Afl2601 Ass20

Chrizelda Fölscher Assignment 20
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AFL2601
ASSIGNMENT 20
AFL2601
Name: Chrizelda Fölscher

Student nr: 60236183
Semester:1
Unieke nommer: 581577
Closing date: 27 March 2020
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Question 1
1) a sign of gender therefore its prefixes are assorted into classes
E.g. (mo -; ba-; etc)
2) these classes are associated with singular and plural
E.g. (mo – singular and ba – plural)
3) it has class concordance
E.g. (The subject concord of class 2 is ba -)
4) there is no sex reference in the correlation of genders
E.g. (the subject concord of class 1 refers to both genders)
Question 2
2.1
EXAMPLE OF ANALYSIS: Verb root Extension Suffix
DEVERBATIVE Class prefix
morekisi mo- -rek- -is- -i
A) Class 1
B) I used the word sale - rekisa and the word man - monna. This is to different words,
The we added mo- to the verb rekisa. The meaning changed from sale to salesman.
C) Personal deverbative
Question 3
3.1)A) The students found examples in texts of their language.
Sesotho - Baithuti ba fumane mehlala litemaneng tsa puo ea bona.
B) Subject- The students - Baithuti
Object- Texts - litemaneng
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Predicated- Found – seliba
C) In text of their language the students found examples. – Litemaneng tsa puo ea bona
baithuti ba fumane mehlala.
Examples where found by the students in text of their language. – Mehlala moo e
fumanoang ke baithuti mongolo oa puo ea bona.
Examples in text of their language where found by the students. – Mehlala mangolong a
pua ea bona moo ba fumaneng baithuti.
d)
A. Begin the sentence with the object: B. Give the passive form of the sentence:
In text of their language the students Examples where found by the students in
found examples. text of their language.
How is the meaning of the sentence How is the meaning of the sentence
changed? changed?
The sentence is about the texts now and The meaning is focused on the examples
not the students anymore. now.
3.2)
A) Pronominalization - when a pronoun is used to act in the place of a noun.
B) Absolute pronouns are nominal determiners which can occur in apposition with a noun,
either pre-nominally or post-nominally. They are used to emphasise, specify or contrast the
noun.
(1) Function of specifying, emphasizing a noun
Emphasising the noun “ligoso” (leader)
E.g. Yebo, lona igosa oqobol!
(2) Function of contrasting the noun
The use of the word “yena” after the noun “uMzimba”
E.g. Umzimba yena (mzimba, on the other hand)
(3) Pronominal function:
Use of this pronoun depends on the noun is the subject or object in the sentence. It can be
placed pre – nominal or post – nominal.
Use of the word “wona” befor the noun “amaxhegu”
E.g. wona amaxhegu ayasazi isiZulu
C) Semantically, we have to distinguish between two usages of the demonstrative, namely
(1) a deictic/demonstrative usage and (2) a referential usage.
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The deictic usage - When demonstratives are used deictically, they have a de monstrative
meaning which can be translated as “this”, “that”, etc. The following examples illustrate
this usage of the demonstrative.
Referential usage - Besides having a demonstrative function, the demonstrative can also
have a referential function. The bold demonstratives in the following examples illustrate
this usage of the demonstrative.
O bana monna ewa. ( She sees this man.)
Ngwanana o bala buka yane. ( The girl reads that book.)
Question 4
4.1)
Translate: The teacher likes rugby – Mosuoe o rata rugby.
The boy likes rugby – Moshanyana o rata rugby.
Parasigmatic – words that substitute each other in the same context.

syntagmatic - relation refers to the combination of lexical units in the formation of a
sentence.
This would be an exsample of parasigmatic because both the boy and the teacher likes
rugby. Both sentences substitute each other in the same context (rugby and school). Boy,
teacher and rugby are all school related subjects.
4.2) Hyponymy refers to sense or meaning inclusion. For example, each of the words “lorry”
(lori), “bus”’ (bese), “car” (sejanaga) and “motor” (setobetobe) is a hyponym of “vehicle”
(serori) because the sense of each is included in the sense of “vehicle”. The same holds true
for “weaver” (thaga), “owl” (lerubisi) and “partridge” (lesogo) because they qualify as
hyponyms of “bird” (nonyane) since the sense of each is accommodated in the sense of
“bird”. The words “vehicle” and “bird” are the superordinate terms (hyperonyms) because
they are inclusive and “weaver”, “owl” and “partridge” are the subordinate terms because
each has a specific nature.
Example: Koloi
Lore bese motor

