Leli phepha lithole ukuthi abantu abafundile bazibona bengcono kunalabo abangafundile abalandela amasiko. Okuvelile ngukuthi eqinisweni ukufunda okuhle ukubheka impllo ngeso elibanzi, elikwazi ukuhlanganisa amasiko nolwazi lwemfundo ngobuhlakani nangenhloso yokwakha isizwe esisha esingacwasani ngokwezinga lempilo.The conflict between culture and education in the novel/mpiyabomdabu isethunjiniThis article analyses the conflict between culture and education in the novel lmpi yabomdabu isethunjini by JC Buthelezi, published in 2015. Some characters in this novel seem to lack understanding of the relationship between culture (traditional practices) and education. Characters such as Bafana and Popi think that culture is for uneducated people; they think education is more significant than culture. This conflict becomes problematic because some characters end up losing everything they have, arguably because of not adhering to their culture. Bafana and Popi think that education makes them better than other community members. This analysis uses a qualitative approach as the data-collection method. Cultural theory is used to analyse data because of how it exhibits the ways humans interpret their environments. The findings indicate that there is a conflict between education and culture in this novel: those who had the privilege of receiving an education think that they are better than those ","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools 南非小学多语学习者语言科目评估中的问题分类
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248739
Nonhlanhla Ntuli, Ramona Kunene Nicolas
AbstractThis study examines the structure and cognitive demands of questions found in Grade 5 learners’ English first additional language (FAL) and isiZulu home language (HL) subject workbooks. Using document analysis as the qualitative method, the present study provides an analysis of different comprehension task questions using Bloom’s revised taxonomy of educational objectives (BRT) as a framework for evaluating the standard and existence of a continuum of thinking skills expected of learners from the curriculum. The results show that English and isiZulu language subjects do not follow an equitable assessment order from basic remembering to the highest level category of creating in the categorisation of questions. This implies that English FAL enjoys a more systematic categorisation of questions, allowing learners to answer questions at a lower processing level to a higher cognitively demanding level of question processing. Whereas, in isiZulu HL, the categorisation is mixed from a higher level of question processing to a medium level of processing in a non-systematic manner. It is suggested that curriculum developers harmonise these assessment levels and standards to better scaffold Grade 5 learners’ (average age 10 to 11 years old) ability to answer questions correctly according to their cognitive levels.
摘要本研究考察了五年级学生英语第一附加语言(FAL)和isiZulu母语(HL)科目练习册中问题的结构和认知需求。本研究采用文献分析作为定性方法,对不同的理解任务问题进行了分析,使用布鲁姆修订的教育目标分类法(BRT)作为评估课程对学习者期望的连续思维技能的标准和存在的框架。结果表明,英语和isiZulu语言被试在问题分类中没有遵循从基本记忆到最高级创造的公平评估顺序。这意味着英语FAL有更系统的问题分类,允许学习者从较低的加工水平回答问题到更高的认知要求的问题加工水平。然而,在isiZulu HL中,分类以非系统的方式从较高水平的问题处理混合到中等水平的处理。建议课程开发人员协调这些评估水平和标准,以更好地支撑五年级学生(平均年龄10至11岁)根据他们的认知水平正确回答问题的能力。
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引用次数: 0
Exposing impropriety and the degeneration of ubuntu through satire in selected isiZulu poems 以讽刺手法揭露伊祖鲁诗歌选集中的不当行为和乌班图的堕落
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248733
Isaac Mndawe
AbstractThis article examines the skill employed by poets in creating satirical isiZulu poems and the extent to which these satirical elements have been used in exposing indecent and immoral acts that reveal the degeneration of ubuntu culture. IsiZulu writers and researchers have not dealt with the aspects of satire as a literary genre much. As a result, this article discusses model satirical poems to unearth rare skills used in isiZulu satire. This is beneficial to reluctant writers and those who have little exposure to satire. The article is centred on five poems by four prominent writers chosen for their richness in elements of satire. The study adopts a discourse analysis method as a qualitative approach to textual analysis. Critical discourse analysis is used to support the interpretation and analysis of the idiomatic language used in the poems. The author argues that some of the satirical isiZulu poems resemble traditional praise poems where the poets criticise and ridicule those in power for their stupidity or vices. The study concludes that the poets use certain elements of satire depending on the context of the poems.
