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TLHAHISO YA POPOPUO,
PUOMODUMO LE PUO YA KGWEBO
MOTATAISI WA
SSLL 112 VSC
*SSLL112VSC*
FACULTY OF HUMANITIES
VAAL TRIANGLE CAMPUS
Study guide compiled by:
Prof T Selepe and Dr J Seema
=Page layout by Elsabé Botha, graphikos.
Printing arrangements and distribution by Department Logistics (Distribution Centre).
Printed by The Platinum Press (018) 299 4226.
Copyright  2012 edition. Date of revision 2012.
North-West University, Potchefstroom Campus.
No part of this book may be reproduced in any form or by any means without written
permission from the publisher.
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LENANEO LA DITABA
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TSE AKARETSANG
KAMOHELO
O amohetswe thutong ya SSLL 112. Mojule ona o etseditswe ho atolosa bokgoni ba hao ba
Sesotho. O tla rutwa dintlha tsa motheo tsa puo ya Sesotho le ho fihlella bokgoni bo
hlokehang ba ho manolla sengolwa le ho ngola moqoqo wa akhademiki. Bukana ena ya
tataiso e ngotswe moithuti e le yena feela kelellong tsa rona mme ka hona e leka hore
mesebetsi e ka hare e be e nang le tlhahisoleseding le e thabisang. Re dumela hore o tla
itumella mojule ona.
MABAKA
Thuto ya puo, jwalo ka Sesotho, hangata e na le karolo ya puo le ya sengolwa. Re sebedisa
puo bakeng sa dipuisano tsa ka mehla le ho hlahisa dingolwa. Ho kenyeletswa ha dikarolo
tsa puo thutong ena ho tla o dumella ho ithuta le ho feta moo, ka ha tsela e rarahaneng ya
puo le mekgwa eo puo e sebediswang ka yona. Pono ena e ntjha ka tsela eo puo e leng ka
yona e tlameha ho matlafatsa tsela eo o ananelang dingolwa tseo o ithutileng tsona
karolong ya dingolwa ya thuto ena. Mojule ona o tla o thusa ho hodisa bokgoni bo
hlokehang boo o tla bo hloka bophelong ba hao ba tsa tshebetso.
DIHLOMO TSA HO ITHUTA
Mehlodi e latelang e beeleditswe laeboraring:
MOKGWA WA HO ITHUTA SERUTWA SENA
•
Itokisetse kopano e nngwe le e nngwe ya ho kopana ha baithuti e hlokang ho etsetswa
boitokisetso ka ho bala le ho araba dipotso.
•
Ho bohlokwa ho fumana buka ya dingolwa le ho etsa mesebetsi yohle e behetsweng ho
balwa.
•
O lokela ho kenya mesebetsi yohle ka nako hle. Dinako tsa meedi ya ho kenya
mesebetsi di tla ntshuwa nakong ya ho kopana ha baithuti mme mosebetsi o abuwa.
•
Mesebetsi yohle e lokela ho ba le lenane la mehlodi. Sebedisa buka e bitswang Quoting
Sources ho nnetefatsa hore lenane la dibuka tseo qotsitseng ho tsona le nepahetse.
•
Se ke wa utswa mengolo ya batho. Ananela hantle mehlodi yohle eo o e qotsitseng
mosebetsing wa sengolwa sa hao le ka hara lenane la mehlodi.
•
Mosebetsi wa hao o lokela ho ba le leqephe la ka hodimo.
•
Hopola ho badisisa mesebetsi ya hao pele o e romela.
•
Moithuti ka mong o na le hona ho ka fihlella khompiyutha le metjhini e hatisang ka hara
phalposi ya khompiyutha e ITB. Nnetefatsa hore o na le user ID, hore o na le ho fihlella
imeile (GroupWise) le inthanete le hore na phaposi ya khompiyutha e a fumaneha na.
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•
Ho bohlokwa haholo hore o tle dikopanong tsa baithuti tsa dithuto hobane boholo ba
dikahare tsa thuto bo tla etswa ka mokgwa wa boithuto ba ho qoqa tse sa ngolwang ka
hara bukana ya tataiso.
•
Ha o etsa boitlhophiso ngola dipotso tseo o batlang ho di botsa hore o tle o fumantshwe
tlhakisetso ya mathata nakong ya kopano ya baithuti.
•
Phutholloha ho bua le morupelli ka mathata mabapi le dikahare tsa boithuto nakong ya
dihora tsa taetsano (tse tla tsebiswa nakong ya boithuto).
•
Nnetefatsa hore o fihlelletse diphetho bakeng sa Yuniti ka nngwe.
TLHAHLOBO
Matshwao a faenale a mojule ona a sebeditswe ka tsela e latelang:
Matshwao a ho nka karolo:
50%
Matshwao a tlhahlobo:
50%
Palohohle:
100%
Matshwao a ho nka karolo a tla boptjwa ke matshwao ao o a fumanang bakeng sa
mesebetsi eo o e entseng le ho e kenya nakong ya kopano ya baithuti le ya hae le
matshwao ao o a fumaneng bakeng sa teko ya ka phaposing le teko ya semestara. Ha o ka
foswa ke monyetla wa tlhahlobo, ka kopo kenya tlhalosetso e ngotsweng mmoho le
ditokomane tse tiisang lebaka la hao la ho ba siyo mohl. khophi ya lengolo la ngaka le yang
ho morupelli wa hao.
Matshwao a tlhahlobo a bopilwe ka matshwao ao o a fumanang bakeng sa ditlhahlobo tseo o
tla di ngola mafelong a mojule ona.
Hore o dumellwe ho ngola ditlhahlobo o lokela ho fumana matshwao a ho nka karolo a 40%
mme o hloka hore ebe o ile diphaposing tsa borutelo tsa kopano ya baithuti bonnyane
makgetlo a mabedi borarong.
Hore o pase mojule ona o hloka ho fumana bonnyane 50% ditlhahlobong mme o be le
matswao a faenale bonnyane a 50%.
TLHAHLOBO
O tla lebellwa ho ngola tlhahlobo e mabapi le thuto ena mafelong a kgweditshelela. Empa o
lokela ho elellwa hore o tla dumellwa feela ho ngola ha eba o bokeleditse bonnyane
matshwao a etsang 35% mosebetsing wohle wa hao wa kgweditshelela. Bonnyane bona ha
bo kgothaletswe hobane ha ho bonolo haholo ho fumana 65% tlhahlobong. Le ha tlhahlobo e
ena le matshwao a yona, ona a tla etsa feela 50% ya mosebetsi wohle wa kgweditshelela.
TSEBA MORUPELLI
Morupelli
Prof TJ Selepe Moaho 7 Ofisi 219 Mohala (016) 9103491
Dr J Seema
Moaho 7 Ofisi 220 Mohala (016) 910 3492
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DIPHETHO TSA MOJULE
Qetellong ya mojule ona, baithuti ba lokela ho kgona ho: bontsha tsebo ya tlhaho ya
mantswe; bontsha tsebo ya tlhaho ya dipolelo; bontsha tsebo ya mathomo ya tshebediso ya
puo dingolweng; le ho rala le ho ngola moqoqo
MORALO WA MOSEBETSI
Beke
Boithuto
Boitokisetso
Beke ya 1
Karolo ya thuto 1.1
Itokisetse karolo ya thuto 1.2
Beke ya 2
Amohela mosebetsi 1
Karolo ya thuto 1.2
Itokisetse karolo ya thuto 1.3 le 1.4
Etsa mosebetsi 1
Beke ya 3
Kenya mosebetsi 1
Karolo ya thuto 1.3 le 1.4
Beke ya 4
Karolo ya thuto 1.5
Itokisetse teko ya phaposing 1
Beke ya 5
Teko ya phaposing 1on karolo ya
thuto 1.1 to karolo ya thuto 1.5
Karolo ya thuto 2.1
Beke ya 6
Karolo ya thuto 2.2
Itokisetse poeletso ya dithuto
tlhahlobo
Beke ya 7
Boitokistso ba dithuto tlhahlobo
Beke ya 8
Karolo ya thuto 3.1
Beke ya 9
Karolo ya thuto 3.2
Itokise bakeng sa teko ya
phaposing 2
Beke ya 10
Teko ya phaposing 2 ka karolo ya
thuto 3.1 ho fihla ho karolo ya thuto
3.2
Karolo ya thuto 4.1
Beke ya 11
Karolo ya thuto 4.2
Itokisetse karolo ya thuto 5.1 le 5.2
Beke ya 12
Amohela mosebetsi 2
Karolo ya thuto 5.1 le 5.2
Etsa mosebetsi 2
Beke ya 13
Karolo ya thuto 5.3
Itokisetse poeletso
Etsa mosebetsi 2
Beke ya 14
Kenya mosebetsi
Poeletso
Itokisetse bakeng sa hlahlobo
Ela hloko: Ona ke moralo wa motheo. Morupelli wa hao a ka etsa qeto ya ho o fa mosebetsi
wa lapeng o sele ho itshetlehilwe hodima ditlhoko tsa hao tsa tekanyetso.
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DIHORA TSA TSHEBETSO
Mojule ona o na le dintlha tse 12 mme di phethwa ka dihora tse 120 tsa tshebetso (tse
kenyeletsang nako ya boitokisetso ba dithuto, boithuto, ho bala, ho etsa mosebetsi le ho
itokisetsa tlhohlobo).
MANTSWE A TSHEBETSO
Boitokisetsong ba hao bakeng sa thuto ya Yunivesithing mantswe a tshebetso a latelang, a
bopang karolo e bohlokwa ya tekanyetso ya mosebetsi wa hao o ngotsweng a a
kenyeletswa. Nnetefatsa hore o utlwisisa moelelo wa lentswe ka leng mme o hlahise
mosebetsi wa hao ka nepo.
Sekaseka
Hlwaya dikarolo kapa dielemente tsa kgopolo mme o di hlalose ka
bonngwe ka bonngwe.
Bapisa
Bontsha ho tshwana le ho fapana pakeng tsa ditaba, mehopolo kapa
dintlhakemo. Lentswe ‘kgohlano’ le ka sebediswa ha ho le jwalo. Ha
ntho tse pedi kapa tse fetang di bapiswa, tswela pele ka makgethe ho
tsepama hodima ntho e le nngwe ka nako. Ho molemo kamehla ho
etsa papiso ka mantswe a hao.
Lekodisisa
Sena se bolela hore o lokela ho bontsha hore na o dumellana kapa o
hanana le setatemente se itseng kapa pono e itseng. Jwale o lokela ho
hlalosa hore o dumellana le eng mme o hanana le eng mme o fane ka
mabaka a utlwahalang bakeng sa maikutlo a hao.
Hlalosa
Fana ka moelelo o tobileng wa ntho e itseng. Ditlhaloso di lokela ho
ithutwa di le jwalo.
Bontsha
Kenyeletsa le ho qoqa ka mehlala. O lokela ho fana ka bopaki ba hore
o utlwisisa jwang mokgwa wa tshebetso kapa kgopolo e kenngwa
jwang tshebetsong bophelong ba nnete.
Hlalosa
Hlalosa hantle hore na ntho e jwang; fana ka dintlha tsa hore makgetha
kapa tlhaho ya ntho e itseng e jwang; hlalosa hore na ntho e sebetsa
jwang. Ha ho hlokehe maikutlo kapa ngangisano.
Qoqa ka
Tshwaela ka ho hong ka mantswe a hao. Sena hangata se hloka hore o
ngangisane ka dintlhapono tse pedi kapa dikgopolo tse pedi tse
fapaneng kapa dikgonahalo tse pedi.
Bontsha
phapang
Hlwaya diphapang pakeng tsa dintho, mehopolo e fapaneng, kapa
dintlhakemo tse fapaneng. Hangata sena se hloka hore o sebedise
mantswe a hao.
Moqoqo
Ho hlokahala tlhaloso e eketseheileng ya sehlooho.
Mohlala
Fana ka pontsho e etsahalang ya kgopolo.
Hlalosa
Fana ka tlhakisetso mabapi le kapa fana ka mabaka bakeng sa ntho e
itseng. Sena ka tlwaelo se etswa ka mantswe a hao. O lokela ho fana
ka bopaki ba hore o utlwisisa dikahare. Mohlala le ditshupentsho di ka
sebediswa.
Hlwaya
Fana ka makgetha a bohlokwa kapa dintlha tsa kgopolotaba, mohl.
mokgwa o motle wa ho etsa dipatlisiso.
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Bontsha
Thala dayakeramo kapa setshwantsho se bontshang ka botlalo
kgopolotaba kapa kgopolo.
Bolela
Fana feela ka tlhaloso e bonolo ya ditlhaloso, dintlha kapa dintho tse
botsitsweng. Ho ka nna ha hlokeha tlhophiso e itseng kapa tatellano e
itseng e ikgethileng.
Kgodisa
Fana ka tlhalosetso ya ntlhakemo ya hao kapa setatemente sa hao. O
lokela ho nnetefaletsa mmadi ka ntlhakemo ya hao.
Bolela
Hlalosa ka bokgutshwanyane o sa fane ka dintlha.
Rala
Toboketsa dintlha tsa sehooho, dibopeho kapa ditheo tsa kakaretso tsa
boemo. Tlohella tlhahisoleseding e seng bohlokwa haholo. Fana ka
dintlha tse fetang bakeng sa ho hlalosa, ho fana le ho hlahisa lesedi.
Bolela
Fana ka lesedi ntle le ho hlalosa.
Akaretsa
Fana ka tjhebokakaretso e bopehileng hantle ya dikgopolo tsa sehlooho
tsa boemo bo itseng ka mantswe a hao.
Lokodisa
Hlahisa taba ka tataellano.
TEMOSO MABAPI LE HO KOPITSA
MOSEBETSI KE BOITEKO BA BOINOTSHI E SENG BA SEHLOPHA (NTLE LE HA HO
HLALOSITSWE KA MANTSWE A JWALO HORE KE MESEBETSI WA SEHLOPHA)
Ho kopitsa sengolwa ho tswa moithuting e mong kapa ho tswa dibakeng tse ding (mohlala
ho tswa bukaneng ya tataiso, buka e kgethetsweng ho balwa kapa ho tswa inthaneteng ka
ho otloloha) ha ho a dumellwa - ke feela diqotso tse kgutshwanyane tse dumelletsweng le
teng ha ho hlalositswe hore ho tla ba jwalo.
O lokela ho lokodisabotjha sengolwa se teng mme o sebedise mantswe a hao ho hlalosa seo
o se badileng. Ha ho a amohleleha ho tlanya botjha sengolwa se seng se le teng mme o be
o ananela mohlodi wa sona tlaase mongolong wa kamohelo - o lokela ho kgona ho
amahanya mohopolo kapa kgopolo, ntle le ho phetha seo mongodi wa sethato a se ngotseng
lentswe ka lentswe.
Sepheo sa mesebetsi ha se ho hlahisa botjha dintho tse teng di ngotswe, empa ke ho
nnetefatsa hore o na le bokgoni ba ho kenya mehopolo ya hao ho e seng e le teng ya
dingolwa, ho kenya kutlwisiso ya hao le/kapa ho seholla dingolwa le ho fana ka tharollo e
bonono bakeng sa mathata a teng.
Lemoha: baithuti ba kenyang mosebetsi o kopisitsweng ba tla fumana matshwao a
Noto bakeng sa mosebetsi mme ho tla nkwa dikgato tsa kgalemelo ke Fakhalthi
le/kapa Yunivesithi. Ha ho bile ha ho a amoheleha ho etsetsa motho e mong
mesebetsi, ho ba adima mosebetsi wa hao kapa ho ba fa mosebetsi wa hao hore ba
etse dikhophi – ela hloko mme o se fe mang kapa mang mosebetsi wa hao!
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Mojule wa 1
Mojule wa 1
AS 1.1 HO HLWAYA LE HO HLALOSA
MOKGWA LE NTSHETSOPELE YA
PUO SESOTHO
Dikarolwana tsa mojule 1
Yuniti ya 1.1
AS 1.1 Qolla o be o hlalose dipuana le meelelo ya tshebediso ya puo
Yuniti ya 1.2
AS 2. Bolela o be o hlalose sebopeho sa puo le dintlha tsa bohlokwa tsa puo.
Yuniti ya1.3
AS 1.3 Hlalosa medumo, sebopeho sa mantswe le dipolelo meelelong e fapaneng
Yuniti ya 1.4
AS 1.4 Tlhaloso le ntshetsopele ya ho bala
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Mojule wa 1
Yuniti ya 1.1
AS 1.1 QOLLA O BE O HLALOSE DIPUANA LE MEELELO
YA TSHEBEDISO YA PUO (MOHLALA: LAPENG,
LEBATOWENG LE NAHENG)
Nako ya mosebetsi ona e tla ba dihora tse hlano
Qetellong ya thuto ena o tla be o tseba diphetho tse latelang:
•
1 Ho hlwaya le ho hlalosa dipuo le dipuana ha mmoho le tshebediso ya tsona
•
2 Ho lemoha phapang le ho hlalosa meelelo eo puo e sebediswang ho wona boemong
ba lehae
•
3 Ho qoqa le ho hlalosa meelelo eo puo e sebediswang ho yona boemong ba lebatowa.
•
4 Ho kgodisa le akaretsa meelelo eo puo e sebediswang ho wona boemong ba naha.
•
5 Ho fuputsa le ho momahanya kamano maemo a fapaneng ao puo e sebediswang ho
wona (ka dipuo di tshwaetsanang kateng).
1.0 Selelekela: Dipuo tsa Batho
Dipuo tseo re tlileng ho bua ka tsona mona ke tse buuwang lebatoweng le ka Borwa ho
lehwatata la Sahara kontinenteng ya Afrika, mme e boetse ke sehlopha se seholohadi sa
dipuo. Hantlentle dipuo tsa lebatowa lena di bitswa dipuo tsa Batho (Bantu) ka hobane
kaofela ha tsona di sebedisa motso wa –ntu- le ha motso ona o ngolwa ka ho fapana ho ya
ka dipuo le ha moelelo wa wona o dula o tshwana. Ha re shebe mehlala e latelang:
Na o kile wa ipotsa hore puo ke eng? Puo ke mantswe, qapodiso ya ona le mekgwa eo
batho ba e sebedisang bakeng sa ho buisana ho ya ka moo setjhaba se itseng se
dumellaneng ka teng ho ya ka moelelo wa yona. Sena se bolela hore ho peteketsa mantswe
feela e se e le puo. Hore e tle e be puo, mantswe a lokela ho hlophiseha ka mokgwa o
itseng. Empa na hona ke phetho? Re lokela ho eketsa mona ka hore diphoofolo le tsona di
ntse di buisana. Na ha ho jwalo? Ee, ho jwalo empa puo ya batho e fapane le ya diphoofolo.
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Mojule wa 1
Ako nahane hanyane ka se etsahalang ha motho e mong a bua le wena ka puo eo o sa e
tsebeng. Na re ka re o buisana le wena? Tjhe, ha a buisane le wena le ha yena a ne a
utlwisisa seo a se bolelang. Le diphoofolo di a utlwana. Na ha ho le jwalo re lokela ho nka
puo eo ya moditjhaba e le puisano? Kutlwisiso ya rona ke hore thuto ya puo e lokela ho
tadingwa jwalo ka thuto e nngwe le e nngwe eo motho a ka ithutang yona. Karolong ena re
tlilo ithuta dintlha tse mmalwa mabapi le puo. Mmapa o latelang o bontsha ka moo Sesotho
se ikadileng ka teng:
1.1 Lapeng
Puo ya Sesotho jwalo ka ha re e tseba kajeno e bopilwe ka dipuana tse mmalwa; e leng
Setlokwa, Sefokeng, Sekwena, Setaung. Empa ka lebaka la ho kopana le dipuo tse ding re
boetse re na le dipuana tse ikemetseng e leng Sekgolokwe, Sephuthi, Selozi (Serotse). Ka
lebaka lena ngwana ha a hlaha, o hlahela ka hara e nngwe ya dipuana tsena.
1.1.1 Puo e tswa kae?
Ngwana o ithuta puo ka ho mamela ho tloha ha a hlaha mme ha a fihla dilemong tse nne o
se a ntse a tseba ho bua hantle. Athe ha a fihla dilemong tse tsheletseng ho ya ho tse
supileng o se a kgona ho utlwisisa le ho bolela mehopolo ya hae ka mokgwa o
utlwisisehang. Haholoholo ngwana o ithuta puo ho mmae mme ke ka hoo puo ya mantlha eo
motho a e tsebang e bitswang puo ya letswele. Mona re tlilo ithuta ka moo puo e sebetsang
ka teng boemong ba lelapa (Harrub, Thompson & Miller, 2003).
Jwale he, ditaba tsena tse ka hodimo re ka di rala tjena ka mokgwa wa setshwantsho.
(Elellwa hore sena ke kakanyo feela ya se etsahalang, eseng setshwantsho se
phethahetseng sa ketsahalo e etsahalang bokong):
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Mojule wa 1
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Mojule wa 1
Ho nahana ka temoho
Ho nahana ka temoho le diketso tse hlophisitsweng
ka puo mme tse ka fetisetswang ho ba bang
Puo
Sesebediswa se hlophisang le ho lemosa ka dintho
Ho se nahane ka temoho
Dintlha tse sa hlophisehang tse se nang temoho mme
tse ke keng tsa fetisetswa ho ba bang
1.1.2 Puo e hola jwang?
Ho bonahala eka motho o bopetswe ho bua ka hobane haesale motho a eba teng e le
sebopuwa se buang. Ka baka lena e nngwe ya dintho tsa pelepele tseo motho a ithutang
puo tsona ke ho e mamela, ho e bala ekasitana le ho e ngola. Ka lebaka leo kgolo ya e
bohlokwa ntshetsopeleng ya setjhaba, moetlo le boitsebo. Ha ho bonolo ke hona hore motho
ya sa tsebeng puo ya hae a be le boitsebo bo phethahetseng.
Boitekolo
•
1.
Bolela o be o hlalose sebopeho sa dipuo tsa Maafrika.
•
2.
Ke dipuo dife tse welang ka hara meedi ya Afrika Borwa.
•
3.
Hlalosa lelapa la Sesotho ha mmoho le dipuana tsa lona.
•
4.
Na o bona ho le bohlokwa ho ithuta dipuo tsa Sesotho di arohane? Hlalosa.
1.2 Tikolohong
1.2.1 Puo e amahanya motho le tikoloho
Ke taba e amohelehileng ya hore puo ke sesebediswa se amahanyang motho le tikoloho e
mo potapotileng. Sena re se lemoha jwang? Motho a ka sebedisa puo mabapi le dintho tse
amanang le yena ka seqo, a sebedisa puo kamanong le batho ba bang ekasitana le
kamanong ya hae le tikoloho eo a phelang ho yona.
Haeba re shebisisa dintho hantle, e tshwanetse ebe re se re eleletswe hore motho ha a
iqapele puo ya hae empa o bua puo eo a e utlwang tikolohong eo a phelang ho yona. Empa
potso e sa ntse e le hore puo e tswa kae.
Puo e sebedisetswa eng? Haeba karabo ya hao e le tjhe, ako ipotse hore na puo ke yona
feela mokgwa wa puisano na. Ha karabo ya hao e le ee, hlalosa ka bokgutshwanyane hore
hobaneng o nahana hore ka mehla puo e tla dula e le mokgwa wa puisano. Ee, ke nnete
hore puo ke tsela ya puisano empa le ha ho le jwalo, ha e phethahatse sohle seo puisano e
leng sona. Hobaneng?
1.2.2 Re sebedisa puo ho bopa moelelo
Ha re elellwa ntho kapa re etsa ho itseng re sebedisa puo ho loha menahano ya rona. Na
sena se bolela hore menahano ya rona e fuwa sebopeho ke puo? Tjhe, re ka mpa ra re
nahana ho ya ka puo hobane puo ha se monahano. Hantlentle puo e re thusa ka ho hlophisa
mehopolo ya rona ka tshwanelo. Ke ka hoo e leng ntho ya bohlokwa hore motho a sebedise
sebetsa sena sa puo ho lemoha, ho bopa moelelo le ho kolokisa ditaba le mehopolo ka
tshwanelo.
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Mojule wa 1
Moelelo puong
Moelelo phedisanong
Moelelo tikolohong
Moelelo nakong
Na o kile wa lemoha hore o nahana neng ka toro eo o bileng le yona?
Ee, o e nahana ha o e phetela motho e mong kapa o e phetela yona ka bowena.
Na o kile wa elellwa hore o tsamaya tsela e le nngwe ka mehla ha o ya sekolong/
mosebetsing ntle le ho lemoha palo le mefuta ya difate tseo o fetang ho tsona? Ke ha feela o
ka di lemoha mme wa qalella ho di bala o ka kgonang ho di hopola.
Ditaba tsena tse ka hodimo di re lemosa hantle hore puo ha se taba ya ho buisana feela.
Boitekolo
1 Hlalosa moo puo e leng bohlokwa ka teng bophelong ba motho le batho.
2 Tikoloho e na le kgahlamelo puong ya batho. Hlalosa!
3 Ako re hlalosetse ka moo motho a ka bopang moelelo kateng.
4 Motho o nahana ka eng? Hlalosa!
1.3 Lebatoweng
Diphihlello tsa thuto
Qetellong ya thuto ena o tla be o ithutile, o utlwisisitse, o lemohile o bile o kgona ho etsa tse
latelang:
•
1 Mokgwa oo motho a ithutang puo ka wona.
•
2 Bokgoni ba ho mamela, ho bala le ho ngola ka tshwanelo.
•
3 Tshebediso ya puo puisanong.
•
4 Mekgwa ya ho bua ka bokgeleke.
•
5 Maemo a fapaneng a tshebediso ya puo.
1.3.0 Selelekela
Di ngata ditsela tseo puo e ka hlaloswang ka tsona mme mona re tla leka ho shwaphahanya
mehopolo ena. Ka lebaka lena ho a tshwaneleha hore le wena ha o hlalosa puo ka mantswe
a hao o se ke wa siella le ha e le nngwe ditshiya tsa tlhaloso ena. Ntlheng e tlang ho latela
mona, re tla leka ho qhaqholla tlhalosa ena eo re seng re e entse ka botlalo.
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Mojule wa 1
1.3.1 Tlamahanyo ya motho le tikoloho
Re tla leka ho bolela le ho totobatsa ntlha ka nngwe e amanang le puo, ka mantswe a mang
semelo le mohlodi wa kamano eo ya tlamahano ya puo. Dinthwana tsena tsohle tseo re di
boletseng tlhalosong ya puo di ka tshwantshwa ka mokgwa o latelang:
TLAMAHANO LE NAKO (5)
TLAMAHANO LE TIKOLOHO (4)
TLAMAHANO LE PHEDISANO (3)
TLAMAHANO LE BOTHO (2)
TLAMAHANO YA SEBOPEHO (1)
1.3.2 Tlamahano ya sebopeho
Ke eng seo re se utlwisisang ka lentswe lena, sebopeho? Dintho tse ngata tseo motho a di
etsang di na le sebopeho hore di tle di lokele sepheo seo di se reretsweng.
Ha re fana ka mohlala o tlwaelehileng re ka re tafole e lokela ho ba le bokahodimo bo
bataletseng, e setlele hantle ka maoto, mme e be bophahamong bo loketseng tshebediso ya
yona. Ditlhoko tsena ke bonyane ba dintho tsa motheo tseo tafole, efe kapa efe, e lokelang
ho di kgotsofatsa hore e tle e bitswe tafole. Na o ka re ditlhoko tsa motheo tsa setulo
(dibopeho tsa sona) ke dife tse tlang ho re dumella hore re re ke setulo?
Puo le yona, jwalo ka tafole le setulo, e fuwa sebopeho ke motho hore e tle e mo sebeletse
ka tshwanelo. Hore puo e tle e phethahatse morero wa yona, e lokela hore bonyane e be le
dikarolwana tse tharo e leng, modumo, tatelano ya mantswe le moelelo.
1.3.3 Tlamahano ya motho le puo
Ngola tlhaloso ya tlamahano ya motho le puo moo o bontshang hore ke nnete e bopeletswe
ho motho.
Motho e mong le e mong o ithuta puo eo a e utlwang tikolohong ya hae. Ho ithuta hona ha
puo ha se feela phetapheto ya mantswe ao motho a a utlwang. Motho o fa puo eo a e
utlwang tikolohong ya hae sebopeho se setjha. Ka lebaka lena re tla be re sa fose ha re re
motho ka mong o na le puo ya hae. Ke ka lebaka lena ho kgonahalang hore o akanye ka
semelo sa motho ya buang mohaleng, le ha o eso ka o mmona.
Ako nahane ntho tse pedi tse ka o bontshang hore puo e fapana ho tloha mothong e mong
ho ya ho e mong. Puo ena he eo motho ka mong a e buang re ka e bitsa leleme la hae.
Thutong ya saekholoji ya puo ke moo re ithutang teng ka botlalo ka moo botho ba batho bo
tshwaetsang puo ka teng.
1.3.4 Puo le phedisano
Ako nahanisise dinthwana tse mmalwa tse bontshang hore ka nnete puo e tswalwa ke
phedisano. Jwalo feela ka ha batho ba phela mmoho puo le yona e hlola phedisano
mahareng a batho. Puo eo motho a e buang e kgotsofatsa ditlhoko tsa tikoloho le tsa batho
bao a phedisanang le bona. Ka mokgwa o jwalo puo eo motho a e buang ke sesupo sa
setjhaba sa tikoloho eo a phelang ho yona.
Ka lebaka lena re ka tadima puo e le kgokahanyo kapa leqhama la batho ha mmoho le
tikoloho ya bona. Na o ka bontsha ka tseo re seng re di qoqile hore puo e fela e bopa
phedisano? O ka boela wa eketsa ka mehlala e meng.
Puo e sebediswang ke sehlopha se itseng sa batho se tikolohong e itseng ke puo ya
tikoloho eo. Empa hona ha ho kenyeletse puo e sebediswang ke lona jwalo ka baithuti
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Mojule wa 1
hobane yona ke e hlophisehileng. Sena se re tlisa karolong e nngwe ya bohlokwa thutong ya
puo, e leng thuto ya phedisano ya puo (sosiolinguistiki).
1.3.5 Puo e amana le sebaka
Ako leke ho nahana tlhaloso e kgutshwanyane e ka bontshang hore puo e na le kamano e
itseng le sebaka.
Hantlentle puo ha se ntho e itlhahelang feela. Ka mehla e na le sebaka seo e sebediswang
ho sona. Ka lebaka lena re ke ke ra makala ha batho ba dibaka tse fapaneng ba bua dipuo
tse fapaneng. Tse ding di ka batla di tshwana ha tse ding di ka fapana ho hang.
Sena se bolela hore puo tabeng ya pele ke sesebediswa sa sebaka se itseng. Batho ba
phelang malapeng a fapaneng kapa dibakeng tse fapaneng, le ha di atamelane, mme ho
sebediswa puo e le nngwe e akaretsang, re eleletswe hangata hore lelapa ka leng le
sehlopha se itseng sa batho, ho na le kaekae moo ba sebedisang mofuta wa puo o
utlwisiswang ke bona feela.
Boitekolo
Na o kile wa elellwa hore bana ka tlung ba ka kgona ho seba batswadi ba bona?
Na o kile wa bona hore barutwana sekolong ba kgona ho seba ka mesuwe ya bona?
O ka reng ka bahlankana le barwetsana?
O ka reng ka bomme le bontate?
1.3.5 Puo e amana le sebaka
Ha ho na le pelaelo hore puo e tsamaya le dinako. Haeba maemo a hao bophelong a fetoha,
le tsela ya hao ya ho bua le yona e a fetoha. Ho feta mona puo ya motho e fetolwa ke dintho
tse ntjha tse hlahelang tikolohong ya ya hae, jwalojwalo. Dithutong tse latelang re tlilo leka
ho o tataisa ho lemoha se etsahalang maemong a fapaneng le dinakong tse fapaneng.
Boitekolo
•
1.
Ako re qoqele ha nyenyane feela ka seo o se utlwisisang ka sebopeho ho ya ka moo
re buileng ka sona ka hodimo mona.
•
2.
Na puo eo o neng o e bua ha o sa le ngwana, o ntse o e bua kajeno?
•
3. Na tsela eo o neng o bua ka yona ha o sa le sekolong, o ntse o bua ka yona le ha o se
o le yunivesithing?
•
4.
Na puo eo o neng o e bua o sa le morwetsana kapa mohlankana o sa ntse o e bua le
ha o se o le ntate kapa mme?
1.4 Naheng
Hara dintho tsohle tse bopang botjhaba ba setjhaba, puo ke e nngwe ya tse ka sehloohong.
Ke ka lebaka leo ka nako tse ding lebitso la naha le la setjhaba di bitswang ka puo eo se e
buang haholoholo ha e le puo e le nngwe jwalo ka dinaheng tsa Yuropa. Empa taba ena ha e
a ata Afrika ka hobane hangata ho fumanwa dipuo tse ngata ka hara naha e le nngwe. Ako
nahane ka mehlala e tiisang kgopolo ena.
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Mojule wa 1
Ka mora dikgetho tsa demokrasi selemong sa 1994 mmuso wa Afrika Borwa o ile wa qapa
molaotheo o motjha (Act 108 of 1996) o itshetlehileng hodima ditokelo tsa botho le
phedisano e amohelehileng. Hara ditsela tse ngata tse neng di sebediswa ke mmuso wa
mehleng wa kgethollo ho tlatlapa batho le leano la bokolone, e ne e le ho tlatlapa batho ka
tshebediso ya bona ya puo. Karolwaneng ena re tlilo ama taba ena ya puo haholwanyana.
Maafrika Borwa a bua dipuo tse ngata, e leng se etsang hore tshebediso ya dipuo tse ngata
e be ntho e teng ka hare ho naha. Ho laola tshebediso ya dipuo tse ngata ke ntho e thata,
mme e hloka mamellano le tshebedisano e kgolo mafapheng ohle a bophelo bathong ba
Afrika Borwa. Ka mokgwa o tshwanang, Moafrika Borwa ka mong o na le tokelo ya ho
sebedisa puo ya hae ditabeng tse amang tshireletso ya ditokelo tsa botho.
1.4.0 Selelekela
Re se re kile ra bua ka makala a mangatanyana a thuto a amanang le puo. Mehlala:mofoloji
(thuto ya puo e amanang le dikarolwana tsa mantswe), semantiki (thuto ya puo e amanang
le moelelo), Senthekse ( thuto ya puo e amanang le dipolelo) le tse ding tse ngatanyana
tseo re sa di bolelang.
Ha re sheba (sociolinguistics) puo-bosetjhaba, re fumana hore le yona ke e nngwe ya
makala a thuto ya puo e sa tswa nkuwa jwalo ka e nngwe ya dithuto tsa puo tse ka
manollwang e ikgetholla ho tse ding. Puo-bosetjhaba e bonahala e qadile kgolo ya yona
dilemong tsa bo 1960 ho ya ho bo 1970. Hudson (1980:1) o hlalosa hore sena ha se bolele
hore puo-bosetjhab e simollotse ka selemo sa 1960. Ho tloha kgale ho bile le kgopolo e
reng ho na le kamano pakeng tsa puo le moetlo wa bona. Dilemong tsa bo 1940, Malinowski
o hlalositse puo e le “sesebediswa se hutollotsweng bonneteng ba moetlo”. O hlalosa hore
boitsibisahalo ba batho le setso sa bona, ha se ntho tse ka fihlellwang ha bonolo ntle le ho
lekola puo ya bona. Taba ena ya boitsibisahalo (identity) le setso sa motho, di re
susumelletsa ntlheng ya ho sekaseka lereo lena puo-bosetjhaba.
1.4.1 Tlhaloso ya puo-bosetjhaba
Re tla leka ho hlalosa lereo lena puo-bosetjhaba re itshetlehile ka maikutlo a fafaneng a
ditsebi tsa puo-bosetjhaba. Hymes (1980) o hlalosa puo-bosetjhaba e le thuto ya puo e
amanang le setjhaba. Trudgill (1974) o toboketsa ntlha ya hore puo-bosetjhaba e akaretsa
dithuto tsa puo kamanong le bosetjhaba tse itshetlehileng dipotsong tse kang “jwang” le
“hobaneng” ha puo e fetoha. Hymes o bolela hore puo-bosetjhaba e supa nyalano pakeng
tsa puo le setjhaba le pakeng tsa leleme le itseng la puo le sebaka se itseng. Ditlhaloso tse
ka hodimo di re fa maikutlo a reng:
•
Puo-bosetjhaba ke karolo ya thuta-puo
•
Puo-bosetjhaba e shebane le puo le tshebediso ya yona.
•
Puo-bosetjhaba e bolela kahisano ya setjhaba le mekgwa ya bophelo ba sona
1.4.2 Puo le setjhaba
Puo ke sebetsa sa bohlokwa puisanong setjhabeng sefe kapa sefe. Ntle ho puo, batho ba ne
ba ke ke ba tseba maikutlo, menahano,boitshwaro le dikgopolo tsa batho ba bang. Ka puo
batho ba kgona ho ka utlwisisa maikutlo a motho e mong. Fasold (1984) o toboketsa ntlha
ena ka ho hlalosa hore batho ha ba sebedise puo ho ka abelana maikutlo a bona feela,
empa ka puo ba utlwisisa tikoloho eo motho a phelang ho yona. Sena se bolela hore motho
o na le kamano le tikoloho eo a phelang ho yona. Trudgill (1974) o hatella ntlha ya hore puo
ha se feela sesebediswa sa puisano, empa ke mokgwa o babatsehang o bopang le hona ho
tsitsisa kamano pakeng tsa batho. Ditaba tsena di re susumetsa hore re ipotse hore setjhaba
ke eng?
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Mojule wa 1
Setjhaba ke mokgopi wa batho ba tlamahantsweng ke ntho e le nngwe ya ditabatabelo tsa
bona. Puo le setjhaba ha di a arohana. Puo e itshetlehile ka setjhaba mme le setjhaba se
itshetlehile ka puo hore se tle se phele. Setjhaba hore se tle se tswele pele, ho hlokeha puo
hore batho ba tsebe ho pepepsa maikutlo a bona. Ka lehlakoreng le leng, hore puo e dule e
ntse e phela, e hloka batho ka hara setjhaba ba tlang ho e sebedisa hore e se ke ya eshwa.
Ha puo e sa sebediswe ha e na molemo mme e ka nna ya eshwa neng kapa neng. Le teng
ha puo e sa sebediswe hantle, e tla foforeha.
Basotho ba tlile Gauteng ba ntse ba bua Sesotho se nepahetseng le mongolo o
nepahetseng. Hoba ba fihle Gauteng, ba ile ba qobellwa ho ka ithuta dipuo tse kang
Afrikaans le English hore ba tle ba tsebe ho buisana le boramesebetsi ba bona. Pusong ya
pele ha ho wa ka hwa eba le moralo wa dipuo ka hara naha mme le kajeno moralo wa dipuo
ha o so be teng ka hara naha ya Afrika-Borwa.
Puo ya rona ya Sesotho e batla e sa ikatela hantle ka mantswe a Sesotho mme ke ka hoo re
nang le melata e mengata. Sena se bakilwe ke hore ha re a ka ra tloha re e na le moralo wa
dipuo ka hara naha ya Afrika-Borwa empa dipuo tsa batho-batsho di ile tsa hatellwa mme tsa
ba basweu e leng Afrikaans le English tsa ntshetswa pele. Mantswe a mangata a melata, re
a latile hona haufinyana mona, e leng ho Afrikaans le English. Ha re shebeng mehlala e
latelang:
- enfelopo
envelope
(English)
koevert
(Afrikaans)
- motjhini
machine
(English)
Masjien
(Afrikaans)
- borotho
bread
(English)
brood
(Afrikaans)
- kase/tjhisi
cheese
(English)
kaas
(Afrikaans)
-kgemere
ginger
(English)
Gemmer
(Afrikaans)
Mona re ne re mpa re omela feela, mabitso a mangata ao re a latileng dipuong tsena tse
pedi e leng Afrikaans le English. Ha Basotho ba sa eme, mme ba iketsa letswele lona le
petang poho, ka nnete puo ya borona e tla ya le metsi. Afrikaans le English, di boemong boo
di leng ho bona hobane bang ba dipuo tsena ba ile ba ema ka maoto mme ba e lwana
molamu wa hlooho hore puo tsa bo bona di tle di tswele pele. Ba ile ba sebetsa ka matla le
ha feela ba ne ba ntse ba hatelletse dipuo tsa batho batsho. Basotho, re pharametse eng?
1.4.3 Ditokelo tsa puo
Mona Afrika Borwa, ditokelo tsa puo di itshetlehile hodima mohopolo wa tokelo ka nngwe ya
botho, e leng ho tlisa tekatekano ho bohle le hore ho se be le kgethollo ho mang kapa mang
ya batlang ditokelo tsa hae. Hape ditokelo tsa puo di hlomathiseditswe ditlhokong tse
latelang:
•
Ho bontsha tlhompho bathong ba botjhaba le puo e itseng;
•
Ho sireletsa botjhaba ba batho ba fapaneng; le
•
Ho etsa hore baahi ba nka karolo ka ho lekana ditabeng tsa demokerasi le molao.
Ho etsa mohlala, ditokelo tsa puo di ka sebediswa ke •
Mosebeletsi ha mmoho le monga mosebetsi;
•
Moahi mabapi le melao ya naha, ditaba tsa kgotla mmoho le tsamaiso ya mmuso;
•
Baithuti ditabeng tsa thuto;
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Mojule wa 1
•
Ditho tsa mekgatlo ya baithaopi; le
•
Batho ba fumanang thuso makgotleng e amanang le melao ya mmuso.
Ke setjhaba se mahlahahlaha feela se ka thibelang hore demokerasi e fetohe puso e mpe.
Mekgatlo ya baahi, mekga ya setjhaba, diyunione, batho kaofela ba tshwanela ho nka karolo
tokolohong. Mmuso o thehile tsela eo ka yona batho ba dipuo tse fapaneng (mmoho le
motho ka mong), ba ka sireletsang ditokelo tsa bona tsa puo, e leng ka ditletlebo tse mabapi
le tlhekefetso ya puo ho PanSALB. PanSALB e fuwe matla a molao ho fuputsa ditletlebo tse
ngotsweng tse mabapi le ho hlekefetswa ha puo, mme e na le matla a ho fuputsa ditletlebo
tseo. Tlhasahisoleseding ya hore sena se etswa jwang e ka fumanwa diofising tsa
PANSALB. Sena se etswa ka tsela e iketlileng, e se nang leeme hape e tsitsitseng. Hape
PANSALB e ka kgona ho o thusa ebang o kgethollwa ka puo ya hao.
Boitekolo
•
1.
Hlalosa seo o se utlwisisang ka thuto ena: puo-bosetjhaba.
•
2.
Toboketsa ntlha ena: puo e amana le setjhaba
•
3.
Fana ka maikutlo a hao hore hobaneng ha Sesotho se e na le melata e mengata e
tswang ho Afrikaans le English.
•
4.
Bolela o be o hlalose kamano pakeng tsa molaotheo le tshebediso ya dipuo Afrika
Borwa.
•
5.
Na o fumana ditokelo tsa puo di latelwa ka tshwanelo Afrika Borwa?
1.5 Mehlodi
The National Education Policy Act (Act 27 of 1996).
Language in Education Policy Act (Act 27 1997)
The Constution of the Republic of South Africa (Act 108 of 1996).
South African Schools Act (Act 84 of 1996)
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Mojule wa 1
AS 1.2 BOLELA O BE O HLALOSE SEBOPEHO LE
DINTLHA TSA BOHLOKWA TSA PUO
Diphetho tsa thuto
•
Qetellong ya thuto ena o tla be o tseba tse latelang:
•
1 Tlamahano ya puo le tikoloho
•
2 Kamano ya puo le dinako
•
3 Dintlha tsa sebopeho sa puo
•
4 Ditokelo tsa puo le tshebediso ya tsona
2.0 Selelekela
Thuto ya kwahollopuo selemong sa pele e itshetlehile ka ditshiya tse pedi e leng thuto ya
medumo (fonetiki) le thuto ya sebopehopuo. Thutong ya fonetiki re ithuta ka kutlo, tlhophiso
le tlhaloso ya medumo. Mme thutong ya sebopehopuo teng re ithuta ka mefuta ya mareo ho
ya ka mefuta, mesebetsi le sebopeho sa ona. Taba ya mesebetsi ya mareo e re lebisa
lekaleng la moelelo (semantiki) ha ya sebopehopuo yona e re lebisa lekaleng la popeho
(sinthekse).
Papetla ya moralo wa lenanethuto
Thuto ya medumo (Fonetiki)
Sebopehopuo
Fonetikiqapodiso
Mareo (Mofoloji)
Fonetikikutlo
Popeho (Sinthekse)
Fonetikimodumo
Moelelo (Semantiki)
Mokgwa o tlwaelehileng wa ho ruta puo ke wa ho qala ka thuto ya fonetiki. Lebaka la sena
ke hobane ditsebi tse ngata di dumela hore sena se molemo ho batho ba sa tsebeng puo,
hore ba kgone ho e qapodisa ka tshwanelo. Empa sena ha se sa bohlokwa ho beng ba puo
ho qala ka tsela ena hobane ka kakaretso ba tseba qapodiso ya yona. Motataising enwa re
ke ke ra latela tsela eo ya tlwaelo. Lebaka ke hobane tshebediso ya ditumannotshi e qaqa
hantle ha re e qapodisa mantsweng a puo ho feta ha di ka qapodiswa ka botsona, di
lokotseha.
Hape, tlwaelo e nngwe ke ya hore thutong ya sebopeho sa puo ho qalwe ka mabitso,
dihlopha tsa ona, mefuta, jwalojwalo. Ho feta mona ho latelwe ka makgethi, maamanyi,
marui, jwalojwalo. Tlwaelo ena e etsa hore ho se lemohuwe ho tsamaelana ho leng teng
mefuteng e fapaneng ya mareo. Ka lebaka lena motataising enwa re nka leetsi - ka lebaka la
hobane bophelo ke diketso, e le mokokotlo wa thuto ya kwahollopuo. Ka hona re tla qala ka
ho ithuta ka leetsi.
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Mojule wa 1
2.1 Mefuta ya mareo
2.1.1 Mareo a bolelang ketsahalo
Mofuteng ona re lekola mareo a bolelang ho hong ho etsahalang mme o akaretsa leetsi,
leetsisa, lethusi le lelahlelwa.
Leetsi
Leetsi ke lentswe le sebedisetswang ho bolela ketso jwalo ka o a bua, ba dutse, Tsamaya!,
jwalojwalo. Mona o lokela ho elellwa hore '-tsamaya’ le 'Tsamaya!’, ha se ntho e le nngwe.
Na o ka fana ka lebaka? Sheba tlhaloso e ka hodimo bakeng sa ho ikgopotsa le tataiso.
2.1.2 Mefuta ya metso ya maetsi
Metso ya matso: Metso ya matso ke ya motheo, e sa botjwang ka metso ya mareo a
mang. Ho feta mona e ke ke ya sebetsa jwalo ka mareo a mang ntle le diphetoho tse
itseng. Mofuteng ona wa metso re na le mehlala e kang:
-bon-
jwalo ka
o a bona
-rut-
jwalo ka
ke mo rutile
-batl-
jwalo ka
ba a batla
Metso ya mareo a mang: Mofuta ona wa metso ke o bopilweng ka metso ya mareo a mang
ka ho hlomathisetsa mabopi a maetsi. Re ka lekola mehlala e latelang.
Metso ya mabitso
-fifi
ho
-fifala
-sotho
ho
-sothofatsa
-hloko
ho
-hlokofala
Metso ya makgethi
-tsho
ho
-ntshofatsa
-be
ho
-mpefatsa
-lelele
ho
-lelefala
Metso ya maamanyi
-nolo
ho
-nolofatsa
-thata
ho
-thatafatsa
Metso ya maetsisa
-bito
ho
-bitoha
-nyame
ho
-nyamela
-tlere
ho
-tlerefala
Metso ya mantswe a melata: Maetsi ana a bopilwe ka metso ya maetsi a tswang dipuong tse
ding empa a amohelehile Sesothong.
-tantsha
< Seburu (dans)
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Mojule wa 1
-founa
> Senyesemane (phone)
-tosa
> Sezulu –(dontsa)
-tjhepile
> Senyesemane (cheap)
-tura
> Seburu (duur)
Metso e phetaphetilweng: Maetsing ana hantlentle ha ho phetaphetwe metso feela empa ho
phetwaphetwa le dihlongwanthao tsa ona.
-dikadika
-rabaraba
-balabala
Dihlongwanthao tsa maetsi: Sesothong ho na le mefuta e meraro ya mabopi a bitswang
dihlongwanthao. Tsona di akaretsa tse phethang leetsi, tse atolosang leetsi le
dihlongwanthao tse ding tsa leetsi.
Tse phethang leetsi
Mabopi ana a phethang leetsi ke -a le -e.
•
-aLebopi lena le phetha maetsi a dikaong le makgatheng ohle Sesothong ekasitana le a
mang a temekong ya tatolo jwalo ka:
o a bala
ke batla ho mmona
ha a ya. mo shapa
•
-eLena lebopi lona le sebetsa ho sekaotakatso le temekong ya tatolo jwalo ka:
(hore) a bue
ha a bue
Tse atolosang leetsi
Moelelo wa lebopi lena o ka fetofetolwa ka ditsela tse ngatanyana ka ho hlomathisetsa
mabopi a mang motsong wa leetsi.
Leetsehi: -eh-, -ahal-, -alKa bobedi katoloso ya -eh- le -ahal-di bontsha
ketso.
boetsuwa ntle le ho supa moetsi wa
-bona > -boneha/-bonahala/-bonala
-utlwa > -utlweha/-utlwahala/-utlwala
-phetha > -phetheha/-phethahala
23
Mojule wa 1
Leetsetsi: -el-, -etsEna katoloso e supa hore ketso e etsetswa ho hong.
-bitsa > -bitsetsa/-biletsa
-roma > -romela/-romeletsa
-haha > -hahela/-haheletsa
bapisa le [-aha > -ahela/-aheletsa]
Leetsani: -anKatoloso ena e supa hore ketso e etswa ka ho
boeletsa.
-utlwa > -utlwana
-bona > -bonana
-shapa > -shapana
Leetsolli: -oll-, -oloh-, -ohKatoloso ena e supa hore ketso e a etsollwa mme e ka supa moetsi wa ketso kapa ya se mo
supe.
-tlama > -tlamolla/-tlamoloha
-rara(hana) > -rarolla/-raroloha
-inela > -inoloha
Phetolo ya mareo: -f-, -falKatoloso e fetola mareo ao e seng maetsi hore a bolele ketso.
bohlale (lebitso) > -hlalefa
-ntsho (lekgethi) > -ntshofala
-thata (leamanyi) > -thatafala
Leetsaki: -ak-, -akakKatoloso ena e supa ketso e phetaphetwang kapa e feteleditsweng.
-tula > -tulaka/-tulakaka
-hata > -hata/-hatakaka
-hlatha > -hlathaka/-hlathakaka
Leetsisi: -is-, -yKatoloso ena e ka supa hore ketso e a susumetswa (hore e etsahale) j.k
-kena > -kenya
-rata > -ratisa
-ngola > -ngodisa
24
Mojule wa 1
Boetsuwa: -uw-, -wKatoloso ena e supa hore ketso e etsuwa ho ho hong.
-rata > -ratwa
-nwa > -nowa
-shapa > -shapuwa
-kgoba > -kgobuwa
Ho ntse ho ena le dibopeho tse kang -epa > -epolla, -koba > -kobolla
Lephethi: -ile
Katoloso ena e supa ketso e phethahetseng mme hangata e tsamaya le phetoho ya
medumo.
-bitsa +
-ile
> -bitsitse
-fela
-ile
> -fedile
+
-tshwara + -ile
> -tshwere
-sebetsa + -ile
> -sebeditse
Boitekolo
•
1.
Hlalosa dipolelo tse latelang o ikamahantse le katiso ya leetsi:
•
a)
Monna o hlatswisa
•
b)
Monna o hlatswisa mosadi diaparo.
•
2.
Hlalosa mofuta wa katoloso polelong ena: Kgoho e behela lehe.
•
3.
Na re ka atolosa kutu ya leetsi –shapa, ka leetsolli.
•
4.
Fana o be o hlalose mefuta e mehlano ya katoloso ya leetsi.
2.2 Sebopeho sa dipolelo
Papetla ya mareo
A reang
A kgethang
A boetsi/kutlo
A hlalosang
Lebitso
Lekgethi
Leetsi
Lehlalosi
Leemediqho
Leamanyi
Leetsisi
(Leetsisa)
Lesupi
Lerui
Lethusi
Leakaretsi
Lebadi
Lelahlelwa
(Leakaretsi)
Lehokanyi
(Lekopanyi)
25
Mojule wa 1
Hape, tlwaelo e nngwe ke ya hore thutong ya sebopeho sa puo ho qalwe ka mabitso,
dihlopha tsa ona, mefuta, jwalojwalo. Ho feta mona ho latelwe ka makgethi, maamanyi,
marui, jwalojwalo. Tlwaelo ena e etsa hore ho se lemohuwe ho tsamaelana ho leng teng
mefuteng e fapaneng ya mareo. Ka lebaka lena motataising enwa re nka leetsi - ka lebaka la
hobane bophelo ke diketso, e le mokokotlo wa thuto ya kwahollopuo. Ka hona re tla qala ka
ho ithuta ka leetsi.
Boitekolo
•
1 Re hlalosetse seo o se utlwisisang ka lereo lena: polelo
•
2 Mokokotlo wa polelo ke eng? Hlalosa!
•
3 Fana ka polelo o be o hlalose sebopeho sa yona.
•
4 Na polelo e ka polelo ntle ho leetsi? Hlalosa!
2.2 Mefuta ya dipolelo
2.2.1Polelonolo
Polelonolo ke polelo e nang le bonyane leetsi le le leng.
Mohlala: Ngwana o a bina
2.2.2 Polelekopane
Polelokopane ke polelo e bpilweng ka dipolelo tse pedi.
Mohlala: Mme o a pheha athe ntate o a hama.
2.2.3 Polelomararane
Polelomararane ke polelo e nang le polelo ya sehlooho le dipolelwana tse itshetlehileng ho
yona.
Mohlala: Mapolesa a lelekisa moshemane ya utswitseng.
2.3 Mesebetsi ya dipolelo
Dipolelo ha bopelwe feela ho fetisa molaetsa empa di boetse di bopelwa ho fetisa melaetsa
e itseng ka ho phetha mesebetsi e itseng.
2.3.1 Lekgethi le polelwanakgethi
Monna o moholo > Monna ya hodileng
2.3.2 Leamanyi le polelwanaamanyi
Ntja e lebelo > Ntja e mathang
2.3.3 Lehlalosi le polelwanahlalosi (nako)
Ntja e tsohile hoseng > Ntja e tsohile ha letsatsi le tjhaba
26
Mojule wa 1
2.3.4 Lehlalosi le polelwanahlalosi (mokgwa)
Pere e matha haholo > Pere e matha ka lebelo le hodimo
2.3.5 Lebitso le polelwanabitso
Monna ke lethola > Ha mosadi a bua.monna o a thola.
Boitekolo
•
1 Ako hlalose seo o se utlwisisang ka polelomararane
•
2 Polelo e fapane jwang ho polelwana? Hlalosa!
•
3 Totobatsa phapang pakeng tsa polelonolo le polelokopane.
•
4 Na ho na le tshwano e leng teng pakeng tsa plolelonolo le polelokopane.
2 Mehlodi
Abrahams, C. 1986. Essays on literature. St. Laurent : AFO Enterprises.
Amuta, C. 1989. The theory of African literature: Implications of practical criticism. London:
Zed Books Ltd.
Anyidoho, K. 1992. Language and development strategy in Pan-African literary experience.
Research in African Literature, 23 (1): 44-61.
____________ et al. (ed.) 1999. Beyond survival: African literature and the search for new
life. Eritrea : Africa World Press, Inc.
Arac, J. (ed.) 1986. Postmodernism and politics. Minneapolis : University of Minnesota
Press.
27
Mojule wa 1
AS 1.3 HLALOSA MEDUMO, SEBOPEHO SA MANTSWE LE
DIPOLELO MEELELONG E FAPANENG
Sepheo
Qetellong moithuti o lokela ho tseba:
•
1 Mekgwa mmoho le tulo ya qapodiso ya medumo e fapaneng.
•
2 Diphetoho tse fapaneng tsa medumo.
•
3 Ho tseba ho totobatsa sebakeng hore didumannotshi tse itseng di qapodiswa di
phahamisitswe.
•
4 Ho kgetholla didumannotshi tse ka phahamiswang le tse sa phahamisweng.
•
5 Ho tseba ho ngola didumannotshi tse bopeleng tse phahamisitsweng ka mongolo wa
difonetiki.
3.0 Selelekela
Difonetiki ke e nngwe ya thuto e ikgethang hobane hore puo e be teng, medumo le wona
elokela ho bat eng. Ho tlwaelehile hore Difonetiki ke thuto ya medumo mmoho le qapodiso
ya wona. Ho bohlokwa haholo hore moithuti a tsebe mokgwa wa qapodiso, a tsebe mooo
moya o tswang ha a qapodisa medumo. Ditumatu (Voiceless Sounds) ke ha modumo o
qapodiswang ho sa tsitsinyehe qoqothong. Ditumakodu tsona (Voiced) ho utlwahala ho
tsistinyaha qoqothong.
3.1 Tulo ya qapodiso.
Ditumapou [b] > mona o sebedisa dipounama ka bobedi ba tsona.
Ditumarenene [r] > qapodisong ena leleme le dula mareneneng.
Ditumakgalapa [!] > Leleme le eba mahalapeng nakong ya qapodiso.
Ditumapou ino [f] > Meno a ba pounameng e ka fatshe nakong ya qapodiso.
3.2 Diphetoho tsa medumo
3.2.1 Kgalapatso
Phetoho ena ya modumo e itshetlehile ka diqapodisi. Ha modumo o sa sebedise mahalapa
ha o bitswa, empa e re ha o fetoha , mahalapa a be a sebediswa, re re modumo oo o
halapaditswe. Phetoho ena e bitsa kgalapatso.
Mehlala:
Kopana > kopanya
Kena > Kenya
28
Mojule wa 1
3.2.2 Tengwafatso
Ha modumo oo e seng wa lelengwana o se o qapodiswa lelengwaneng, phetoho ena re e
bitsa tengwafatso.
Mehlala
Molomo > molongwana
Roma > rongwa.
3.2.3 Qhomafatso
Phetoho ena yona e itshetlehile ka mokgwa wa qapodiso. Ha lentswe le fetoha ka mokgwa
oo modumo wa letswelli ho lona o fetohang tumaqhome, re re letswelli leo le qhomafaditswe.
Mehlala
Loma > tomo
Roma > thomo
Fepa > mphepa
3.2.4. Renenefatso
Ha modumo o neng o sa qapodiswe mareneneng, o fetoha o qapodiswang mareneneng ho
thwe modumo oo o renenefaditswe. Modumo oo e neng e se wa lerenene o fetoha wa
lerenene.
Mehlala
Lerapo > leratswana
Moriri > moritshana
3.2.5 Tshwaetsano
Phetoho ena ke e hlahellang medumong e bapileng lentsweng. Tshwaetso ya ditumammoho
e etelwa pele ke tlohelo ya ditumannotshi.
Mehlala
1. Busa : mobuso > mbuso (tlohelo ya [o]
> mmuso
[b] > [m] (Tshwaetsano)
2. Bitsa : mobitsa > mbitsa (Tlohelo ya [o]
> mmitsa
[b] > [m] (Tshwaetsano)
3. Binela : binela nna > nbinela
> mbinela
[n] > [m] (Tshwaetsano)
> mpinela
29
Mojule wa 1
Boitekolo
•
1 Polelong e latelang re batlile didumannotshi tse bopeleng tse phahameng: Motheong
moo koloi e mathile ka lebelo le phahameng.
•
2 Phapang ke efe pakeng tsa [ ɛ ] le [ ɛ ] mantsweng ana a mabedi: ema le emisa?
Hlalosa!
•
3 Hlalosa seo o se utlwisisang ka phahamo ya didumannotshi Sesothong.
•
4 Etsa setshwantsho se bontshang didumannotshi tse bopeleng tse phahamesitsweng.
Mehlodi
Dichabe, S. B. 1997. Advanced Tongue Root Harmony in Setswana. M. A. thesis. University
of Ottawa. ISBN 0 612 20913 X. Doke, C. M., and Mofokeng, S. Clement
Martyn, Doke May 16, 1893 in Bristol, Great Britain – February 24, 1980 in East
London, South M. 1974. Textbook of Southern Sotho Grammar. Cape Town: Longman
Southern Africa, 3rd. impression. ISBN 0 582 61700 6.
Hyman, L. M. 2003. Segmental phonology. In D. Nurse & G. Philippson (eds). The Bantu
languages, pp. 42-58. London: Routledge/Curzon.
30
Mojule wa 1
AS 1.4 TLHALOSO LE NTSHETSOPELE YA HO BALA
Sepheo
•
1 Tsebo ya motso wa diqatjwa tsa Sesotho
•
2 Kutlwisiso ya maemo a susumeditseng boqapi Sesothong
•
3 Mathata ao boqapi ba Basotho bo kopaneng le ona
•
4 Tsebo ya tsela eo boqapi ba Sesotho bo e tsamaileng
•
5 Tsebo ya mekgatlo e qapilweng ke Maafrika ho shebana le diphephetso tse ba tobileng
4.0 Selelekela
Nalane ya diqatjwa ditjhabeng ka kakaretso e qadile ho tsa neanotaba le tse bapalwang,
bontshwang, tsa nto fetela ho tse ngolwang mme ha morao tse haswang ka mokgwa wa
elektroniki tse jwalo ka ditshwantshiso tsa radio le tsa thelevishene. Metjha ena kaofela ya
phatlalatso ya diqatjwa e tsamaelana le maemo le dinako tse susumetsang kutlwisiso le
manollo ya tsona. Kgaolong ena re tla leka ho o tsamaisa methating e mmalwa eo diqatjwa
tsa Basotho di seng di e tsamaile ho tloha maswetso ho tla fihla kajeno.
Ditsebi tse mmalwa tse kang Okpaku, Schipper le Finnegan ba ngotse ka leeto la diqatjwa
tsa Maafrika ka kakaretso; athe Guma, Kunene, Lenake, Maphike, Maake, Swanepoel le
Selepe ke ba bang lenaneng la ba ngotseng ka leeto le tsamailweng ke diqtjwa tsa Sesotho
ka ho otloloha. Motataising enwa re tla itshetleha haholo ka tjhadimo ya Selepe (1997:80-84)
phuputsong ya hae e bitswang Some implications of media policy and ethics in literary
production: A preliminary survey of Sesotho literature1. Empa re tla tlatseletsa mona le mane
ka dikgopolo tsa ditsebi tse ding tsa diqatjwa tsa Sesotho.
4.1 Mekgahlelo ya leeto
Swanepoel (1994:101) le moifo wa hae, ba arola leeto lena ka mekgahlelo e mene e leng:
Tshimolohong ho tla fihla 1900, Mafube 1900 – 1930, Le tjhabile 1930 – 1960 le Hloohong
tsa mengala 1960 – ho tla fihla jwale. Empa re lokela ho elellwa kapele mona hore
tshimolohong e qala bosatsejweng ha kajeno e fella bosatsejweng. Le ha ho le jwalo taba e
hlahiswang ke moifo ona wa ditsebi ba tjhabisa taba ena ka ho hlahisa dimelo tsa
mokgahlelo ka mong wa methati ya leeto lena.
•
Tshimolohong e bile mokgahlelo wa ditshomo, dithoko, dilotho, maele, dipana,
jwalojwalo. Mme tsena di ile tsa bokellwa ha morao ka tsela ya dibuka ke Baromuwa ba
Baruti ba For a le Basotho ba kang Sekese. Ha boela ha hlaha Lesedinyana la Lesotho,
Leeto la Mokreste le buka ya Paliso.
•
Mokgahlelong wa mafube ho ile ha hlahela dipale le dipale tse kgutshwanyane. Dibuka
tsa Thomas Mofolo tse kang Moeti wa Botjhabela (1907), Pitseng (1910) le Chaka
(1925), pale ya Everitt Segoete, Monono ke mohodi, ke mouwane(1910), Hara dibata le
1
SAJAL 1997, Vol.17 No.3 p.80-84
31
Mojule wa 1
dinyamatsane (19120 ya ZD Mangoaela le pokello ya dipale tse kgutshwanyane ya E.
Motsamai, Mehla ya madimo (1910), le tse ding tse ngatangata di phatlaladitswe nakong
ena.
•
Mokgahlelo wa le tjhabile ona o ile wa tsebahala ka keketseho ya mefuta e mengata ya
diqatjwa e kang dithoko, dithothokiso, ditshwantshiso, dipale le meqoqo.
•
Athe ha re fihla mokgahlelong wa hloohong tsa mengala, ke ha e le hore mefuta yohle
ya diqatjwa e phatlalatswa ka bongata; eseng ka Lesotho feela empa le ka Rephaboliking
ya Afrika Borwa.
Boitekolo
Ako etse lenane la dibuka, mefuta le baphatlalatsi ba mekgahlelo e latelang (Bakeng sa
thusa sheba buka ya Gerard AS, Comparative literature and African literatures le Makumane
ka bangodi DS Ngcangca, tse polokelong ya dibuka). O ka sheba le tse ding tse
phatlaladitsweng dinakong tsena tse ka fumanahalang.
(a)
Buka
(b)
Buka
Le tjhabile
Mongodi
Mofuta
Selemo
Mofuta
Selemo
Hloohong tsa mengala
Mongodi
32
Mojule wa 1
4.2 Mefuta ya dingolwa
Qetellong ya thuto ena o tla be o fihleletse tse latelang:
•
Kutlwisiso ka manollo ya diqatjwa
•
Ditsela tsa manollo ya diqatjwa
•
Tshebediso ya ditsela tsa manollo ya diqatjwa.
•
Tsebo ka tse ding tsa ditsela tsa manollon ya diqatjwa.
4.3 Tlhophiso ya dingolwa
Re se re boletse dikgaolong tse feileng hore seqatjwa se fupere moelelo o ka nnqane ho
mantswe ao re a balang maqepheng a buka, modumomo wa mantswe ao re a utlwang
melomong ya diqapi ekasitana le diketsahalo tseo re di bohang ka mahlo a nama. Re boetse
ra bolela hore tsena tse bonahalang eka di totobetse empa e le ditshupo feela tsa tse
patilweng. Ka lebaka lena ha re kena mohatong ona wa ho sibolla dipatilweng, hantlentle re
a be re kena lebatoweng la manollo ya diqatjwa. Ka lebaka lena karolong ena re tlilo o
hlahisetsa tse ding tsa ditsela tseo diqatjwa di ka manollwang ka tsona.
Na o hopola ka makgetlokgetlo re utlwa batho ba re pale e itseng e monate, pina e itseng e a
hlomola kapa tshwantshiso e itseng e tshehisa, setshwantsho se setle, jwalojwalo? Ako
hlalose ka bokgutshwanyane hore na ebe ke eng e etsang hore batho ba fihlelwe ke
maikutlo ana mabapi le diqatjwa:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Le ha re ke ke ra fumana karabo e le nngwe e ka amohelehang bathong kaofela, empa ka
kakaretso re dumellanang hore ho na le dintho tse itseng seo mobadi, momamedi kapa
motho ya shebileng ho hong, o na le dinthwana tse itseng tseo a di lemohang mabapi le
seqatjwa. Ke ka lebaka leo a kgonang ho fana ka maikutlo a hae mabapi le seqatjwa seo a
sebetsanang le sona.
4.4 Manollo ya diqatjwa ke eng?
Ke dumela hore re tla be re sa fose ha re re manollo ya diqatjwa ke ntho e etsahalang
hanghang feela molekodi wa seqatjwa a qalella ho sebetsana le sona, kapa a qalella ho ba
le thahasello ho sona. Scholes (1968:4) leka ho hlalosa manollo ka tsela ena:
•
Ha re bala pale ha re etse ntho efe kapa efe feela. Hantlentle re arohana le bophelo ba
rona bo tlwaelehileng, re intsha dikamanong tsa rona le metswalle ekasitana le ba
leloko, hore re be le motsotswana wa ho etela lefatsheng la dikakanyo, boinotshing ba
rona. Boiphihlelo ba rona diqtjweng bo re atametsa lefatsheng la ditiro ho feta tseo re
di etsang letsatsi le letsatsi (phetolelo ya rona).
Ka mokgwa ona kelello ya motho ya shebaneng le seqatjwa e tjhalaka pakeng sa seo a
shebaneng sona le tseo a kileng a kopana le tsona bophelong – ke ho re boiphihlelo ba hae.
33
Mojule wa 1
Ka mantswe a mang pele motho e ka ba momanolli wa diqatjwa o lokela hore a be a ena le
temoho e itseng ka lefatshe le mo potapotileng. Scholes (1968:25) o leka ho hlalosa taba
ena ka mokgwa ona mabapi le se etsahalang ho mmadi ya shebaneng le seqatjwa:
•
1 Mmadi o leka ho nnetefatsa hore na ebe seo a se balang se tobane le boiphihlelo ba
hae (ke ho re na ebe se a kgoleha) kapa se tobane le mehopolo mabapi le dinnete tsa
bophelo (ke ho re se fela se di pheta di le jwalo), kapa se ikemetse ka bosona.
•
2 Ka ho sebedisa ditshupo tse seqwatjweng o kgutlela sesiung sa tseo a di tsebang kapa
dikgopolo tse hlophisitsweng ho iphumanela tse tsamaelanang le seo a se balang
paleng.
•
3 O kgutlela kgafetsa paleng ho lekola hore na e fupere maikutlo akaretsang mehopolo
ya batho.
•
4 O boetse o lekodisisa hore na pale e hlapolla, e hlalosa, e fatisisa, kapa e tshehetsa
mehopolo eo feela (phetolelo ya rona).
Sena se totobatsa hore seabo sa mmadi phumanong ya moelelo wa seqatjwa ke ya
bohlokwa haholo. Ke ka lona lebaka lena ditsebi tse ding di tadimang mobadi jwalo ka
mongodimmoho. Lebaka ke hobane ke yena ya lekang ho sibolla le ho qaqisa molaetsa o
fuperweng ke seqatjwa. Ke ka lebaka lena Bennett (1975:49) a reng:
Sepheo sa manollo ya diqatjwa ha se feela ho se tadima e le ntho e emetseng ho manollwa
empa ke ho fuputsa matshwao a etsang hore pale e fapane le mehlodi e meng eo e seng
diqatjwa e ntseng e bua ka meetlo e tshwanang le e potapotileng pale (phetolelo ya rona).
Boitekolo
Lohotha ka seqatjwa (pale, moqoqo, tshwantshiso kapa thoko) se seng nang le mokotaba oo
o ka di fumanang mehloding e meng, ke ho re dibukeng tsa dithuto tse ding. Sebedisa
sebaka seo o se filweng mona ka tlase.
Seqatjwa
Mokotaba
Thuto e nngwe
4.5 Ditsela tsa manollo ya diqatjwa
Thuto ya manollo ya diqatjwa ke lebatowa le batsi haholo. Ka lebaka lena re sitwa ho e
hlahisa mona kaofela. Seo re tlang ho se etsa ke ho dula re o hashaletsa ka hanyane ha o
ntse o hlwa methati thutong ena ya diqatjwa. Mona re tla o fa tse tharo feela e leng: nalane
ya bophelo, thutofilosofi le tsela ya maikutlo a ka.
4.5.1 Nalane ya bophelo:
Tsela ena a manollo e tadima seqatjwa, le ha e se ka hohlehohle, empa boholo ba sona e le
seipone sa bophelo ba moqapi, nako eo a phetseng ka yona ekasitana le maphelo ha
mmoho le dinako tseo baphetwa ba phetseng ka tsona.
4.5.2 Tsela ya thutofilosofi:
34
Mojule wa 1
Mokgwa ona wa manollo o tadima mosebetsi o moholoholo wa manollo ya diqatjwa ke ho
toboketsa thuto e molemo e fumanwang ho sona. Ka mantswe a mang seqatjwa se loketse
ho ruta ka tsela ya filosofi kapa ya bodumedi.
4.5.3 Tsela ya maikutlo a ka:
Tsela ena ya manollo toboboketsa maikutlo a momanolli mabapi le seqatjwa seo a shebang
le sona. Ke hore qetellong o lekela ho ka bolela hore seqatjwa seo a se shebileng ke
mosebetsi o atlehileng kapa o sa atlehang. Empa re lokela ho elellwa hore maikutlo ana a
momanolli ha se ha se ntho efe kapa efe e sollang sollang feela eo a ka e nahanang.
Maikutlo ana mobadi o lokela ho a fihlella ka ho latela tsela kapa ditsela tse itseng tsa
manollo tse tlang ho re kgodisa hore boleng ba manollo ha bo a kgeswa.
Boitekolo
•
1 Le mona ako leke ho nahana ka seqtjwa se ka kgotsofatsang ditlhoko tsa tsela ena ya
manollo o be o re fe dintlha tsa sona ka bokgutswanyane.
•
2 Ako nahane ka seqatjwa se le seng seo o ka fumanang ditaba tseo re di boleteng ho
sona o ntano fana ka dintlha tsa sona ka bokgutshwanyane.
•
3 Ako boele hape o nahane ka seqatjwa seo o ka kgonang ho sebedisa tsela ena ya
manollo ho sona o be o re akareletse dintlha tsa teng tsa bohlokwa.
Mehlodi
Barnett, U.A. 1983. A vision of order: A study of South African literature in English (19141980). Cape Town : Maskew Miller Longman.
Bengu, S.M.E. 1975. Chasing gods not our own. Pietermaritzburg : Shuter & Shooter.
Bennett, T. 1979. Formalism and Marxism. London: Metheun.
Bishop, D.R. (Jr.) 1971. African critics and African literature 1947-1966. Unpublished Phd
thesis. Machigan : Machigan State University Press.
Chinweizu, et al. 1980. Toward the decolonization of African literature. Enugu : Fourth
Dimension.
Eagleton, T. 1978. Criticism and ideology: Marxist literary theory. London : Verso.
Egudu, R.N. 1978. Modern African poetry and the African predicament. London : Macmillan
Press.
Fearthestone, M. 1985. Undoing culture: Globalization, postmodernism and identity. London :
SAGE Publications.
Finnegan, R. 1970. Oral literature in Africa. Oxford : Clarendon Press.
Graff,
Hall, J. 1971. The sociology of literature. London : Longman Group Ltd.
Julien, E. 1992. African novels and the question of orality. Bloomington: Indiana University
Press.
Lillis, K.M. 1975. African literary appreciation. London : University of London Press.
Lukacs, G. 1978. The theory of the novel. Cambridge : MIT Press.
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Mojule wa 1
Maphalala, J. 1999. African intellectuals must talk to the masses in their home languages.
City Press : 11, Jan. 28.
Mazrui, A. 1997. The world bank, the language question and the future of African education.
Race and Class, 38 (3) : 35-48.
Msimang, C.T. 1996. Folktail influence on the Zulu novel. Unpublished MA dissertation.
Pretoria : Unisa.
Newton, B. 1999. The current state of writing and publishing in national languages. In
Anyidoho, K. et al (ed.) Beyond survival: African literature and the search for new life.
Eritrea : Africa World Press, Inc.
Ntuli, D.B & Swanepoel, C.F. 1993. Southern African literatures in African languages.
Pretoria : Via Afrika.
Ong, W.J. 1982. Orality and literacy: The technologizing of the word. London : Routledge.
Oxenham, J. 1980. Literacy: writing, reading and social organisation. London : Routledge &
Kegan Paul.
Rogers, M.F. 1966. Multicultural experiences, multicultural theories.New York : The
McGrawhill Companies, Ltd.
Scholes, R. 1968. Elements of fiction. London: Oxford University Press.
Selepe, T.J. 1997. Some implications of media policy and ethics in literary production: A
preliminary survey of Sesotho literature. South Journal of African languages Vol.17 No.2
p.80-84.
_________ 1999. Towards the African theory of literary production: Perspectives on the
Sesotho novel. Unpublished DLitt et Phil thesis. Pretoria : Unisa.
Sirayi, G.T. 1989. The Xhosa novel. Unpublished Dlitt et Phil thesis. Pretoria : Unisa.
Swanepoel, C.F. 1987. First observations on the organization of Southern Sotho literature as
a system. Southern African Journal Of African languages, 7 (3) : 94-103.
Thiong’o, Ngugi wa. 1986. Decolonising the mind. London : James Currey.
_________________ 1993. Moving the center. London : James Currey.
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Mojule wa 2
Mojule wa 2
HO RALA LE HO NGOLA MEFUTA YA
DITEMANA TSE SEBEDISWANG
KGWEBONG
Dikarolwana tsa mojule wa 2
Yuniti ya 2.5
AS 2.1 Ho ngola mangolo, ditlaleho le diratswana tsa kgwebo
Yuniti ya 2.6
AS 2.2 Ho bolela mefuta le dimelo tsa marangrang a ditaba
Yuniti ya 2.7
AS 2.3 Ho ngola metsotso le tse tsamaelanang le dikopano
Sepheo
•
1 Ho ngola mangolo, ditlaleho le diratswana tsa kgwebo
•
2 Ho bolela mefuta le dimelo tsa marangrang a ditaba
•
3 Ho ngola metsotso le tse tsamaelanang le dikopano
•
4 Ho hlophisa le ho ngola diraporoto le dimemorandamo
•
5 Ho rala phatlalatso ya dikgeo tsa mosebetsi
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Mojule wa 2
Yuniti ya 2.5
Diphetho
•
1 Mefuta ya ditemana tsa kgwebo
•
2 Mahlale a ho ngola ditemana tsa kgwebo
•
3 Ho ngola mefuta e fapaneng ya ditemana tsa kgwebo
•
4 O lokela ho tseba ho ngola memorandamo.
•
5 O lokela ho tseba ho ngola metsotso ya kopano
•
6 O lokela ho tseba ho ngola raporoto.
Ela hloko:
Tema ka nngwe e na le sebopeho se kgethang ho tse ding.
5.1 Raporoto
Raporoto ke tlalehelo eo moithuti a tshwanelang ho e etsa ka mora dipatlisiso tse itseng di
phethilwe. Dintlha tsa bohlokwa ts lokelang ho ka hlaha raporotong ke tse latelang:
Dikahare tsa raporoto: sebopeho se lokela ho hlahisa dihlooho tse latelang:
•
(a) Sehlooho sa raporoto.
•
(b) Dintlha di ngolwe ka tatelano kapa ka diratswana.
•
(c) Lebitso la motho ya ngotseng raporoto le hlahelle.
Mohlala: Ngola raporoto mabapi le le tshenyeho e bakilweng ke mollo o qhommeng lapeng
leno.
Sehlooho: Raporoto ya ho tjha ha lapa leso ka ngwana lelapa, S.P. Setsetse.
Mollo o qhomme ka la 30 Phupu 2011.
Boraditimamollo ba Vereeniging ba ile ba bitswa ho tima mollo.
Phaposi ya ho robala e tjhele lore! Empa mabota le marulelo ha a tjha.
Mamati le siling le tsona di tjhele lore!
Dikobo le dikgaretene tse jang R10 000 di tjhele kaofela.
Ditshenyehelo kaofela ke R25 000.
S.P. Setsetse
(Ngwana lelapa)
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Mojule wa 2
5.2 Tlalehelo ya ditjhelete
Moethuti o lebelletswe ho ka ngolwa jwalo ka he eka ke ramatlotlo/mmamatlotlo wa mokgatlo
o itseng mme a fane ka tlalehelo ya ditjhelete. Mona ho lebelletswe lethathama la tjhelete e
keneng. Mokgahlong le hore e kene e tswa kae. Ka mora moo ho hlahiswa mokgwa oo
tjhelete e sebedisitsweng ka ona.
Mohlala: Lebitso la mokgatlo Green Beans
Letsatsi la tlalehelo: 12 Pherekgong 2011.
Tjhelete e keneng
Tjhelete e sebedisitsweng
R
C
Tjhelete e setseng kgweding e
Fetileng
3000 00
Tjhelete ya boingodiso
R
C
Ho lefa tshebediso ya mohala
100 00
Ho reka disebediswa
210 00
1000 00
Dikotlo tsa ho fihla ka mora nako 60 00
Tjhelete e setseng
4060 00
3 500 00
4810.00
Tjhelete e tla qala kgweding e
latelang:
Lebitso la ramatlotlo/mmamatklotlo O.J. Seboba
Lebitso la modulasetulo: H.J. Patsi.
5.3 Memorandamo
Memorandamo ke tokomane e sebediswang ke ramosebetsi/mmamosebetsi ho buisana le
basebetsi. E tlamehile ho ba kgutswane mme e be le molaetsa o le mong wa bohlokwa o
reretsweng ho:
•
1 Hopotsa ka mosebetsi o tshwanetseng ho phetwa.
•
2 Ho hlokomedisa
•
3 Fana ka ditaelo kapa
•
4 Ho ba mokgwa wa puisano.
Ke taba ya bohlokwa hore puo e sebediswang moo we tobe seo ho buuwang ka sona. Puo e
be e lokelang kgwebo. Memorandamo e ngolwa pampitshaneng e hlophisiditsweng
mosebetsi oo mme dintlha tse latelang di tlameha ho hlaka ka sebopeho.
39
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MEMORANDAMO
Lebitso la kgwebo: Katse Sport
O ya ho:.....................................
O tswa ho:.............................................................
Lefapha:........................................................................
Letsatsi:.........................................................................
Nomoro ya tshupo: .......................................................
Taba:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Lebitso la mongodi:___________________________________________________________
Boitekolo
•
1 Bolela o be o hlalose mefuta e fapaneng ya ditemana tsa kgwebo.
•
2 Ngolla lekgotla la motse memorandamo o mabapi le ditshila motseng wa heno.
•
3 Hlalosa ka moo raporoto e hlophiswang ka teng.
•
4. O motshwara matlotlo wa feme e itseng. Ngolla motlatsi wa hao memorandamo eo ho
yona o mo tsebisang ka kopano eo ho yona balaodi ba tlang ho batla raporoto ya
ditjhelete.
5.6 Malebela a mang
Turning the Next Page
Briefing 2: Text Sells! Writing for Business
Jules Horne
The Writer http://www.thewriter.co.uk © April 2011
5.6.1 Text Sells! Writing for Business
This briefing sheet is based on a session delivered by Jules Horne at Turning the Next Page,
an event for graduates of Scotland’s Creative Writing Masters and PhD programmes and
early career professional writers held at the CCA, Glasgow on Saturday 16 April 2011.
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Mojule wa 2
5.6.2 Why write for business?
It’s an opportunity to be your own boss, choose your work and get involved in a wide variety
of projects. It can be better paid than freelance teaching, and gets you out of the house and
meeting people in different lines of work, which I find creatively inspiring. It’s ideal for the kind
of writer who enjoys the flow, process and challenges of actual writing, rather than secondary
activities such as teaching, talks and readings. And it satisfies your writer’s curiosity about all
sorts of different jobs! I don’t have a problem ‘switching’ because I find the writing and
creative skills exactly the same. If anything, I find the pace more energising, and it can make
you less precious about early drafts.
5.6.3 What writing skills are called for?
First off, you need to be a demon editor and proofreader – your words may be expensively
printed in four colours on leaflets that will stay around for years. Other indispensable skills
include clarity and economy. Beyond that, you’ll need to develop an understanding of
storytelling, impact, tone of voice, metaphors, word pictures and audience engagement.
These may sound pretty familiar to most writers, but it’s worth diving deep into the ways
these are used in copywriting – it will feed into your creative writing, too. Drama experience
comes in handy, because it means you’re used to considering audience impact, using the
spoken language, and working collaboratively. Journalism experience gives you a robust
attitude to deadlines, word counts, briefs, interviewing and rewrites.
The key difference between commercial and creative writing is that ‘it’s not about you!’ (Andy
Maslen*). It’s all about getting an engaging message across to a specific group of people,
whether it’s restaurant customers, pharma shareholders, tweed trade buyers, waiting room
patients or scuba divers. The more you can empathise with the target audience and get
inside their heads, the more you’ll connect – and that’s a profoundly creative skill.
5.6.4 What other skills are needed?
A grounding in copywriting and basic marketing is very useful. Become familiar with common
business and marketing terminology: USP, B2B, B2C, SME, features, benefits. Be aware that
old-school marketing is shifting towards digital marketing, and that the two have different
writing requirements.Web copywriters will need to learn about SEO (search engine
optimisation) and master the tricky balance of writing engaging words that also attract search
engines. