AFL2601/101/2/2018 Tutorial letter 101/2/2018 Communication Dynamics in African Languages AFL2601 Semester 2 Department of African languages IMPORTANT INFORMATION: This tutorial letter contains important information about your module.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
AFL2601/101/2/2018
Tutorial letter 101/2/2018
Communication Dynamics in African Languages
AFL2601
Semester 2
Department of African languages
IMPORTANT INFORMATION:
This tutorial letter contains important information about your module.
AFL2601/101/2/2018
2
CONTENTS
Page
1 INTRODUCTION................................................................................................................3
2 PURPOSE OF AND OUTCOMES FOR THE MODULE ....................................................3
2.1 Purpose..............................................................................................................................3
2.2 Outcomes...........................................................................................................................4
3 LECTURER(S) AND CONTACT DETAILS ........................................................................4
3.1 Lecturer(s)..........................................................................................................................4
3.2 Department ........................................................................................................................5
3.3 University ...........................................................................................................................6
4 MODULE-RELATED RESOURCES ..................................................................................7
4.1 Prescribed books................................................................................................................7
4.2 Recommended books ........................................................................................................7
4.3 Electronic Reserves (e-Reserves) ......................................................................................7
4.4 Library services and resources information ........................................................................7
5 STUDENT SUPPORT SERVICES FOR THE MODULE.....................................................8
6 MODULE-SPECIFIC STUDY PLAN...................................................................................9
7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING ..........................9
8 ASSESSMENT ..................................................................................................................9
8.1 Assessment criteria ............................................................................................................9
8.2 Assessment plan ..............................................................................................................10
8.3 General assignment numbers ..........................................................................................10
8.3.1 Unique assignment numbers ............................................................................................11
8.3.2 Due dates for assignments ...............................................................................................11
8.4 Submission of assignments ..............................................................................................12
8.5 Assignments.....................................................................................................................13
9 OTHER ASSESSMENT METHODS.................................................................................53
10 EXAMINATION ................................................................................................................53
11 FREQUENTLY ASKED QUESTIONS ..............................................................................54
12 SOURCES CONSULTED ................................................................................................54
13 CONCLUSION .................................................................................................................54
AFL2601/101/2/2018
3
1. INTRODUCTION Dear Student We are pleased to welcome you to this module and hope that you will find it both interesting and rewarding. We shall do our best to make your study of this module successful. You will be well on your way to success if you start studying early in the semester and resolve to do the assignments properly.
You will receive a number of tutorial letters during the year. A tutorial letter is our way of communicating with you about teaching, learning and assessment.
Tutorial Letter 101, i.e. this tutorial letter, contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers.
Please read my Studies @ Unisa brochure, in combination with Tutorial Letter 101 as it gives you an idea of generally important information when studying at a distance and within a particular College.
In Tutorial Letter 101, you will find the assignments and assessment criteria as well as instructions on the preparation and submission of the assignments. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter very carefully.
Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.
We hope that you will enjoy this module and wish you all the best! 2. PURPOSE OF AND OUTCOMES FOR THE MODULE 2.1 Purpose
This module is useful to you, especially if you have chosen to study in the fields of education, communication sciences, psychology and business, and want to develop competencies/skills/knowledge in theoretical foundations of the fundamental communication dynamics in African languages. The module will provide you with a broad theoretical knowledge of the origins of African languages; it discusses grammatical structures with specific reference to effective communication in order to encourage awareness of the way languages influence one another.
AFL2601/101/2/2018
4
2.2 Outcomes To enable you to achieve the above we set the following outcomes for this module:
Have a broad understanding of the historical development of African languages. Be able to analyse authentic texts in chosen languages for grammatical structures. Apply different discourse strategies in given contexts. Distinguish between different sense and meaning relations Be sensitised towards different modes of communication (verbal/non-verbal). Appreciate the position of African languages in a global and localized context.
3. LECTURER(S) AND CONTACT DETAILS
3.1 Lecturer(s)
All queries that are not of a purely administrative nature but are about the content of this module should be directed to us. Please have your study material and student number with you when you contact us.
The lecturers responsible for this module are as follows:
Unit 1
Lecturer’s name: Prof. IM Kosch/Dr JC Le Roux Building and office number: TvW: 07-56/106 E-mail address: [email protected]/ [email protected] Telephone number: 012 429 8232/8024
Unit 2
Lecturer’s name: Prof. IM Kosch/Dr JC Le Roux Building and office number: TvW: 07-56/106 E-mail address: [email protected]/[email protected] Telephone number: 012 429 8232/8024
Lecturer’s name: Ms C Khoza Building and office number: TvW: 07-41 E-mail address: [email protected] Telephone number: 012 429 2253
Unit 3
Lecturer’s name: Dr RM Nakin/ Prof. SE Bosch Building and office number: TvW: 07-118/44 E-mail address: [email protected]/[email protected] Telephone number: 012 429 8659/8253
AFL2601/101/2/2018
5
Unit 4 Lecturer’s name: Prof FS Madonsela Building and office number: TvW: 07-47 E-mail address: [email protected] Telephone number: 012 429 4140
Lecturer’s name: Ms CS Mabena Building and office number: TvW: 07-119 E-mail address: [email protected]
Telephone number: 012 429 4748 Unit 5
Lecturer’s name: Dr KY Ladzani Building and office number: TvW: 07-126 E-mail address: [email protected] Telephone number: 012 429 8227 Unit 6 Lecturer’s name: Ms LR Mfazwe-Mojapelo Building and office number: TvW: 07-48 E-mail address: [email protected] Telephone number: 012 429 6455
Lecturer’s name: Ms N Molokomme Building and office number: TvW: 07-54
E-mail address: [email protected] Telephone number: 012 429 4970 We hope this will assist in making the writing of your assignments an enjoyable process. We wish you success with your studies.
3.2 Department
Should you wish to write to us or send us a fax, please use the following contact details:
The Module leader AFL2601 Attention: [Insert name of language you have chosen] Department of African Languages PO Box 392 UNISA 0003 Fax: (012) 429 8288 Letters to lecturers may not be enclosed with or inserted into assignments. Should you have study material enquiries, please note that all study material is available and can be downloaded from myUnisa.
AFL2601/101/2/2018
6
3.3 University If you need to contact the university about matters not related to the content of this module, please consult the publication my Studies @ Unisa, which you received with your study material. This brochure contains information on how to contact the university (e.g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open).
Physical address: University of South Africa Preller Street Muckleneuk Pretoria
City of Tshwane Postal address: University of South Africa PO Box 392 Unisa 0003 Fax number: 012 429 4150 / + 27 12 429 4150 Email: [email protected]
Online address: http://my.unisa.ac.za How can students contact Unisa? • Unisa’s website (http://www.unisa.ac.za & http://mobi.unisa.ac.za) • All study-related information is now available on the new Unisa corporate website in both web and mobi formats. • myUnisa (https://my.unisa.ac.za/portal & https://my.unisa.ac.za/portal/pda)
• Students can access their own information via the myUnisa website or mobi site. • E-mail ([email protected]) • Students may send an e-mail to [email protected] for information on how to contact Unisa via e-mail. • SMS (32695 – only for students in South Africa) Students may send an SMS to 32695 for more information on how to contact Unisa via SMS. The sender will receive an auto response SMS with the various SMS options. The cost to the student per SMS is R1, 00.
• Fax: (012 429 4150) Students will be able to fax their enquiries to 012 429 4150, whereafter they will be distributed to and processed by the relevant department.
AFL2601/101/2/2018
7
4. MODULE-RELATED RESOURCES 4.1 Prescribed books There are no prescribed books for this module.
4.2 Recommended books There are no recommended books for this module. 4.3 Electronic Reserves (e-Reserves)
There are no e-Reserves for this module. 4.4 Library services and resources information For brief information go to: http://www.unisa.ac.za/contents/studies/docs/myStudies-at- Unisa2016-brochure.pdf For more detailed information, go to the Unisa website: http://www.unisa.ac.za/, click on Library For research support and services of Personal Librarians, go to:
http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=7102
The Library has compiled numerous library guides: find recommended reading in the print collection and e-reserves -
http://libguides.unisa.ac.za/request/undergrad request material - http://libguides.unisa.ac.za/request/request postgraduate information services - http://libguides.unisa.ac.za/request/postgrad
finding , obtaining and using library resources and tools to assist in doing research http://libguides.unisa.ac.za/Research_Skills
how to contact the Library/find us on social media/frequently asked questions - http://libguides.unisa.ac.za/ask Additional reading
The following are additional books that can be consulted by you. The library, however, does not undertake to provide these specific books:
Cluver, A. 1992. Language planning models for a post-apartheid South Africa. Language Problems and Language Planning 16:105–136. Cooper, R.L. 1989. Language planning and social change. Cambridge, MA: Cambridge University Press. Cooper, R.L. & Spolsky, B. 1991. The influence of language on culture and thought: essays in honor of Joshua A. Fishman's sixty-fifth birthday. New York: De Gruyter. Ferguson, G. 2006. Language planning and education. Edinburgh: Edinburgh University Press. Finlayson, R. & Madiba, M. 2002. Intellectualisation and South African languages. Current Issues in Language Planning 3(1):40–61. Fishman, J.A. (ed.) 1974. Advances in language planning. The Hague: Mouton.
AFL2601/101/2/2018
8
Haugen, E. 1997. Language standardization. In Modern Linguistics, Sociolinguistics: A Reader and Coursebook, edited by N. Coupland & A. Jaworski. New York. United States. St Martin's Press, Inc.:341-351. Lo Bianco, J. 2005. Globalisation and national communities of communication. Language Problems and Language Planning 29(2):109–133. Mühlhäusler, P. 1996. Linguistic ecology: language change and linguistic imperialism in the pacific region. London: Routledge. Ozolins, U. 2003. Language and economics: mutual incompatibilities, or a necessary partnership? Current Issues in Language Planning 4(1):67–83. PanSALB. 1998. PanSALB's position on the promotion of multilingualism in South Africa: a draft discussion document. October, Pretoria: PanSALB.
PanSALB. 2000. Language use and language interaction in South Africa: Summary report of the national sociolinguistic survey conducted by MarkData on behalf of PanSALB. Pretoria: PanSALB. Pan South African Language Board. [s.a.] Status language planning. http://www.pansalb.org.za/index (accessed 6 October 2004). Phaahla, P. 2006. The feasibility of Northern Sotho as a language of commerce and industry in the Limpopo and Gauteng provinces. PhD thesis, University of Johannesburg: Johannesburg. Phillipson, R. & Skutnabb-Kangas, T. 1996. English only worldwide or language ecology? TESOL Quarterly 30:429–454. 5. STUDENT SUPPORT SERVICES FOR THE MODULE
5.1 Tutors Besides e-tutoring there will be face to face tutoring. It remains the responsibility of the respective students to contact the tutor assigned to them.
5.2 Contact with fellow students 5.2.1 Study groups
It is advisable to have contact with fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from the following
department:
Directorate: Student Administration and Registration PO Box 392 UNISA 0003
5.2.2 MyUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa learning management system is Unisa's online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet.
AFL2601/101/2/2018
9
To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the “Login to myUnisa” link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.
5.2.3 Workshops and Videoconferencing You will be informed about discussion classes/seminars/workshops and video conferences in a separate tutorial letter.
Workshops/seminars are held in Pretoria during March/April for the first semester and
during August/September for the second semester. During the same periods video conferences will be held to reach students further afield at strategic centres. A tutorial letter informing you of the final time, date and venue of the workshops/seminars and video conferences will be sent to you during the course of the semester. The information will also be available on myUnisa under ‘Announcements’.