摘要本文考察了诗人在创作讽刺伊祖鲁诗时所运用的技巧,以及这些讽刺元素在揭露乌班图文化堕落的不雅和不道德行为中的运用程度。IsiZulu作家和研究人员并没有把讽刺作为一种文学体裁来处理。因此,本文对典型讽刺诗进行了探讨,以发掘伊祖鲁讽刺诗中所使用的罕见技巧。这对不情愿的作家和那些很少接触讽刺作品的人是有益的。这篇文章以四位著名作家的五首诗为中心,这些诗因讽刺元素丰富而被选中。本研究采用语篇分析法作为语篇分析的定性方法。批评语篇分析是用来支持对诗中惯用语言的解释和分析的。作者认为,一些讽刺的isiZulu诗类似于传统的赞美诗,诗人批评和嘲笑当权者的愚蠢或恶习。该研究得出结论,诗人根据诗歌的上下文使用某些讽刺元素。
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引用次数: 0
Personal names and naming theoretical concepts in selected texts of Yvonne Vera and Petina Gappah 伊冯娜·维拉和佩蒂娜·加帕选集中的人名和命名理论概念
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248747
Tendai Mangena
AbstractThis article analyses the ways in which two internationally renowned Zimbabwean women writers, Yvonne Vera and Petina Gappah, show a fascination with names in their novels, and in the process call attention to theories and key concepts about personal names and naming practices. One of the main aims of this article is to complement the isolated discussions of the value of names as narrative strategies in Vera and Gappah’s novels. In particular, this article explores how onomastic statements and contexts highlighted in selected novels by Vera and Gappah could be interpreted as significant contributions to an understanding of personal names and naming practices in a specific socio-politico-cultural context of (post)colonial Zimbabwe. The selected onomastic statements and contexts are analysed in this article as comments on nicknames and nicknaming as a form of othering, and personal names and naming as significant pointers to human co-presence and interdependence.
摘要本文分析了国际著名的津巴布韦女作家伊冯娜·维拉和佩蒂娜·加帕在小说中对名字的迷恋,并在此过程中引起人们对人名和命名实践的理论和关键概念的关注。本文的主要目的之一是补充Vera和Gappah小说中名字作为叙事策略的价值的孤立讨论。本文特别探讨了Vera和Gappah精选小说中所强调的专有语句和语境如何被解释为对理解(后)殖民津巴布韦特定社会政治文化背景下的人名和命名习惯的重要贡献。本文分析了所选的名词语句和上下文,作为对昵称和昵称作为他者的一种形式的评论,以及作为人类共同存在和相互依存的重要指针的个人名称和命名。
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引用次数: 0
COVID-19 crisis communication in Sepedi: the quality of translation by the Limpopo Department of Health 塞佩迪的COVID-19危机沟通:林波波省卫生部的翻译质量
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248723
Napjadi Letsoalo, Tshepho Justice Kgasago
AbstractThere is a paucity of literature on the importance of translating health risk messages into South Africa’s indigenous languages as a tool for crisis prevention and management. This article focuses on the quality of translations of COVID-19 information from English into Sepedi by the Limpopo Department of Health. Sepedi translations that are already available in the public domain are selected by means of the purposive sampling technique. House’s translation quality assessment (TQA) model is applied to evaluate the quality and accuracy of the translations as part of the strategic crisis response. Based on House’s model, errors in the translations are identified and classified as either ‘dimensional mismatches’ or ‘non-dimensional mismatches’. It is found that, in pursuit of covert translation, the target text from the Limpopo Department of Health does not retain the equivalent function of the source text. It is also observed that House’s model of TQA is applicable and useful in the field of translation of communications of health information. Furthermore, current studies in effective health communication miss the importance of translation during a crisis. Thus, this article bridges this gap by investigating the role of translation during the COVID-19 pandemic in South Africa. The article suggests that future research could investigate the experience of translators during the pandemic.
摘要关于将健康风险信息翻译成南非土著语言作为危机预防和管理工具的重要性,文献很少。本文重点关注林波波省卫生部将COVID-19信息从英语翻译成西班牙语的质量。通过目的抽样技术选择已经在公共领域可用的Sepedi翻译。豪斯的翻译质量评估(TQA)模型用于评估翻译的质量和准确性,作为战略危机应对的一部分。基于House的模型,翻译中的错误被识别并分类为“维度不匹配”或“非维度不匹配”。研究发现,在追求隐蔽翻译的过程中,来自林波波省卫生部的译文并没有保留源文本的等效功能。豪斯的TQA模型在卫生信息传播翻译领域具有一定的适用性和实用性。此外,目前关于有效健康沟通的研究忽视了在危机中翻译的重要性。因此,本文通过调查翻译在南非COVID-19大流行期间的作用,弥合了这一差距。这篇文章建议,未来的研究可以调查大流行期间翻译人员的经验。
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引用次数: 0
Expressions from Zulu proverbs on the uniqueness of motherhood in mitigating the adverse effects of orphanhood 祖鲁谚语中关于母性在减轻孤儿不利影响方面的独特性的表达
Q1 Arts and Humanities Pub Date : 2023-05-04 DOI: 10.1080/02572117.2023.2248719
Mfundo Mandla Masuku, Nomusa M Mlondo, Tholakele Henrietta Chiliza
AbstractProverbs are labelled as the expression of messages embedded in a language. This article analyses a selected proverb which reflects on motherhood and orphanhood and which is used to show the value of motherhood in the Zulu culture. The meaning of the selected proverb is profound in that it shows the value of the relationship between the mother and her child. After birth, the first person a child encounters is the mother, and through bonding and breastfeeding, the child forms its initial philosophy of life and coping mechanisms. This article expounds that breastfeeding leads to the total development of the child. A qualitative approach was used in exploring the proverb, intandane enhle ngumakhothwa unina (‘A good orphan is one that is licked by the mother’), specifically to critically analyse motherhood in an African context from Sibusiso Nyembezi’s book titled Zulu Proverbs. Referring to Zulu proverbs in the South African context, there is still a dearth of research in understanding the motherchild relationship during the formative years in the African context, and there is almost non-existent literature that analyses the significant role a mother plays in the early development of a child. The experiences to which a child is exposed, especially at the early stages of development, shape the way a child will view the world. This proverb encourages mothers to value their role in mothering their offspring. The article concludes that orphans and single mothers need security and stability as far as poverty is concerned as they face socio-economic challenges.
摘要谚语被认为是嵌入语言中的信息的表达。本文分析了祖鲁文化中一首反映母性和孤儿身份的谚语,这句谚语反映了母性的价值。这句谚语的意义是深刻的,因为它表明了母亲和孩子之间关系的价值。出生后,孩子遇到的第一个人是母亲,通过亲密关系和母乳喂养,孩子形成了最初的生活哲学和应对机制。本文阐述了母乳喂养能促进儿童的全面发展。本研究采用定性方法探讨谚语intandane enle ngumakhothwa unina(“好孤儿是被母亲舔的孤儿”),特别从西布索·尼恩伯齐的《祖鲁谚语》一书中批判性地分析非洲背景下的母性。参考南非背景下的祖鲁谚语,在非洲背景下,在形成时期理解母子关系的研究仍然缺乏,几乎没有文献分析母亲在儿童早期发展中的重要作用。一个孩子所接触到的经历,特别是在发展的早期阶段,塑造了一个孩子看待世界的方式。这句谚语鼓励母亲重视她们在养育子女方面的作用。文章的结论是,就贫困而言,孤儿和单身母亲需要安全和稳定,因为她们面临着社会经济挑战。
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引用次数: 0
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South African Journal of African Languages
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