A Linguistic Analysis of Venda

Poulos, George; Louw, J. A.

doi:10.1080/02572117.1993.10587020

Cited by 17 publications

(17 citation statements)

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“…Doke, 1954;Poulos, 1990). 6 In construction (i), the verb in Venda, as in Sotho, Tsonga and Nguni, is modified with a relative suffix (-ho), (26).…”

Section: Vendamentioning

confidence: 99%

Relative clause formation in the Bantu languages of South Africa

Zeller¹

2004

Southern African Linguistics and Applied Language Studies

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This article discusses (verbal) relative clauses in the Bantu languages spoken in South Africa. The first part of the article offers a comparison of the relative clause formation strategies in Sotho, Tsonga, Nguni and Venda. An interesting difference between these language groups concerns the syntactic position and the agreement properties of the relative marker. Whereas the relative markers in Sotho, Tsonga and Venda are clause-initial elements, which express agreement with the head noun, the relative markers in the Nguni languages are relative concords, which are prefixed to the verb and agree with the subject of the relative clause. The second part of the article addresses this difference and shows that there is a historical relation between these two types of relative constructions. It is argued that earlier forms of Nguni employed relative markers similar to those used in present-day Sotho and Tsonga. In Nguni, these relative markers underwent a grammaticalisation process which turned them into relative concords. A detailed analysis of the syntactic conditions for, and the properties of, this grammaticalisation process leads to a hypothesis about the reasons why relative concords have developed in Nguni, but not (to the same extent) in Tsonga, Sotho and Venda.

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“…Doke, 1954;Poulos, 1990). 6 In construction (i), the verb in Venda, as in Sotho, Tsonga and Nguni, is modified with a relative suffix (-ho), (26).…”

Section: Vendamentioning

confidence: 99%

Relative clause formation in the Bantu languages of South Africa

Zeller¹

2004

Southern African Linguistics and Applied Language Studies

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“…In the first instance, it may be used in the discourse to indicate the actual position in which some or the referent occupies…..The function is commonly referred to as the "deictic" function of the demonstrative. The second function of the demonstrative pronoun, according to Poulos (1990) is that "it may be used to refer back to the antecedent". The demonstrator pronoun refers to the distance away from the speaker.…”

Section: ṋ Amusi: (Ndo Mu Vhona ṋ Amusi)mentioning

confidence: 99%

“…Demonstrative pronouns denoting time Poulos (1990) defines demonstrative pronouns in terms of functions. The demonstrative has two basic functions.…”

Section: ṋ Amusi: (Ndo Mu Vhona ṋ Amusi)mentioning

confidence: 99%

A Preliminary Investigation into Some Aspects of Time Reference in Tshivenḓa

Musehane¹

2015

TPLS

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Abstract-When one wakes up in the early morning of the day, one is struck by all activities performed which, are controlled by time. Every task that one performs ,one takes time into cognizance When one stands on the pavement of the road, one is struck by jostling people going up and down the streets in a haste. Some are running while others are walking leisurely .When one enquires why some are running like that while others are walking slowly, the response that one gets is:" time is running out". Sometimes employees observe time while other employees do not observe it. Both parties (the employees and employers) are not satisfied with how each manages time. This practice of not observing time compelled the researcher to attempt to explore the various ways in which time is expressed in Tshivenḓ a. Having explored different ways of expressing time would assist people to consider the importance of time in their everyday activities. The paper investigates the extents of analysing various word categories with properties of expressing time in Tshivenḓ a.

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“…The Zulu language is orthographically transparent, with consistent mappings between letters and sounds (Poulos & Msimang, 1998). There are four syllable types: V, VC, CV and CVC (Suzman, 1996) with regular and consistent GPC rules.…”

Section: Introduction: Academic Achievement Phonological Skills Andmentioning

confidence: 99%

“…Differences between the orthography of Zulu and English could affect the organisation of phonological representations (Cope 1983;Mesthrie, 1995;Naidoo, 2003;Poulos & Msimang, 1998). The Zulu language is orthographically transparent, with consistent mappings between letters and sounds (Poulos & Msimang, 1998).…”

Section: Introduction: Academic Achievement Phonological Skills Andmentioning

confidence: 99%

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

Sousa

2011

SAJCE

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The acquisition of reading skills of 100 monolingual English and 100 bilingual ZuluEnglish third-grade learners was investigated by measuring their phonological-and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with reading measures in English as an L1 and L2, but significant differences were found on all of the measures; implying overall support for use of PA measures for reading achievement in L1 English monolinguals and in the English (L2) of bilingual children, but with the understanding that L1 Zulu spoken proficiency and L2 English-only instruction influences the underlying repertoire of PA skills used for L2 English reading acquisition, different from that of the L1 English reading acquisition process. The implications of these findings for L2 reading development and using phonological measures across cultural-linguistic groups, for educational purposes, are discussed.

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A Linguistic Analysis of Venda

Cited by 17 publications

References 0 publications

Relative clause formation in the Bantu languages of South Africa

Relative clause formation in the Bantu languages of South Africa

A Preliminary Investigation into Some Aspects of Time Reference in Tshivenḓa

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

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