5.3 Free computer and internet access Unisa has entered into partnerships with establishments (referred to as Telecentres) in various locations across South Africa to enable you (as a Unisa student) free access to computers and the Internet. This access enables you to conduct the following academic related activities: registration; online submission of assignments; engaging in e-tutoring activities and signature courses; etc. Please note that any other activity outside of these are for your own costing e.g. printing, photocopying, etc. For more information on the Telecentre nearest to you, please visit www.unisa.ac.za/telecentres. 6. MODULE-SPECIFIC STUDY PLAN Use your my Studies @ Unisa brochure for general time management and planning skills. 7. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING
There are no practicals for this module. 8. ASSESSMENT 8.1 Assessment criteria • How the admission to the examination works In terms of University policy, admission to examinations is granted to students on the basis of the submission of the first assignment for the specific tuition period (regardless of the mark obtained). The due date of the assignment will be within the first five weeks of the tuition period.
AFL2601/101/2/2018
10
8.2 Assessment plan • How the assessment system works There are two assignments for this module. In order to gain admission to the examination Assignment 01 has to be submitted in time. You are strongly advised to submit the second assignment as well. Both assignments are compulsory. The due dates for the submission of the assignments are indicated in section 8.2.1. You will receive the correct answers automatically for multiple-choice questions. For written assignments, lecturers / assessors will comment constructively on your work. However, instructional feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter number will be 201, 202, etc.
8.3 General assignment numbers The assignments are based on the study guide for AFL2601.
VERY IMPORTANT: Note that each student has to submit only TWO assignments for this module. The first assignment (Assignment 01, which is a multiple choice assignment) must be done by all students. The first digit of the assignment number in this case, i.e. “0” identifies the assignment type as a multiple choice assignment and the second digit “1” stands for the first assignment.
The second assignment, which is a written assignment, is recognised by a “2” as the first digit of the assignment number. The second digit of the assignment number refers to the language in which you choose to answer your assignment. Each language has been allocated a number as follows: English 20 IsiZulu 21 IsiXhosa 22 Sesotho sa Leboa 23 Assignment 20, for example, will refer to the second assignment for English, Assignment 21 will refer to the second assignment for isiZulu, Assignment 22 will refer to the second assignment for isiXhosa, etc.
The first assignment must be done by all students to gain admission to the exams. Both assignments contribute to the year mark and it is advisable that students submit the second assignment as well.
AFL2601/101/2/2018
11
Please choose only ONE language and do the two assignments for that particular language, e.g. Siswati (Assignment 01 and 26), Xitsonga (Assignment 01 and 29).
Language First assignment (Multiple choice) Written (second) assignment
English : Assignment 01 and English 20
IsiZulu : Assignment 01 and IsiZulu 21
IsiXhosa : Assignment 01 and IsiXhosa 22
Sesotho sa Leboa : Assignment 01 and Sesotho sa Leboa 23
Setswana : Assignment 01 and Setswana 24
Sesotho : Assignment 01 and Sesotho 25
Siswati : Assignment 01 and Siswati 26
IsiNdebele : Assignment 01 and IsiNdebele 27
Tshivenḓa : Assignment 01 and Tshivenda 28
Xitsonga : Assignment 01 and Xitsonga 29
8.3.1 Unique assignment numbers
Assignment 01 is a multiple-choice assignment that needs to be completed by means of a mark-reading sheet. Assignments 20 – 29 are written assignments. Each multiple-choice assignment and each written assignment has a unique number for Semester 1 and Semester 2. Please make sure that you use the correct number for the applicable assignment and semester for your chosen African language. You will be provided with the mark reading sheet to answer the MCQ questions. 8.3.2 Due dates for assignments
SEMESTER 2
Assignment
Unique number
Type
Due dates
01 845087 Multiple Choice 06 AUGUST 2018
20 (English) 774506 Written 29 AUGUST 2018
21 (IsiZulu) 835800 Written 29 AUGUST 2018
22 (IsiXhosa) 899066 Written 29 AUGUST 2018
23 (Sesotho sa Leboa) 763915 Written 29 AUGUST 2018
24 (Setswana) 867878 Written 29 AUGUST 2018
25 (Sesotho) 764617 Written 29 AUGUST 2018
26 (SiSwati) 695560 Written 29 AUGUST 2018
27 (IsiNdebele) 791557 Written 29 AUGUST 2018
28 (Tshivenda) 804008 Written 29 AUGUST 2018
29 (Xitsonga ) 746440 Written 29 AUGUST 2018
AFL2601/101/2/2018
12
8.4 Submission of assignments Assignments may not be submitted by fax or email. You may submit written assignments and assignments done on mark-reading sheets electronically via myUnisa. For detailed information on assignments, please refer to my Studies @ Unisa brochure, which you received with your study package. To submit an assignment via myUnisa:
• Go to myUnisa. • Log in with your student number and password. • Select the module. • Click on assignments in the menu on the left-hand side of the screen.
• Click on the assignment number you wish to submit.
• Follow the instructions. Students who would want their assignments to be marked electronically using onscreen marking should click on:
Electronic resources • Acrobat Reader • Test your browser for compatibility with the myUnisa website • Convert your assignments to PDF Format • PrimoPDF - A Free PDF Conversion application • CutePDF - Convert to PDF for free • Download FreePDF XP • PDF Converter - Convert to PDF Online Free • Free PDF Converter application
AFL2601/101/2/2018
13
8.5 Assignments
8.5.1 FIRST ASSIGNMENT 01 (MCQs)
These assignments are meant for students who are registered for semester two only. Both assignments 01 and 20-29 are compulsory as they both contribute equally towards the year mark. Assignment 01 is to be answered by all students, regardless of their chosen African language.
ASSIGNMENT 01
CLOSING DATE : 06 AUGUST 2018
UNIQUE NUMBER : 845087
TOTAL: [100]
Content: This assignment is based on the only study guide for AFL2601, study units 1, 2, 5 and 6.
Objective: The main objective of this assignment is to test your knowledge in terms of the following assessment criteria:
• Different phases of the socio-historical development of African languages. • The interrelatedness between and characteristic features of members of the
African language family. • Word formation in African languages. • The importance of noun classes in processes of grammatical agreement. • Actualization of interpersonal meaning as demonstrated in real life situations
and in literary texts. • familiarise yourself with the various types of sense relations. • Issues of multilingualism and how they affect the development of African
languages in South Africa.
Instructions:
Remember to answer the questions below on a mark-reading sheet.
1. Which term best describes the following: Niger-Congo, Nilo-Saharan, Afro-Asiatic
and Khoisan?
1. Languages 2. Bantu languages 3. Language families 4. Endangered languages
AFL2601/101/2/2018
14
2. Why can the origin of the Bantu languages not be determined with any certainty?
1. There are no written records of the original language. 2. There is no archaeological evidence of the existence of the original people. 3. Diachronic postulations were made without a synchronic study. 4. Bantu languages lack the operation of regular sound shifts.
3. The term ‘Ur-Bantu’ refers to …
1. The systematic fragmentation of the Bantu language family. 2. Guthrie’s corpus of approximately 2 300 starred forms.
3. The presumed ancestor language of the Bantu languages. 4. The place of origin of the Bantu languages.
4. Guthrie’s classification of languages into zones was based on the following
principles:
1. psychological 2. areal 3. grammatical 4. hypothetical
5. The following (Northern Sotho) example demonstrates class concordance as a
typical feature of a Bantu language:
1. batho ba pele (first people) 2. bathong! (goodness!) 3. motho – batho (person – persons) 4. monna – mosadi (man – woman)
6. The fact that there is such close correspondence between the word for ‘people’ in
different languages, i.e. abantu, batho, ovandu, antu, watu, etc. is evidence that they all belong to the same …
1. language
2. language family 3. language group 4. dialect
7. In Guthrie’s study “starred forms” represent …
1. the system of grammatical genders 2. the operation of regular sound shifts 3. archaeological evidence for the interrelatedness of Bantu languages 4. roots from which words could have been derived
AFL2601/101/2/2018
15
8. Meinhof could make postulations about the relatedness of the Bantu languages by applying the principle of …
1. diachronic reconstruction 2. regular sound shifts 3. geographical spread
4. language classification 9. Which airstream is used in the production of clicks?
1. Glottalic airstream
2. Eggressive airstream 3. Lingual airstream 4. Pulmonic airstream
10. Articulatory phonetics is the study of …
1. the changes in meaning produced by speech sounds 2. the movement of speech organs when speech sounds are uttered 3. the system of the International Phonetics Association (IPA) 4. the primary role of speech organs
11. The African languages are experienced as difficult to learn by non-speakers of an
African language because of …
1. structural differences between their languages and an African language. 2. economic pressures. 3. lack of prestige associated with knowing an African language. 4. an inherent inability to acquire an additional language.
12. Greater flexibility in word order in the African languages as compared to English is
made possible through …
1. subjects, verbs and objects. 2. deletion of nouns.
3. non-distinction of gender in the pronouns. 4. agreement morphemes.
13. When you are able to apply some of your knowledge of one language to a new
language this is called …
1. linguistic tools 2. language transfer 3. automatic translation 4. information extraction
AFL2601/101/2/2018
16
14. Which of the following statements does NOT convey a correct fact about the noun classes?
1. Singular and plural forms are placed in separate classes according to the
standard format for listing the class prefix system. 2. All nouns in even numbered classes have singular forms in their
corresponding uneven numbered classes.
3. Most nouns denoting people are accommodated in classes 1 and 2.
4. Not all languages distinguish the same number of classes.
15. A noun class which is non-productive is characterised by …
1. a limited number of nouns or only one noun. 2. new words which may be added to the class by means of its prefix. 3. the invariant locative suffix (-ni or -ng). 4. a prefix which displays variant forms.
16. Affixes are classified into two main types, namely
1. lexical and grammatical morphemes 2. singular and plural markers 3. preprefix and a basic prefix 4. prefixes and suffixes
17. The stem of a primitive noun like batho/abantu consists of …
1. one morpheme, i.e. a root 2. two morphemes, i.e. a root and a suffix 3. three morphemes, i.e. a prefix, a root and a suffix 4. two morphemes, i.e. a prefix and a root
18. Phonological rules are the rules responsible for the following changes in words:
1. lexical changes 2. a change in the sequence of words
3. sound changes 4. a change in class gender markers
19. When most of the words in a language consist of more than one morpheme, such a
language is said to have …
1. a reciprocal morphology 2. an agglutinative morphology 3. a monomorphemic morphology 4. an invariable morphology
AFL2601/101/2/2018
17
20. Which is the most accurate description of what a deverbative is?
1. It is a word which can take several extensions. 2. It is a word which ends on a suffix like -i or –o. 3. It is a word which enlarges the vocabulary of a language. 4. It is a word which has been derived from a verb.
21. Grooming is a form of non-verbal communication that is...
1. subconscious. 2. arbitrary.
3. conscious. 4. hierarchical.
22. Positive gestures are body signals that make you look...
1. hurtful. 2. relaxed. 3. arrogant. 4. nervous.
23. The use of non-verbal behaviour to stress oral messages is called…
1. social behaviour. 2. contradicting. 3. accenting. 4. demographic.
24. The replacement of a nonverbal symbol with a verbal one is called…
1. accenting. 2. frowning. 3. shrugging. 4. substituting.
25. Locative gestures are used to indicate…
1. where students get their knowledge. 2. where academics write their research work. 3. where something is or what direction something might be going. 4. the heredity of something.
26. Which of the following linguistic characteristics also apply to nonverbal
communication?
1. None 2. Displacement. 3. Self-reflexiveness. 4. Structure.
AFL2601/101/2/2018
18
27. Blacks speak louder in public places to avoid…
1. their messages to be heard. 2. conflict. 3. arguments. 4. suspicion of conspiracy.
28. Verbal and nonverbal messages should match because...
1. together they contribute to the total message. 2. verbal messages are often more credible than nonverbal messages.
3. nonverbal messages are usually consciously observed. 4. people relate better nonverbally than verbally.
29. In nonverbal communication, regulators refer to…
1. nonverbal acts that display instinctive responses. 2. nonverbal acts which are learnt through initiation and replacement of words. 3. nonverbal acts which are learnt through culture and replacement of words. 4. nonverbal acts that maintain and control the flow of speaking and listening.
30. Which of the following is a set of the seven aspects of nonverbal behaviour?
1. Kinesics, universal nonverbal communication, culture, proximity, artefacts,
touching behaviour and environment. 2. Kinesics, physical distractions, psychological characteristics, paralanguage,
proximity, artefacts and environment. 3. Kinesics, physical characteristics, touching behavior, paralanguage,
proximity, artefacts and environment 4. Environment, proximity, voice, behavioural patterns, physical distractions,
nonverbal communication, culture.
31. Which areas in South Africa tend to be more linguistically homogeneous?
1. Cape Town
2. Urban areas 3. Rural areas 4. Johannesburg
32. Which section of the constitution provides the primary legal and constitutional
framework for multilingualism?
1. Geneva Convention, 1988. 2. Section 6 of the Constitution of the Republic of South Africa, 1996. 3. Section 8 of the Constitution of the Republic of South Africa, 2006. 4. Section 7 of the Constitution of the Republic of South Africa, 1996.
AFL2601/101/2/2018
19
33. There are four crucial stages of a language development process and they are:
1. the development of a standard orthography, spelling system, modernization and lexical modernization.
2. elaboration and modernization of the vocabulary, standard orthography and
lexical modernization. 3. selection of norm, codification of form, elaboration of function and
acceptance by the community. 4. standardization, modernization, lexical modernization and creation of
registers for special purposes.
34. Codification is defined as …
1. minimal variation in form. 2. maximal variation in function. 3. standard orthography and lexical modernization. 4. minimal and maximal variation in function.
35. In any multilingual society certain languages will be dominant, while others will be
minority languages. In South Africa this statement holds true. Dominance in some languages is determined by …
1. people who speak many languages. 2. the number of speakers.
3. economic and political power. 4. the minority.
36. The object of an ecological language policy must...
1. enforce that only one or two 'powerful' languages thrive. 2. create a sustainable environment in which all languages can thrive. 3. contribute constructively to the demise of other languages so that powerful
languages can play a hegemonic role over minority languages. 4. enhance the status of dominant languages.
37. Extralinguistic factors that are inherent in the bilingual person's relation to the
languages that he/she brings into contact are...
1. non-specialisation in the production of each language by topics and interlocutors.
2. the different manner of learning two languages. 3. attitudes toward each language, whether idiosyncratic or stereotyped. 4. relative proficiency in one language.
38. Multilingualism is viewed as a barrier by some language planning scholars because
they view language as a...
1. resource 2. problem 3. human right 4. sentimental attachment
AFL2601/101/2/2018
20
39. A multilingual person can be defined as …
1. a passive or active person 2. a person who describes comparable situations 3. a person who has extra languages at their disposal 4. anyone with communicative skills in more than one language
40. Multilingualism occurs at four different levels …
1. personal, societal, interactional, and linguistic level 2. individual, international, economic and communicative level
3. individual, interactional, bilingual and trilingual level
4. personal, international, linguistic and interactional level
TOTAL: [40]
AFL2601/101/2/2018
21
8.5.2 SECOND ASSIGNMENT
Remember to number your second assignment as follows as indicated in par. 8.3 in accordance with the language in which you will be answering your assignment questions:
English : 20 IsiZulu : 21
IsiXhosa : 22 Sesotho sa leboa : 23 Setswana : 24 Sesotho : 25 IsiSwati : 26 IsiNdebele : 27 Tshivenda : 28
Xitsonga : 29
CLOSING DATE : 29 AUGUST 2018
Content: This assignment is based on the only study guide for AFL2601, study units 1, 2, 3, 4, 5 and 6. Objective: The main objective of this assignment is to test your knowledge in terms of the following assessment criteria: • The principles according to which nouns are classified into noun classes in the African languages are described. • The importance of the identification of word structure (e.g. of verbs) is illustrated. • Sentences are structured to optimise information transfer. • Word order is used as a tool for effective communication in different languages. • Novel language data is analysed from a variety of sources (literature and the media) in terms of information structure. • Actualisation of interpersonal meaning is demonstrated in real life situations and in
literary texts. • Familiarise yourself with the various types of sense relations. • Verbal communication and nonverbal communication in given contexts are
contextualised and interpreted. • Issues of multilingualism and how they affect the development of African languages
in South Africa are discussed. NB: Answer ALL questions with reference to your chosen indigenous language and make sure you number your assignment correctly in accordance with the language in which you will be answering the assignment questions.
AFL2601/101/2/2018
22
ENGLISH 20
ASSIGNMENT 20
CLOSING DATE : 29 AUGUST 2018
UNIQUE NUMBER : 774506
TOTAL MARKS: [100]
QUESTION 1 Socio-historical introduction to African languages
Guthrie stated that the Bantu languages could be regarded as a language family on their own and that there were four basic criteria with which a language must comply in order to belong to this language family. Mention these four characteristics and give examples from your African language to show in what way it complies with each of these four criteria. /10/
QUESTION 2
Structural overview of the African languages
2.1 When observing the class gender system in African languages, we notice that not all
noun classes are equally productive. Briefly explain the difference between a productive and a non-productive noun class. Refer to applicable examples from the noun classes in your African language to support your statements. (4)
2.2 Choose any verb stem in your African language and create a noun from it
(deverbative), using the following table for the analysis of your example. (Note that your example must include at least one of the verbal extensions, e.g. reciprocal, applicative, causative, etc.).
Class prefix Verb root Extension(s) Suffix
(4)
2.3 Explain why it is important for borrowed nouns to be accommodated in one of the
noun classes. Give a suitable example from your African language to illustrate. (2) /10/
AFL2601/101/2/2018
23
QUESTION 3 Syntax and information structure
3.1 Give definitions for the following words: Syntax (2) Pronominalisation (2) Given information (2) New information (2) 3.2 (i) Translate the following sentence into your language: ‘All students need bursaries’ (1) (ii) Change the word order of the translated sentence above and indicate the focus by
completing the table below:
Object Predicate Subject
(3) 3.3 (i) Give the usage of a demonstrative pronoun to distinguish different positions. Support your answer with suitable examples in your language. (6) (ii) Translate the sentence below into your African language and identify the pronoun. We, the parents, speak isiZulu. (1)
(iii) Give the function of the pronoun you identified in (ii) above. (1) /20/
QUESTION 4 Semantics 4.1 Near synonyms can be described as words that differ in their connotation. Discuss this
statement by referring to the different types of near-synonyms and provide suitable examples in your language. (12)
4.2 What is the difference between homonyms and polysemous words? Give suitable
examples in your language. (4) 4.3 Define the term hyponymy by explaining the relationship between superordinate and
subordinate terms. (4) /20/
AFL2601/101/2/2018
24
QUESTION 5 Verbal and nonverbal communication
5.1 With suitable examples, briefly discuss what is meant by nonverbal communication. (10)
5.2 From your own experience, describe a situation where nonverbal communication
was used to:
(i) Accent a verbal message. (ii) Contradict a verbal message. (10)
/20/ QUESTION 6
African languages in global perspective
6.1 Outline and evaluate the language planning processes in South Africa or any other
country, referring to the government language policy and its actual implementation in the local or educational domain. Your discussion should not exceed 3 pages.
(15)
6.2 List 5 examples of what is meant by ‘language rights’. (5)
/20/ TOTAL: [100]
AFL2601/101/2/2018
25
ISIZULU 21
ISIVIVINYO 21
IZINSUKU ZOKUVALA : 29 AUGUST 2018
UNIQUE NUMBER : 835800
AMAMAKI ESEWONKE: [100]
Okuqukethwe: Lesi sivivinyo sibhekise kumhlahlandlela ka-AFL2601 kuphela,
amayunithi okufunda 1, 2, 3, 4, 5 no-6.
Inhloso: Inhloso enkulu yalesi sivivinyo wukuhlola ulwazi lwakho mayelana
namazinga okuhlolwa alandelayo
• Kuchazwa imigomo okwehlukaniswa ngayo amabizo ngokwezigaba ezilimini
zase-Afrika.
• Kukhonjiswa ukubaluleka kokuveza isakhiwo segama (isib. isakhiwo sezenzo).
• Imisho yakhelwa ukuze ukwedluliswa kolwazi kube yimpumelelo.
• Kusetshenziswa ukuhleleka kwamagama njengethuluzi lokuxhumana
elinempumelelo ezilimini ezehlukene.
• Kuhlaziywa ulwazi olusha lolimi oluthethwe emithonjeni ehlukene (emibhalweni
nasemithonjeni yezindaba) ngokohlaka lolwazi
• Kukhonjiswa incazelo yokuxhumana njengoba isetshenziswa emphakathini
kanye nasezicwadini zobuciko.
• Zijwayeze izinhlobo ezahlukene zobudlelwano bencazelo (sense relations)
• Ukuxhumana ngezwi nokuxhumana okungasebenzisi zwi kuyachazwa kubuye
kuhunyushwe ezindaweni ezihambisana nesimo esithize.
• Kuxoxwa ngezindaba zeziliminingi nokuthi zithintana nokuthuthukiswa kwezilimi
zase-Afrika lapha eNingizimu Afrika.
Phendula YONKE imibuzo ubhekise olimini lwakho.
UMBUZO 1
Isingeniso ngenhlalomlando yezilimi zase-Afrika UGuthrie, uveza ukuthi izilimi zesiNtu zingathathwa njengomndeni wezilimi ozimele, nanokuthi kunemigomo emine okumele ulimi luyilandele ukuze luthathwe njengalolo olungaphansi kwalowo mndeni wolimi. Nikeza leyo migomo emine bese unikeza izibonelo olimini lwakho ukukhombisa ukuthi luyilandela kanjani leyo migomo?
/10/
AFL2601/101/2/2018
26
UMBUZO 2
Ukuchaza ngesakhiwo sezilimi zase-Afrika 2.1 Uma sibheka uhlelo lwezigaba zamabizo ezilimini zaseAfrika, sibona ukuthi
akuzona zonke izigaba zamabizo ezikhiqizayo (productive). Chaza kafushane ngomehluko phakathi kwezigaba zamabizo ezikhiqizayo nezingakhiqizi (unproductive). Bhekisa ezibonelweni ezifanele zezigaba zamabizo olimini lwakho ukusekela isitatimende sakho. (4)
2.2 Khetha noma yisiphi isiqu sesenzo olimini lwakho bese wakha ibizo ngaso (i-
deverbative), usebenzise uhla/ithebula ukuhlaziya isibonelo sakho. (Uqaphele
ukuthi isibonelo sakho kufanele sifake okungenani isengezo esisodwa, isib. impambosi yokwenzana, impambosi yokwenzela, impambosi yokwenzisa, njll.).
Isiqalo sesigaba Umsuka wesenzo Isengezo Isijobelelo
(4)
2.3 Chaza ukuthi kungani kubalulekile ukuthi amabizo ayimifakela afakwe kusinye
sezigaba zamabizo. Nikeza isibonelo esifanele esisuselwa olimini lwakho lwase- Afrika. (2)
/10/
UMBUZO 3
Uhlelomagama nohlaka lolwazi 3.1 izincazelo zamagama alandelayo: Uhlelomagama (2) Isabizwana (2) Ulwazi olinikeziwe (2) Ulwazi olusha (2) 3.2 (i) Humusha umusho olandelayo olimini lwakho: “All students need bursaries’ (1) (ii) Guqula ukuhleleka kwamagama emshweni ohunyushwe ngenhla bese
ukhombisa inguquko ngokugcwalisa uhla olungezansi:
umenziwa/isiduku isilandiso umenzi/inhloko
(3)
AFL2601/101/2/2018
27
3.3 (i) Nikeza ukusetshenziswa kwesabizwana sokukhomba ukuhlukanisa izindawo ezihlukene. Sekela impendulo yakho ngezibonelo ezifanele olimini lwakho. (6)
(ii) Humushela umusho ongezansi olimini lwakho bese ukhomba isabizwana. We, the parents, speak isiZulu. (1)
(iii) Nikeza umsebenzi wesabizwana osikhombise ku (ii) ngenhla. (1)
/20/
UMBUZO 4
Isemantikisi
4.1 Amagama acishe abengomqondofana angachazwa njengamagama anencazelo
ehlukile. Xoxa ngalesi sitatimende ngokubhekisa ezinhlotsheni ezihlukene zomqondofana hhayi-ncimishi bese unikeza izibonelo ezifanele olimini lwakho. (12)
4.2 Yini umehluko phakathi komabizwafane kanye nomqondomningi (polysemous
words)? Nikeza izibonelo ezifanele olimini lwakho. (4)
4.3 Chaza itemu ihayphonimi/igama eliqukethe elinye ngokuchaza ubudlelwano phakathi
kwetemu elibonisa okungaphezulu (superordinate) kanye netemu elibonisa okungezansi. (4)
/20/
UMBUZO 5
Ukuxhumana ngezwi nanokungenazwi (a) Ngezibonelo ezifanele, chaza kafushane ukuthi kusho ukuthini ukuxhumana
okungenazwi.
(b) Kokwake wahlangabezana nakho, chaza isimo lapho wasebenzisa ukuxhumana
okungenazwi ukuze kwenzeke lokhu:
(10)
(i) Ukugcizelela ukuxhumana ngezwi
(ii) Ukushayisana nokuxhumana ngezwi (10) /20/
UMBUZO 6 Izilimi zase-Afrika ngokwesimo somhlaba
6.1 Chaza bese ubheka indlela yokuhlelwa kolimi eNingizimu Afrika, noma kunoma
yiliphi izwe, ubhekise emgomeni wolimi lohulumeni nasekuwusebenziseni emfundweni yasekhaya noma emkhakheni wezemfundo. Ingxoxo yakho kumele
ingeqi amakhasi amathathu. (15) 6.2 Nikeza izibonelo ezinhlanu ngokuchazwa ‘ngamalungelo olimi’. (5)
/20/
AMAMAKI ESEWONKE: [100]
AFL2601/101/2/2018
28
ISIXHOSA 22
ASSIGNMENT 22
CLOSING DATE : 29 AUGUST 2018
UNIQUE NUMBER : 899066
TOTAL: [100]
Isiqulatho: Lo msebenzi usekelwe kwisikhokelo sesifundo sika-AFL2601, iiyunithi zesifundo 1, 2, 3, 4, 5 no-6.
Injongo: Eyona njongo iphambili yalo msebenzi kukuvavanya ulwazi lwakho ngokwezi
ndlela zovavanyo zilandelayo:
• Imithetho-siseko emalunga nolwahlulo lwezibizo ngokwamahlelo azo kwiilwimi
zesiNtu ichaziwe. • Ukubaluleka kokuphawulwa kolwakhiwo lwamagama (umz. izenzi) kubonisiwe. • Izivakalisi zakhiwe ngendlela ephucula ugqithiso lolwazi. • Ulwakhiwo lwamagama lusetyenziswe njengesixhobo soqhagamshelwano
olufanelekileyo kwiilwimi ezohlukeneyo. • Ulwazi ngolwimi lwenoveli luhlalutywe koovimba abohlukeneyo (uncwadi unye
nemidiya) ngokolwakhiwo lolwazi. • Ukucaciswa ngqo kwentsingiselo kuboniswa ngqo kwiimeko zobomi kwakunye
nakuncwadi. • Ziqhelanise neendidi ezohlukeneyo zonxulumano lwezivo (senses). • Ukuthetha ngomlomo nokungathethi ngomlomo kwimiba ethile kuchazwe ngokubanzi
kwaze kwanikwa intsingiselo. • Imiba yeelwimi ngeelwimi nendlela ezichaphazela ngayo iilwimi zesiNtu kuxoxwa
ngayo.
NB: Phendula YONKE imibuzo enxulumene nolwimi lwakho olusebenzisayo uze uqinisekise ukuba umsebenzi wakho unenombolo ehambelana nolwimi oza kuphendula ngalo imibuzo kulo msebenzi.
UMBUZO 1
INTSHAYELELO ENGEMBALI ENGEELWIMI ZESINTU NONXULUMANO NOLUNTU
U-Guthrie wathi iilwimi zesiNtu zingathathwa njengenxalenye yomnombo weelwimi zesiNtu zizodwa nje kwaye kukho izikhokelo ezine ekufuneka ulwimi luthobelane nazo ukuze zibe ziyinxenye yalo mnombo. Nika ezi mpawu zine kunye nemizekelo yazo kulwimi lwesiXhosa ukubonisa ukuba zithobelana nazo zone ezi zikhokelo. /10/
AFL2601/101/2/2018
29
UMBUZO 2 AMAGQABANTSHINTSHI NGOKWAKHEKA KWEELWIMI ZESINTU
2.1 Xa uqwalasela amahlelo ezibizo kwiilwimi zesiNtu siqaphela ukuba onke amahlelo
ezibizo avelisa izinto ezifanayo. Yithi gqabagqaba ubonise umahluko phakathi kwamahlelo anezibizo ezixandileyo kunye nalawo anezibizo ezingaxandanga. Jonga imizekelo ekhoyo yamahlelo ezibizo esiXhosa ukuxhasa ingxelo yakho. (4)
2.3 Khetha naluphi na uhlobo lwesenzi esiXhoseni uze usiguqule sibe sisibizo
(deverbative), usebenzisa uluhlu olulandelayo ukuze uhlalutye umzekelo wakho.
(Qaphela ukuba umzekelo wakho kufuneka uquke nokuba sinye kwizixando zezenzi, umz. Isixando sokwenzana, isixando sokwenzela, isixando sokwenzisa, njlnjl.).
Isimaphambili sehlelo Ingcambu yesenzi Isongezelelo sesenzi Isimamva
(4)
2.3 Chaza ukuba kutheni kubalulekile ukuba izibizo zemboleko zibekwe phantsi
kwehlelo elinye kumahlelo ezibizo. Nika umzekelo ofanelekileyo esiXhoseni ukubonisa oku. (2)
/10/
UMBUZO 3
ISINTAKSI NOKWAKHEKA KOLWAZI
3.1 Nika inkcazelo yala magama alandelayo:
Isintaksi (2) Isimelabizo (2) Ulwazi olunikezelweyo (2) Ulwazi olutsha (2)
3.2 (i) Guqulela esiXhoseni esi sivakalisi silandelayo:
‘All students need bursaries’ (1) (ii) Tshintsha ulandelelwano lwamagama kwisivakalisi osiguqulele esiXhoseni
ngasentla uze ubonise ingqwalaselo ngokugcwalisa olu luhlu lungezantsi:
injongosenzi isivisa intloko
3.3 (i) Bonisa ukusetyenziswa kwesimelabizo sesalathisi ekubaluleni iindawo
ezohlukeneyo.
(3)
Xhasa impendulo yakho ngemizekelo efanelekileyo esiXhoseni. (6)
AFL2601/101/2/2018
30
(ii) Guqulela esiXhoseni esi sivakalisi singezantsi uze uphawule isimelabizo. We, the parents, speak isiZulu.. (1)
(iii) Nika umsebenzi wesimelabizo osiphawule ngasentla ku-(ii). (1) /20/
UMBUZO 4
ISEMANTIKHSI
4.1 Izithethantonye ezaziwa njengee-near-synonyms ngolwimi lwasemzini zingachazwa
njengamagama awohlukileyo ngentsingiselo-zwi yesibini (connotation). Xoxa ngale ngxelo ngokubhekiselele kwiindidi ezohlukeneyo zezithethantonye uze unikezele imizekelo efanelekileyo esiXhoseni. (12)
4.2 Chaza umahluko phakathi koomabizwafane (amagama apelwa okanye abizwa
ngendlela efanayo kodwa anentsingiselo engafaniyo, ii-homonyms ngolwimi lwasemzini) kunye namagama aneentsingiselo ezininzi, i-polysemous ngolwimi lwasemzini? Nika imizekelo efanelekileyo yesiXhosa. (4)
4.3 Nika intsingiselo yokuqukwa kwentsingiselo okanye u-hyponymy uze unike
nolwalamano phakathi kwamagama aquka okuninzi (superordinate) kunye nesihlanganisi sokwayama (subordinate). (4)
/20/
UMBUZO 5 UKUNXIBELELANA NGAMAZWI NANGOKUNXIBELELANA NGEZANDLA NANGAMANYE AMALUNGU OMZIMBA
5.1 Ngokunika imizekelo efanelekileyo, xoxa ngentsingiselo yonxibelelwano
ungasebenzisanga mazwi, oko kukuthi, uqhagamshelwano ngokulinganisa. (10) 5.2 Ngokwamava akho, chaza imeko apho kwasetyenziswa uqhagamshelwano
ungasebenzisanga mazwi: (i) Ekugqithiseni umyalezo womlomo. (ii) Ekuchaseni umyalezo womlomo. (10)
/20/ UMBUZO 6
IILWIMI ZASE-AFRIKA NGOKWEMO YELIZWE JIKELELE 6.1 Yila uze uvavanye iinkqubo zocwangciso lolwimi eMzantsi Afrika okanye naliphi na
elinye ilizwe, ngokubhekiselele kumgaqo-nkqubo karhulumente weelwimi nokuzalisekiswa kwawo kwingingqi okanye kwicandelo lezemfundo. Ingxoxo yakho ingadluli kumaphepha ama-3. (15)
6.2 Nika imizekelo emi-5 echaza intsingiselo ‘yamalungelo olwimi’. (5)
/20/
TOTAL: [100]
AFL2601/101/2/2018
31
SESOTHO SA LEBOA 23
ASAENMENTE 23
NAKO YA GO ROMELA : 29 AUGUST 2018 UNIQUE NUMBER : 763915
PALOMOKA: [100]
DINTLHA TŠE BOHLOKWA Asaenmente ye ke ya bobedi. Ge o sa e romele o ka se dumelelwe go ngwala ditlhahlobo. Ipolokele fotokopi ya asaenmente ye gore o be le bohlatse bja gore o e rometše ge mohlamongwe e ka timela posong ya se kgone go swaiwa ka nako.
POTŠIŠO 1 Tlholego le histori ya maleme a Seafrika Tlhophong ya gagwe ya maleme a Bantu, Guthrie o hlalošitše gore pele maleme a ka tšewa go ba moloko a tee ka boona a swanetše go ba le dilekanyo tša motheo tšeo maleme a swanetšego go latela tšona gore a tle a be ka fase ga moloko wo wa maleme. Ahlaahla dilekanyo tše di ka bago NNE tša motheo tšeo maleme a swanetšego go di latela. Thekga karabo ya gago ka mehlala ye maleba gomme o kgethe leleme leo le welago molokong wa maleme a Bantu. /10/
POTŠIŠO 2 Tshekatsheko ya popego ya maleme a Seaforika
2.1 Ge re tsitsinkela lenaneo la legoro la bong ka maleme a Seafrika Borwa, re lemoga
gore ga se magoro ka moka a maina ao a nago le tšweletšo ye botse (productive) ya maina. Hlaloša ka bokopana pharologantšho magareng ga maina ao a nago le tšweletšo ye botse le ao a se nago le yona. Thekga setatamente sa gago ka go bapetša mehlala ye e maleba go tšwa magorong a maina. (4)
2.2 Kgetha kutu ya lediri le lengwe le le lengwe Sesothong sa Leboa gomme o bope
leina go tšwa legorong ka lona (letšwalediring) gomme o šomiše theibolo ye e latelago go sekaseka mehlala yeo o e filego. (Ela hloko gore mehlala ya gago e akaretša ye mengwe ya meselana, mohlala; ledirani, lediredi, lediriši bj. bj.).
Hlogo Modu Katološo Moselana
(4)
AFL2601/101/2/2018
32
2.3 Hlaloša gore ke eng go le bohlokwa go amogela tlhophollo ya maina a maadingwa go le lengwe la magoro a maina. Fana ka mohlala wo o maleba Sesothong sa Leboa go re bopela seo. (2)
/10/ POTŠIŠO 3 Popafoko le tlhamego ya tshedimošo 3.1 Neelana ka ditlhalošo tša mantšu a a latelago: Popofoko (2) Tšhalafatšo (2) Tshedimošo yeo e filwego (2) Tshidimošo ye mpsha (2) 3.2 (i) Fetolela lefoko le le latelago Sesothong sa Leboa: ‘All students need bursaries’ (1)
(ii) Fetola tatelanontšu lefokong leo o le fetoletšego ka godimo (3.2 (i)) gomme o laetše gore tsepelelo e ile go ba lentšung lefe ka go tlatša theibolo ye e latelago:
Sedirwa Tiro Sediri
3.3 (i) Fan aka mošomo woo o kgathago tema ke lešalašupi gomme o tšweletše pharologanyo ya maemo ao a fapafapanego a lešupi. Thekga karabo ya gago ka mehlala ye e maleba. (6)
(ii) Fetolela lefoko le le latelago Sesothong sa Leboa gomme o re šsupetše lešalašupi.
We, the parents, speak isiZulu. (1)
(iii) Neelan aka mošomo woo lešala leo wena o le šupilego mo go (ii) ka godimo.
(1)
/20/
POTŠIŠO 4
Semantiki 4.1 Mantšu ao a tšwelelago bjalo ka mahlalošagotee a ka hlalošwa bjalo ka
ditlhalošokadika tše di dipharologantšhitšwego. Hlaloša setatamente se o lebišitše go mehuta ya dipharologantšho tša mantšu ao a tšwelelago bjalo ka mahlalošagotee gomme o neane ka mehlala ye e maleba lebakeng la seo. (12)
4.2 Pharologantšho magareng ga mareo a: ditumatshwano le ditlhalošokatološo ke
eng? Neana ka mehlala ye e maleba Sesothong sa Leboa. (4)
AFL2601/101/2/2018
33
4.3 Neana ka tlhalošo ya lereo le, tlhalošokakaretšo ka go hlaloša kamano magareng ga mareo a superordinate le subordinate. (4)
/20/
POTŠIŠO 5
Poledišano/kgokagano ya molomo le yeo e sego ya molomo 5.1 Ka mehlala ye e maleba, ahlaahla ka bokopana gore o kwešiša eng ka ga poledišano
yeo e sego ya molomo. (10)
5.2 Go ya ka maitemogelo a gago, hlaloša mabaka ao poledišano yeo e sego ya
molomo e šomišitšwego go ka:
(i) Tlaleletšo ya molaetša (ii) Kganetšano ya molaetša wa poledišano (10)
/20/ POTŠIŠO 6
MALEME A SEAFORIKA KA PONEGO YA LEFASE
6.1 Laetša le go sekaseka lenaneo la peakanyo ya leleme nageng ya Afrika Borwa goba
e nngwe nageng, o bapetša pholisi ya maleme ya mmušo le phethagatšo ya yona magorong a tikologo le thuto. Kahlaahlo ya gago e se fete matlakala a ka bago 3.
(15) 6.2 Fana ka mehlala ye mehlano yeo e hlalošago gore “tekolo ya maleme” e šupa eng.
(5) /20/
PALOMOKA: [100]
AFL2601/101/2/2018
34
SETSWANA 24
ASAENEMENT 24
LETLHAKGONYA : 29 AUGUST 2018
UNIQUE NUMBER : 867878
MADUO: [100]
Diteng: Asanemente e ikaegile ka Kaedi e le nosi ya AFL2601, mo diyuniting tsa 1,
2,3,4,5 le 6. Maikaelelo: Maikaelelo a magolo a asaenemente eno ke go tlhotlhomisa kitso ya gago
go ya ka ditheo tsa tshekaseko tse di latelang:
● Ditheo tse ka tsona go arogantshwang maina go ya ka ditlhopha tsa ona mo
dipuong tsa Bantsho. ● Botlhokwa jwa go sekaseka popego ya mafoko go ya ka dipopi. ● Go tlhamiwa ga dipolelo ka maikaelelo a go anamisa kitso. ● Tatelano ya mafoko jaaka sediriswa se se botlhokwa mo tlhaeletsanong. ● Popego ya motlotlo e a sekasekwa go tswa mo ditlhangweng tse di farologaneng. ● Tiriso ya bokao jwa kgolagano ya batho bo sekasekwa mo puong le mo dikwalong. ● Go tlhaolwa ga mesola ya kgolagano ya batho mo dipuong tsa Bantsho mo Aforika
Borwa. ● Go sedifatswa ga tlhaeletsano ya molomo le ya diatla mo mafelong a a
farologaneng. ● Dintlha tsa puontsi le ka moo di tlhotlheletsang tlhabololo ya dipuo tsa Bantsho mo
Aforika Borwa. Ditaelo: Araba dipotso tsotlhe.
POTSO 1
Ditiragalo/Hisetoriloago mo dipuong tsa Maaforika
Guthrie o kaile gore dipuo tsa Bantsho ka botsona di ka tsewa jaaka lelapa la puo le gore go ne go na le ditsela di le nne (4) tse puo e tshwanetseng go di kgotsofatsa gore e tsewe jaaka karolo ya lelapa la puo. Neela diponagalo tse nne tse mme o neele le dikao go tswa mo puong ya Setswana go bontsha gore e kgotsofatsa jang nngwe le nngwe ya diponagalo tse di umakilweng fa godimo.
/10/
AFL2601/101/2/2018
35
POTSO 2
Tshobokanyo ya popego ya dipuo tsa Maaforika
2.1 Fa re lebelela tsela ya bong jwa setlhopha mo dipuong tsa Maaforika, re lemoga gore ga se ditlhopha tsotlhe tsa maina tse di botlhokwa. Ka boripana, tlhalosa pharologanyo fa gare ga ditlhopha tsa maina tse di tlhagisang le tse di sa tlhagiseng. Dirisa dikao tsa ditlhopha tsa maina mo Setswaneng go tshegetsa karabo ya gago. (4)
2.4 Tlhopha nngwe le nngwe ya dikutu tsa madiri mo Setswaneng mme o bope lediri
(letswalediring), dirisa sethalo se se latelang go lokolola sekao sa gago. (Tlhokomela gore sekao sa gago se dirise bonnye nngwe ya dikatoloso tsa madiri, sk. ledirani, tiredi, tirisi, jj).
Tlhogo Modi wa lediri Dikatoloso Mogatlana
(4)
2.3 Tlhalosa mosola wa go akarediwa ga maina a a adimilweng mo ditlhopheng tsa
rona tsa maina. Neela sekao se se maleba go sedifatsa karabo ya gago. (2) /10/
POTSO 3
Popegopolelo le tshedimosetso mo popegong
3.1 Tlhalosa mafoko a a latelang:
Popapolelo
(2)
Leemedi (2) Tshedimosetso e e neetsweng (2) Tshedimosetso e ntšhwa (2)
3.2
(i) Fetolela polelo e e latelang mo Setswaneng: ‘All students need bursaries’
(1)
(ii) Fetola thulaganyo ya mafoko a polelo e e fetoletsweng e mme o bontshe se totilweng ka go tlatsa sethalo se se fa tlase:
se
sedirwa letiro sediri
(3)
3.3 (i) Neela tiro ya lesupi go farologanya maemo a a farologaneng. Tshegetsa
karabo ya gago ka dikao tse di maleba go tswa mo Setswaneng. (6) (ii) Fetolela polelo e e latelang mo Setswaneng mme o supe leemedi: We, the parents, speak isiZulu. (1) (iii) Neela tiro ya leemedi le o le supileng mo go (ii) fa godimo. (1)
/20/
AFL2601/101/2/2018
36
POTSO 4
Thutobokao
4.1 Makaelagongwe a a bapileng a ka kaiwa e le mafoko a a farologanang go ya ka mokwalo. Sekaseka ntlha e o lebile mefuta e e farologaneng ya makaelagongwe a a bapileng mme o neele dikao tse di tshwanang mo Setswaneng. (12)
4.2 Neela pharologano fa gare ga mafoko a, ditumatshwano le makaelagongwe?
Sedifatsa ka dikao tse di maleba mo Setswaneng. (4)
4.3 Neela bokao jwa lefoko haephonimi k a go tlhalosa tsalano fa gare ga mareo a a leng kwa godimo le a a leng kwa tlase. (4) /20/
POTSO 5
Tlhaeletsano ka go bua le ka go se bue
5.1 Dirisa dikao tse di maleba go tlhalosa ka boripana gore go tewang ka tlhaeletsano
ya go se bue. (10)
5.2 Ka maitemogelo a gago, tlhalosa gore go dirisiwa kae tlhaeletsano ya go se bue:
(i) Go gatelela molaetsa ka go bua.
(ii) Molaetsa ka go bua o o tlhakatlhakaneng. (10) /20/
POTSO 6
Dipuo tsa Maaforika ka bophara
6.1 Baya tsatsing le go lebelela tsela ya thulaganyo ya puo mo Aforika Borwa kgotsa naga nngwe le nngwe fela ya tlhopho ya gago, o lebile pholisi ya puo ya puso le go tsenngwa tirisong ga yone mo lephateng la thuto kgotsa la selegae. Karabo ya gago e se fete ditsebe tse tharo. (15)
6.2 Neela dikao di le tlhano (5) gore go tewang ka ‘ditshwanelo tsa puo’. (5)
/20/ MADUO OTLHE: [100]
AFL2601/101/2/2018
37
SESOTHO 25
MOSEBETSI 25
MATSATSI A KWALLO : 29 AUGUST 2018
UNIQUE NUMBER : 764617
MATSHWAO: [100]
Neanotaba: Mosebetsi ona o itshetlehile ka tataiso ya AFL2601 diyunithing tsena 1, 2, 3,
4, 5, le 6.
Morero: Morero o ka sehloohong wa mosebetsi ona ke ho lekola tsebo ya hao
maelana le mehato ya ho hlahloba e latelang:
• Mehato e latelwang ha ho hlophollwa dihlopha tsa mabitso Dipuong tsa Seaforika e
hlalositswe.
• Bohlokwa ba ho qolla sebopeho sa mantswe (jk maetsi) se bontshitswe. • Dipolelo di bopilwe ho bontsha phetiso ya tsebo.
• Tatellano ya mantswe e sebeditswe jwaloka sebetsa sa kgokahanyo e nang le
kgemelo dipuong tse fapaneng.
• Pokello ya puo dingolweng e manollotswe ho tswa ho mehlodi e fapaneng (dingolwa
le kgaso) ho latela sebopeho sa tsebo.
• Tlhokomedisiso ya moelelo wa kgokahanyo e kahare ho motho e bontshitswe
maemong a bophelo ba kamehla le ho temana.
• Itlwaetse mefuta e fapaneng ya dikamanyo tsa moelelo.
• Kgokahanyo ya puisano le eo e seng ya puisano maemong a nehilweng di
sebedisitswe bophelong hape tsa manollwa.
• Dintlha tsa puongata le ka moo di amang ntshetsopele ya Dipuo tsa Seaforika mona
Aforika Borwa di hlalositswe.
Araba dipotso KAOFELA o ikamanye le puo ya hao.
POTSO 1
Selelekela sa bodulo sa Dipuo tsa Aforika
Guthrie o bolela hore Dipuo tsa Bantu di ka hlaloswa e le lelapa la dipuo ka bo tsona mme
ho teng matshwao a mane a sethato ao puo e tlamehang ho ba le ona hore e tsebe ho
kenngwa lelapeng lena la dipuo. Fana ka matshwao ao mme o fane ka mehlala ya
Sesotho ho bontsha ka moo a tsamaisanang le letshwao ka leng. /10/
AFL2601/101/2/2018
38
POTSO 2
Tjhebo-kakaretso ya sebopeho sa dipuo tsa Aforika
2.1 Ha re shebisisa bong ba dihlopha tsa Dipuo tsa Aforika, re hlokomela hore dihlopha kaofela tsa mabitso di hlahisa ka ho lekana. Hlalosa ha kgutshwane phapang pakeng tsa sehlopha se hlahisang le se sa hlahiseng. Lebisa mehlaleng e teng ho tswa dihlopheng tsa mabitso a Sesotho ho matlafatsa karabo ya hao. (4)
2.2 Kgetha kutu ya leetsi Sesothong mme o thehe lebitso ho tswa ho lona, o sebedise
lenaneo ho hlopholla mohlala. (Hlokomela mohlala wa hao o tlameha ho kenyelletsa bonyane katolloso ya leetsi e le nngwe, mohl: (reciprocal, applicative, causative, etc).
Sehlopha sa sehlongwapele Kutu ya leetsi Katoloso Sehlongwanthao
(4)
2.3 Hlalosa mabaka a bohlokwa a hore maandingwa a kenngwe sehlopheng se seng sa
mabitso. Fana ka mehlala e nepahetseng ya Sesotho ho matlafatsa karabo ya hao. (2)
/10/
POTSO 3 Thutopolelo le sebopeho sa tsebo 3.1 Fana ka ditlhaloso tsa mantswe a latelang:
Thuto-polelo (syntax) (2) Leemedi (pronominalisation) (2) Tsebo e nehilweng (given information) (2) Tsebo e ntjha (new information) (2)
3.2 (i) Fetolela polelo e latelang Sesothong:
‘All students need bursaries’ (1)
(ii) Fetola tatellano ya mantswe a polelo e fetoletsweng ka hodimo mme o
bontshe ka ho tlatsa lenaneo le ka tlase:
moetsuwa leetsi moetsi
(3)
AFL2601/101/2/2018
39
3.3 (i) Fana ka tshebediso ya lesupi ho bontsha boemo. Matlafatsa karabo ya hao ka
mehlala. (6)
(ii) Fetolela polelo ena Sesothong mme o bontshe leemedi.
We, the parents, speak isiZulu. (1)
(iii) Fan aka mesebetsi ya leemedi leo o le boletseng ho (ii) ka hodimo. (1)
/20/
POTSO 4
Moelelo wa puo 4.1 Hlalosonngwe e ka hlaloswa jwaloka mantswe a fapaneng moelelong wa ona.
Qoqa ka tlhahiso ena ka ho ikamanya le mefuta e fapaneng ya hlalosonngwe mme o fane ka mehlala e nepahetseng ya Sesotho. (12)
4.2 Ke efe phapang pakeng tsa homonimi le hlalosongata? Fana ka mehlala e
nepahetseng ka Sesotho. (4) 4.3 Hlalosa lentswe-kakaretso ka ho hlalosa kamano pakeng tsa lentswe le okametseng le le sa okamelwang. (4)
/20/
POTSO 5 Kgokahanyo ya puisano ya molomo le e seng ya molomo 5.1 Ka mehlala e nepahetseng, qoqa ha kgutshwane ka se bolelwang ka kgokahanyo e
seng ya molomo. (10)
5.2 Ho tswa kutlwisisong ya hao, hlalosa boemo boo kgokahanyo e seng ya molomo e
sebediswang teng ho:
(i) ho utlwahatsa molaetsa wa puisano (ii) ho hanyetsa molaetsa wa puisano (10)
/20/
POTSO 6
Maikutlo a akaretsang ka dipuo tsa Aforika lefatshe ka bophara
6.1 Hlahisa ka ho phethahala mme o hlahlobe ditlhophiso tsa puo Aforika Borwa kapa
lefatshe le leng feela, o ikamahantse le molaotheo wa dipuo wa mmuso le tlhomamiso mahaeng le thutong. Moqoqo wa hao o se fete maqephe a 3.
(15) 6.2 Fana ka mehlala e mehlano ka se bolelwang ka ‘ditokelo tsa puo’. (5)
/20/ MATSWAO KAOFELA: [100]
AFL2601/101/2/2018
40
SISWATI 26
SIVIVINYO 26
TINSUKU TEKUVALA : 29 AUGUST 2018
UNIQUE NUMBER : 695560
EMAMAKI SEKAWONKHE: [100]
Lokucuketfwe: Lesivivinyo sibhekise kuNkhombandlela ya-AFL2601, emayunithi 1, 2, 3, 4, 5 na-6.
Injongo: Injongo lenkhulu yalesivivinyo kuhlola lwati lwakho mayelana nemazinga
ekuhlola lalandzelako
• Kuchazwa kwemigomo lokwehlukaniswa ngayo emabito ngekwetigaba etilwimini
tase-Afrika. • Kukhonjiswa kubaluleka kwekuveta sakhiwo semagama (sib. sakhiwo setento).
Imisho yakhiwa khona kutewuba yimphumelelo kwendluliswa kwelwati. • Kusetjentiswa kuhleleka kwemagama njengelithulusi lekuchumana lelinemphumelelo
etilwimini letehlukene. • Kuhlatiywa lwati lolusha lwelulwimi lolutsetfwe emitfonjeni lehlukene (emibhalweni
nasemitfonjeni yetindzaba) ngekweluhlaka lwelwati. • Kwenteka kwekutfola inshokutsi ngekwemuntfu kukhonjiswa etimeni temphilo
mbamba kanye nakutemibhalo. • Tetayete letinhlobo letehlukene temcondvo. • Kuchumana ngemavi Kanye nekuchumana lokungentiwa ngemavi kubekwa kufanele
timo letiniketiwe kuphindze kuhlatiywe. • Kucocwa ngetindzaba tebulwiminyenti nekutsi titsintsana njani nekutfutfukiswa
kwetilwimi tase-Afrika lapha eNingizimu Afrika.
Phendvula YONKHE imibuto ubhekise elulwimini lwakho.
UMBUTO 1
Singeniso senchubo yemlandvonhlalo wetilwimi tase-Afrika
Guthrie uveta kutsi tilwimi tesiNtfu tingatsatfwa njengaletisemndenini wetilwimi tesiNtfu nekutsi kunemigomo lemine lulwimi lokumele luhambisane nayo kute lutsatfwe njengaloluyincenye yalomndeni. Niketa lemigomo lemine unikete netibonelo letisuselwa elulwimini lwakho kukhombisa kutsi lolulwimi luhambisana kanjani nalemigomo lemine.
/10/
AFL2601/101/2/2018
41
UMBUTO 2 Kuchaza ngesakhiwo jikelele setilwimi tase-Afrika 2.1 Nasibuka luhlelo lwetigaba tebulili etilwimini tase-Afrika, sitfola kutsi tonkhe tigaba
temabito tikhicita ngalokufanako. Asewuchaze kafishane umehluko lokhona emkhatsini wetigaba temabito letikhicitako kanye naleto letingakhiciti. Sekela imphendvulo yakho ngekusebentisa tibonelo tetigaba temabito letifanele elulwimini lwakho. (4)
2.2 Khetsa nobe ngusiphi sicu sesento elulwimini lwakho bese wakha ngaso libito
(libitosento), usebentise lelithebuli lelilandzelako kuhlatiya libito lolikhetsile. (Libito lolikhetsile kumele libe neselulo sesento, sib. Imphambosi yekwentana, imphambosi yekwentela, imphambosi yekwentisa, njll.).
Sicalo Umsuka wesento Selulo sesento Sijobelelo
(4) 2.3 Chaza kutsi kubaluleke ngani kutsi emabito labolekwe kuletinye tilwimi afakwe
eluhlwini lwetigaba temabito elulwimini lwase-Afrika. Sekela imphendvulo yakho ngekutsi unike tibonelo letifanele elulwimini lwakho lwase-Afrika. (2)
/10/ UMBUTO 3 Luhlelomagama neluhlaka lwelwati 3.1 Nika inchazelo yalamagama lalandzelako: Luhlelomagama (Syntax) (2) Sabito (2) Lwati loluniketiwe (2) Lwati lolusha (2)
3.2 (i) Humusha umusho lolandzelako ube selulwimini lwakho: “All students need bursaries’ (1) (ii) Gucula kuhleleka kwamagama kulomusho longenhla lohunyshiwe bese
ukhombisa ingucuko ngekugcwalisa lithebuli lelingentasi:
Umentiwa Silandziso Umenti/inhloko
(3) 3.3 (i) Niketa kusetjentiswa kwesabito sekukhomba kute kwehlukaniseke tindzawo
letehlukene letikhonjwa ngiso. Sekela imphendvulo yakho ngetibonelo letifanele elulwimini lwakho. (6) (ii) Humusha umusho lolandzelako ube selulwimini lwakho bese ukhomba sabito. We, the parents, speak Siswati. (1) (iii) Niketa umsebenti wesabito losikhombise ku (ii) ngenhla. (1) /20/
AFL2601/101/2/2018
42
Umbuto 4 Isemantikisi 4.1 Emagama lacishe abe bomcondvofana angachazwa njengemagama lahlukile
ngekwenchazelo. Coca ngaletitatimende ngekubhekisa etinhlotjeni letehlukene temagama lacishe abo bomcondvofana uphindze unikete netibonelo letifanele elulwimini lwakho. (12)
4.2 Yini umehluko lokhona emkhatsini kwabomabitofanana (homonyms) and kanye
nemagama lanetinchazelo letinyenti ligama lilinye (polysemous words)? Niketa netibonelo letifanele elulwimini lwakho. (4)
4.3 Chaza litemu lelengamele lamanye (hyponymy) ngekutsi uchaze budlelwane
emkhatsini kwelitemu lelingetulu kwalelinye (superordinate) kanye nalelingephasi kwalelinye (subordinate). (4)
/20/
Umbuto 5 Kuchumana ngekukhuluma nangekungakhulumi 5.1 Chaza kafishane kutsi kusho kutsini kuchumana ngekungakhulumi unikete tibonelo
letifanele. (10)
5.2 Kuloko lohlangabetene nako emphilweni chaza simo lapho khona kwasetjentiswa
kuchumana ngaphandle kwekukhuluma ngemlomo kuveta loku:
(i) kuphimisa umlayeto ngemlomo (ii) kuphikisa umlayeto wemlomo (10)
/20/
UMBUTO 6
Tilwimi tase-Afrika ngekwemhlaba wonkhe jikelele
6.1 Asewuchaze uphindze uhlatiye tindlelanchubo tekuhlelelwa kwelulwimi eNingizimu
Afrika, nobe kunome nguliphi lelinye live, ubhekise kunchubomgomo yelulwimi lelandzelwa nguhulumende kanye nasekwetfulweni kwayo ekhaya nome emkhakheni wetemfundvo. Ingcoco yakho ingengci emakhasini lamatsatfu. (15)
6.2 Niketa tibonelo letisihlanu (5) letiveta inchazelo ‘yemalungelo elulwimi’. (5)
/20/
EMAMAKI SEKAWONKHE: [100]
AFL2601/101/2/2018
43
ISINDEBELE 27
I-ASAYINIMENTE YAMA-27
ILANGA LOKUVALA : 29 AUGUST 2018
UNIQUE NUMBER : 791557
INANI: [100]
Okumumethweko: Isihlahlubesi siqaliswe kuMhlahlandlela ka-AFL2601, amayunithi 1, 2, 3, 4, 5 no-6. Ihloso: Ihloso ekulu yesihlahlubesi kuhlola ilwazi lakho mayelana namazinga wokuhlola Alandelako: • Kuhlathululwa kwemigomo okwehlukaniswa ngayo amabizo ngekweengaba emalimini we-Afrika. • Kukhonjiswa ukuqakatheka kokuveza isakhiwo samagama (isib. isakhiwo sezenzo). • Imitjho yakhiwa ukuze ukwedlulisa ilwazi kube yipumelelo. • Kusetjenziswa ukuhleleka kwamagama njengethulusi lokuthintana elinepumelelo
emalimini ahlukeneko. • Kuhlaziywa ilwazi elitjha lelimi elithethwe emithonjeni ehlukahlukeneko (emitlolweni nemithonjeni yeendaba) ngokwehlaka lelwazi. • Kutjengiswa ihlathululo yokuthintana njengombana isetjenziswa emphakathini kanye
neencwadini zobukghwari. Kuveza imisebenzi yokuzwana nokuphilisana kwabantu emalimini wabantu.
• Ukuthintana ngamezwi kanye nokuthintana okungeziwa ngamezwi kubekwa kufanele ubujamo obunikelelweko kubuye kuhlaziywe. • Kucoca ngendaba zobulimi-nengi nokuthi zithintana njani nokuthuthukiswa kwamalimi
we-Afrika la eNingizimu Afrika.
Phendula YOKE imibuzo uqalise elimini lakho. UMBUZO 1
Isingeniso ngehlalomlando yamalimi we-Afrika
UGuthrie wathi amalimi waBantu abanzima angathathwa njengamalimi amndeni wona ngokwawo nokuthi kunamaqhinga amaNe asisekelo okumele ilimi likhambisane nawo ukuze amalimi abe yingcenye yomndeni lo. Nikela amatshwayo amane lawo bese utlola neembonelo ozozisusela eLimini olifundako ukutjengisa bona likhambisana kangangani namaqhinga amaNe la. /10/
AFL2601/101/2/2018
44
UMBUZO 2 Umbonomazombe wesakhiwo samalimi we-Afrika 2.1 Lokha nasiqala ihlelo leengaba zamabizo emalimini wabomdabu, siyelela bona akusizo
zoke iingaba zamabizo ezivezako/ezikhiqizako. Hlathulula ngokufitjhazana umehluko phakathi kweengaba zamabizo ezikhiqizako nezingakhiqiziko. Tlola iimbonelo ezinembako elimini lakho ukusekela isitatimende sakho. (4)
2.2 Khetha nanyana ngisiphi isiqu sesenzo elimini olifundako bese wakha ibizo ngaso,
usebenzise ithebula elilandelako ukukghedlha isibonelo sakho. (Isibonelo sakho
kumele sibe nepambosi, isib. ipambosi yokwenzisa, yokwenzela, (njll.)
Isithomo Umrabhu Isakhi sepambosi Isilungelelo
(4)
2.3 Hlathulula bona kungani amabizo abolekiweko kumele amukelwe bekafakwe
eengabeni zamabizo. Tjengisa ngesibonelo osisusela elimini olifundako. (2) /10/
UMBUZO 3 Isakhiwo somutjho nelwazi 3.1 Nikela ihlathululo yamagama alandelako: (i) Umutjho (2) (ii) Isabizwana (2) (iii) Ilwazi elinikelweko (2) (iv) Ilwazi elitjha (2) 3.2 (i) Tjhugululela umutjho olandelako elimini lakho: ‘All students need bursaries’ (1) (ii) Tjhugulula ilandelano lezakhi zomutjho otjhugululwe ngehla bese utjengisa
umnqopho ngokuqedelela ithebula elilandelako:
umenziwa Isenzo Umenzi
(3)
AFL2601/101/2/2018
45
3.3 (i) Tlola ukusetjenziswa kwesabizwana sokukhomba ukuhlukanisa iindawo ezehlukeneko.
Sekela ipendulwakho ngeembonelo ozozisusela elimini ofunda ngalo. (6) (ii) Tjhugululela umutjho ongenzasi elimini lakho bese uveza isabizwana.
We, the parents, speak isiZulu. (1)
(iii) Tlola umsebenzi esabizwana osiveze ku-(ii) ngehla. (1) /20/
UMBUZO 4 Isemanthiksi 4.1 Amasinonimi apheze avumelane, angahlathululwa njengamagama ahlukanako
ngokwepimiso yawo. Hlathulula isitatimendesi ngokuqalisa emihlotjeni ehlukeneko yamagama apheze avumelane bese utlola iimbonelo ezifaneleko zelimi olifundako.
(12) 4.2 Uyini umehluko phakathi kwamagama abofanatjhada (ama-homonimi) nalawo
ahlathululonengi (ama-pholisemi)? Tlola iimbonelo ezifaneleko elimini olifundako. (4)
4.3 Hlathulula ithemu igama-zombelele (ihaiphonimi) ngokutlola ubudlelwano
obuphakathi kwamathemu angameleko nalawo angamelweko. (4) /20/
UMBUZO 5 Ukuthintana okunelizwi nalokho okungenalizwi 5.1 Ngeembonelo ezifaneleko, hlathulula ngokufitjhazana bona iyini ikulumo
engasebenzisi ilizwi. (10) 5.2. Ngewakho umbono, hlathulula ubujamo la ikulumo engasebenzisi ilizwi isetjenziselwa
uku: (i) vumelana nomlayezo ophinyisweko. (ii) phikisana nomlayezo ophinyisweko (10) /20/ UMBUZO 6 Amalimi we-Afrika ngokombono wephasi loke 6.1 Tjengisa bewuhlolisise ikambiso yokuhlelwa kwelimi eSewula Afrika namkha enye
nje inarha, uqalise kumthethokambiso karhulumende welimi nokusetjenziswa kwawo emiphakathini nemazikweni wefundo. Ihlathululwakho kumele ingeqi emakhasini ama-3. (15)
6.2 Tlola iimbonelo ezi-5 zalokho okutjhiwo “ngamalungelo welimi”. (5)
/20/ INANI: [100]
AFL2601/101/2/2018
46
TSHIVENḒA 28
ASAIMENTE YA 28
MAḒUVHA A U VALA : 29 AUGUST 2018
UNIQUE NUMBER : 804008
THANGANNYELO: [100]
Zwi re ngomu: Asaimente iyi yo ḓitika nga bugu ya ngudo i yoṱhe ya AFL2601, yuniti dza ngudo dza 1, 2, 3, 4, 5 na 6.
Tshipikwa: Tshipikwa tshihulwane tsha asaimente iyi ndi u linga nḓivho yavho hu tshi khou shumiswa ṱhoḓea dza u linga dzi tevhelaho.
• Hu ṱalutshedzwa milayo ine ya shumiswa kha u khethekanya madzina a bva kiḽasi
dza madzina kha nyambo dza Vharema. • Hu sumbedzwa ndeme ya u ṱalusa tshivhumbeo tsha maipfi (tsumbo, tshivhumbeo tsha maiti). • Hu vhumbwa mafhungo nga nḓila ya u khwinisa tshoṱhe u fhirisa mafhungo. • Hu shumiswa mutevhe wa mafhungo hu u itela u vha na vhudavhidzani havhuḓi
kha nyambo dzo fhambanaho. • Mafhungo a takadzaho a luambo a senguluswa u bva kha zwiko zwo fhambanaho
(maṅwalwa na nyanḓadzamafhungo) u ya nga tshivhumbeo tsha mafhungo. • U bvisela khagala ṱhalutshedzo ya musi vhathu vho ṱangana hu sumbedzwa kha
nyimele dza vhutshilo ha vhukuma na kha maṅwalwa. • Khavha pfesesevhushakaho vhlaho ha thalutshedzo ya maipfi. • Hu senguluswa na u sedza nyimele ya vhudavhidzani ha u amba na ha u sa amba
kha nyimele nkene. • Hu rerwa nga ha mafhungo a u shumisa nyambo nnzhi na uri mafhungo aya a
kwama hani mveledziso ya nyambo dza Vharema kha ḽa Afrika Tshipembe. Kha vha fhindule mbudziso DZOṰHE, vha shumise luambo lwavho luhulwane u tikedza phindulo yavho.
MBUDZISO 1
Vhudavhidzani ha histiri/Ḓivhazwakale kha Nyambo dza Afrika Guthrie uri nyambo dzine dza pfi BANTU dzi nga dzhiiwa dzi tshi bva mudzini muthihi, nauri hu na nḓila nṋa dzine dza fanela u tevhedzwa u khwaṱhisa izwi. Kha vha bule maga maṋa vha inge nga tsumbo dzo teaho vha tshi khou shumisa luambo lwa havho uri zwi ṱumana hani na nḓila idzo dze vha bula. /10/
AFL2601/101/2/2018
47
MBUDZISO 2
Tshivhumbeo tsha nyambo dza Vharema/Afrika nga u angaredza 2.1 Ro sedza mbekanyo ya kiḽasi dza madzina kha nyambo dza Afrika, ri a kona u
vhona uri a si dzoṱhe dzine dza sumbedza vhubveledzi. Kha vha ḓo sumbedza phambano vhukati ha kiḽasi ine khayo ha vha na vhubveledzi na i si na vhubveledzi. Kha vha khwaṱhise nga tsumbo dza thangi dzo teaho dzine dza bva kha luambo lwa havho. (4)
2.2 Kha vha nange tsinde ḽa ḽiiti kha luambo lwa havho vha vhumbe dzina ḽine ḽa bva
khaḽo nga u shumisa mbekanyo ya u saukanya i re afho fhasi. (Kha zwi dzhielwe nzhele uri tsumbo yavho i fanela u dzhia nthihi ya iyi mitshila sa; -ana, -ela, na – isa). (4)
kiḽasi ḽiiti maṱalutshedzwa mutshila
2.3 Kha vha ṱalutshedze uri ndi ngani madzina ane a pambiwa a tshi tea u ṱanganedzea kha iṅwe ya dzikiḽasi dza madzina. Vha inge nga u ṋea tsumbo nthihi i bvaho kha luambo lwa havho. (2)
/10/
MBUDZISO 3
Ḓivhafhungo na tshivhumbeo tsha mafhungo 3.1 Kha vha ṋee ṱhalutshedzo dza maipfi a tevhelaho:
(i) Ngudo ya mafhungo/Syntax na tshivhumbeo tsha mafhungo. (2) (ii) Vhuḓivhisi/pronominalization. (2) (iii) Mafhungo a ḓivheaho/Given information. (2) (iv) Mafhungo maswa/New information. (2)
3.2 (i) Kha vha pindulele kha Tshivenḓa fhungo iḽo ḽi re afho fhasi: ‘All students need bursaries’ (1) (ii) Kha vha shandule mbekanyo ya fhungo ḽe vha pindulela afho nṱha vha sumbedze sa zwe zwa ṋekedzwa afho kha thebulu. (3)
Tshiitwa Nyito Ṋefhungo
3.3 (i) Kha vha ṋee mushumo wa ḽisumbi u sumbedza vhuimo ho fhambanaho. Vha
khwaṱhise nga tsumbo dzo teaho. (6) (ii) Kha vha pindulele fhungo ḽi re afho fhasi kha luambo lwa havho vha topole ḽisala. ‘We, the parents speak Tshivenḓa’ (1) (iii) Kha vha ṋee mushumo wa ḽisala ḽe vha topola afho nṱha. (1) /20/
AFL2601/101/2/2018
48
MBUDZISO 4 Semantiki 4.1 Maipfi a pfanywa a dzhiiwa e maipfi ane a vha na ṱhalutshedzo dzine dza fana naho
hu na ‘phambano ine ya vhonala.’ Kha vha ḓo ṱalutshedza hezwo zwine zwa dzhiiwa zwi ‘phambano ine ya vhonala’ ine ya kona u sumbedza u sa tou fanesa ha maipfi a pfanywa. Kha vha khwaṱhise nga tsumbo dzi bvaho kha luambo lwa havho. (12)
4.2 Phambano vhukati ha maipfi a nyambahuvhili/homonimi na nyambahunzhi/phoḽisemi
ndi ifhio? Vha inge phindulo yavho nga tsumbo dzo teaho dzine dza bva kha luambo lwavho. (4)
4.3 Kha vha ṋee ṱhalutshedzo ya ipfi ḽikatelwa/ hyponym nga u ṱalutshedza vhushaka
vhukati ha maipfi a ḽikateli (superordinate) na ḽikatelwa (subordinate). (4) /20/
MBUDZISO 5 Vhudavhidzani ha u amba na vhu si ha u amba 5.1 Vha tshi khou shumisa tsumbo dzo teaho, kha vha haseledze uri musi hu tshi
ambiwa nga ha vhudavhidzani hu si ha u amba hu vha hu tshi khou ambiwa mini. (10)
5.2 U bva kha zwe vhone vha tshenzhela, kha vha ṱalutshedze he vhudavhidzani ha u sa
amba ha shumisiwa u bula:
(i) u bula mualedza nga u ṱavha mukosi.
(ii) u hanedza mualedza. (10) /20/
MBUDZISO 6 Nyambo dza Vharema/Afrika ḽifhasini 6.1 Kha vha rere khathihi na u sengulusa maitele a vhupulani ha luambo Afrika Tshipembe
kana kha ḽiṅwe shango, vho ḓisendeka nga phoḽisi ya luambo ya muvhuso khathihi na u shumiswa hayo ha vhukuma kha zwa pfunzo yapo. Mafhungo avho a so ngo paḓa masiaṱari mararu. (15)
6.2 Kha vha ite mutevhe wa tsumbo ṱhanu dzine dza ṱalutshedza uri ‘pfanelo dza luambo’
ndi mini. (5)
/20/ ṰHANGANYELO: [100]
AFL2601/101/2/2018
49
XITSONGA 29
ASAYIMENTE YA 29
SIKU RO PFALA : 29 AUGUST 2018
NOMBORO YOXE : 746440
NTSENGO: [100] Vundzeni: Asayimente leyi yi kongomisiwe eka xiletelo xoxe xa AFL2601, tiyuniti ta
dyondzo ta 1, 2, 3, 4, 5 na 6.
Xikongomelo: Xikongomelonkulu xa asayimente leyi i ku kambela vutivi bya wena ku ya
hi swipimo swa vuhleri leswi landzelaka:
Ku hlamuseriwa ka milawu leyi ku ntlawahatiwaka ha yona maviti hi mitlawa ya maviti eka tindzimi ta Xiafrika/Xintu.
Nkoka wa ku boxiwa ka xivumbeko xa rito (xik: xa maendli) wa kombisiwa.
Swivulwa swa vumbiwa ku endlela ku hundzisa mahungu hi mfanelo.
Ndzandzelelano wa marito wu tirhisiwa tanihi hi xitirho xa mbulavurisano lowunene eka tindzimi to hambanahambana.
Switiviwa swintshwa swa ririmi swa tlhantlhiwa ku suka eka swihlovo swo hambana (matsalwa na vuhaxi) ku ya hi xivumbeko xa mahungu.
Endlelo ra nhlamuselo ya ntiyiso ya vuxaka exikarhi ka vanhu ya kombetiwa eka swiyimo swa vutomi tanihilaha hi byi tivaka hakona na le ka switshuriwa/matsalwa. Titolovete tinxaka to hambanahambana to endla vuxaka na leswi vuriwaka. Mbulavurisano wa marito na mbulavurisano wo pfumala marito eka vundzeni bya mhaka lebyi nyikiweke, byi yelanisiwa na timhaka/swendlo no hlamuseriwa.
Timhaka ta vuriminyingi na leswaku ti khumbha njhani ku hluvukisiwa ka tindzimi ta Xiafrika/Xintu eAfrika-Dzonga swa kaneriwa.
LEMUKA: Hlamula swivutiso HINKWASWO u kongomisa eka Xitsonga u tlhela u tiyisisa leswaku u nambara asayimente ya wena kahle ku ya hi leswi u nga hlawula ku hlamula swivutiso swa wena swa asayimente hi Xitsonga.
AFL2601/101/2/2018
50
XIVUTISO XA 1 Ku tivisiwa eka matimu ya tindzimi ta Xiafrika/Xintu Guthrie u vule leswaku tindzimi ta Xintu ti nga tekiwa tani hi tindzimi ta ndyangu hi vutona na leswaku a ku ri na swipimelo swa mune swa masungulo leswi ririmi a ri fanele ku swi landzelela loko ri lava ku wela eka ndyangu lowu wa tindzimi. Boxa swihlawulekisi leswi kutani u nyika swikombiso swo huma eka ririmi ra Xitsonga ku kombeta leswi ri landzelerisaka xiswona xin’wana na xin’wana xa swipimelo leswi swa mune.
/10/
XIVUTISO XA 2 Nkatsakanyo wa xivumbeko xa tindzimi ta Xiafrika
2.1 Loko hi xiya sisiteme ya mitlawa ya maviti ya tindzimi ta Xiafrika, hi kuma leswaku a hi
mitlawa hinkwayo yi nga ni mpfuno kumbe ntswalo. Hlamusela hi ku komisa ku hambana exikarhi ka ntlawa wa riviti lowu nga ni mpfuno kumbe ntswalo ni lowu nga hava mpfuno kumbe ntswalo. Nyika swikombiso swa mitlawa ya maviti swo huma eka ririmi ra Xitsonga ku seketela tinhlamuselo ta wena. (4)
2.2 Hlawula nsinya wun’wana ni wun’wana wa riendli eka ririmi ra Xitsonga, kutani u
vumba riviti hi rona (mpfelelo wa maviti), u tirhisa tafula leri landzelaka ku tlhantlha xikombiso xa wena. (Vona leswaku xikombiso xa wena xi katsa xinembeletwana xa rhavi ra riendli, xik: xihlamulano, xikotelo/xiendleko, xivangelo, sw. na sw.)
Xirhangi xa ntlawa
Rimitsu ra riendli swinembeletwana Xiheteleri
(4)
2.3 Hlamusela leswaku hikwalaho ka yini swi ri swa nkoka ku va maviti yo lombiwa ya
amukeleka eka wun’wana wa mitlawa ya maviti. Nyika xikombiso lexi faneleke xa Xitsonga ku seketela. (2)
/10/
XIVUTISO XA 3 Vulongoloxamarito ni xivumbeko xa mahungu 3.1 Nyika tinhlamuselo ta marito lama landzelaka:
Vulongoloxa marito (2)
Ku vumba masivi (2) Mahungu lama nyikiweke (2)
Mahungu mantshwa (2)
AFL2601/101/2/2018
51
3.2 (i) Hundzuluxa xivulwa lexi landzelaka xi va hi Xitsonga:
‘All students need bursaries’ (1)
(ii) Cinca ndzandzelelano wa marito ya xivulwa lexi hundzuluxiweke laha henhla kutani u kombeta xikongomiso/xipakaniso hi ku hetisa tafula leri nga laha hansi:
xiendliwa riendlinkulu nhlokomhaka
(3) 3.3 (i) Nyika matirhisele ya risivi-komba ku hambanisa tindhawu to hambanahambana.
Seketela nhlamulo ya wena hi swikombiso leswi faneleke swa Xitsonga. (6) (ii) Hundzuluxa xivulwa lexi nga laha hansi xi va hi Xitsonga kutani u boxa risivi:
We, the parents, speak isiZulu. (1)
(iii) Nyika ntirho wa risivi leri u ri boxeke eka (ii) laha henhla. (1) /20/
XIVUTISO XA 4 Simantiki/Ntivo-nhlamuselo 4.1 Vukanakanisi/Marito lama tirhisiwaka ku tlula mpimo ya nga hlamuseriwa tani hi
marito lama hambanaka ku ya hi leswi ya swi hlamuselaka. Kanela xitatimendhe lexi hi ku kongomisa eka tinxaka to hambanahambana ta vukanakanisi/marito lama tirhisiwaka ku tlula mpimo u tlhela u nyika swikombiso leswi faneleke swa Xitsonga.
(12) 4.2 Hi kwihi ku hambana exikarhi ka mafanapeletwana na marito yo va pholisemi? Nyika swikombiso leswi faneleke swa Xitsonga. (4) 4.3 Hlamusela thema ra hayiphonimi hi ku hlamusela vuxaka exikarhi ka marito/mathema
lama tirhisiwaka hi ntolovelo na marito/mathema lama kongomaka hakunene nchumu lowu ku vuriwaka wona. (4)
/20/ XIVUTISO XA 5 Mbulavurisano wa marito ni wo pfumala marito 5.1 Hi ku tirhisa swikombiso leswi faneleke, kanela hi ku komisa leswi vuriwaka hi
mbulavurisano wo pfumala marito. (10) 5.2 Ku ya hi ntokoto wa wena, hlamusela xiyimo laha mbulavurisano wo pfumala marito
wu tirhisiweke ku:
i. Ku tshikelela/seketela hungu leri vulavuriwaka.
ii. Ku kanetana na hungu leri vulavuriwaka. (10) /20/
AFL2601/101/2/2018
52
XIVUTISO XA 6 Tindzimi ta Xiafrika hi vonelo ra misava hinkwayo 6.1 Longoloxa no pimapima nkoka wa maendlelo ya nkunguhato wa tindzimi eAfrika-
Dzonga kumbe eka tiko ro karhi, u kongomisa eka tirhele/pholisi ya tindzimi ya mfumu na matirhisele ya yona ya xiviri eka vulawuri bya tshamelo ra masiku hinkwawo kumbe eka vulawuri bya dyondzo. Nkanelo wa wena wu nga tluli 3 wa tipheji.
(15)
6.2 Xaxameta 5 wa swikombiso swa leswi hlamuseriwaka hi ‘timfanelo ta ririmi’. (5)
/20/ TOTAL: [100]
AFL2601/101/2/2018
53
9. OTHER ASSESSMENT METHODS There are no other assessment methods for this module.
10. EXAMINATION Use your my Studies @ Unisa brochure for general examination guidelines and examination preparation guidelines.
10.1 Examination admission Assignment 01 must be handed in on time for you to gain admission to the examination.
10.2 How will this work in practice? Failing to hand in assignment 01 on time will automatically prohibit you from writing the examination at the end of the semester in which you are registered. Both assignments are compulsory as they both contribute equally towards the year mark, i.e. 10% each. The year mark thus constitutes 20% of the final mark. The examination mark constitutes 80%. Note that the year mark will not count towards the final mark if the subminimum of 40% is not obtained in the examination. 10.3 Examination period This module is offered in a semester period of fifteen weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2018 and the supplementary examination will be written in October/November 2018. If you are registered for the second semester you will write the examination in October/November 2018 and the supplementary examination will be written in May/June 2019. During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times.
10.4 Examination paper The examination paper will consist of two sections. Section A will be on study units 1, 2, 5 and 6. There will be 20 MCQs for 20 marks. Section B will be essay/paragraph type questions. There will be five questions of 15 to 20 marks each, one on each of the study units 1, 2, 3, 4, 5 and 6. The question paper will be 2 hours for 100 marks.
10.5 Previous examination papers Previous examination papers are available to students. You may, however, accept that examination questions will be similar to the questions asked in the activities in your study guide and in the assignments.
AFL2601/101/2/2018
54
10.6 Tutorial letter with information on the examination To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes.
You will no longer receive a separate green/purple exam answering script and an examination question paper as you might have been used to in the past. Instead, you will only receive an examination paper (called a fill-in examination paper) which simultaneously serves as examination answer book. Blank pages are provided at the end of the examination answer book for you to write your answers. The colour of the fill- in
examination paper will be ivory.
11. FREQUENTLY ASKED QUESTIONS
The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study information.
Should I enroll for AFL2601 even though I am not a mother-tongue speaker of any African language?
AFL modules are stand alones, therefore students who are non mother-tongue speakers of the African languages are advised to first enroll for AFL1503 which is the first beginners’ module before venturing into AFL2601.
12. SOURCES CONSULTED
The sources consulted have been acknowledged in the only study guide for AFL2601. 13. CONCLUSION Finally, we wish you success in your studies this year. We believe that if you do your best and remain positive, you will be successful and achieve the goals that you set for yourself.
NEVER BE SATISFIED WITH LESS THAN THE BEST!
We also want to remind you that we are committed to helping you succeed in this module. If you feel discouraged or need help, feel free to contact me. You are also welcome to make an appointment to see me personally.
Best regards Dr RM Nakin
Tel: 012 429 8284 and MODULE TEAM MEMBERS
Related Documents