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Question 5
5.1) Because eye movement refers to the way the speaker and the listener use their eyes to
regulate and monitor the effect of communication. In some traditional African cultures,
direct eye contact is regarded as a sign of disrespect; whereas in Western cultures avoiding
eye contact is regarded as revealing a lack of concentration or a feeling of inferiority. Eye
movement is a key part of facial behaviour because the eyes are invariably involved in facial
display. The different forms are observed to be cross-cultural. The frequency of eye contact
may suggest either interest or boredom and may even reveal dishonesty. The direct stare of
the speaker can show candour or openness. Downward glances are generally associated
with modesty; eyes rolled upwards may convey fatigue. People’s eyes tend to show
happiness, sadness or even surprise. The lower face can also express happiness or surprise.
A smile, for example, can communicate friendliness or cooperation; the eyebrows and
forehead may reveal anger or concern.
Examples: In African cultures it is disrespectful to look older people in the eyes. In other
cultures it would be disrespectful if you don’t look someone in the eyes. They will think that
you are hiding something from them.
5.2) eye contact show who is talking to whom; facial expressions provide feedback to the
speaker, expressing such feelings/emotions as confusion or disbelief; and body posture
conveys a person’s attitude towards the interaction.
Examples: *Blinking too frequently suggests discomfort and may indicate dishonesty.
*Rolling your eyes, especially after a question is asked, can convey that you
thought the question was silly or inappropriate.
5.3)
1) Substitute a verbal message - It occurs when a non-verbal symbol replaces a verbal one.
A good example of this would be when I ask my husband why did he leave the towel on the
floor again after I asked him not to do that and he responds by lifting is shoulders. This
nonverbal message would substitute min saying: I don’t know. Or I can ask my daughter if
she is hungry, by shaking her head up and down she non verbally says yes I am hungry.
2) Contradict a verbal message - It occurs when the non-verbal symbols send a message
that contradicts the verbal symbol.
A good example is when I ask my husband if he has time to discuss a problem with me and
he says ’yes’, but starts packing his briefcase and instantly looks at his watch.
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Question 6
6.1)  Selection of norm
 Codification of form
 Elaboration of function
6.2) Language rights:

• individual rights to use one’s own languages in legal proceedings
• the right to learn in more than one language
• the right not to be discriminated against on the basis of language
• the right to use one’s mother tongue in communal life
• the right to be taught in one’s mother tongue
The 1996 South African Constitution contains a number of provisions that deal specifically
with the protection of languages and of rights relating to language. The most important of
these is section 6 which recognises 11 languages as official languages. This recognition is in
line with recent developments in international law where common standards in relation to
the protection of minority languages are in the process of being developed. The recognition
of multilingualism as well as its implementation is thus becoming an obligation resting on
all states, including South Africa. International law shows that persons belonging to
linguistic minorities are entitled not only to protection against discrimination based on the
language they speak, that is, formal equality, but also to positive state action in order to
ensure their substantive equality.
The bill of rights protects these rights.
(1) This Bill of Rights is a cornerstone of democracy in South Africa. It enshrines the rights
of all people in our country and affirms the democratic values of human dignity, equality
and freedom.
(2) The state must respect, protect, promote and fulfil the rights in the Bill of Rights.
(3) The rights in the Bill of Rights are subject to the limitations contained or referred to in
section 36, or elsewhere in the Bill.
Reference list
https://www.justice.gov.za/legislation/constitution/chp02.html

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Chrizelda Fölscher Assignment 20

Name: Chrizelda Fölscher

Parasigmatic – words that substitute each other in the same context.

Lore bese motor

6.2) Language rights:

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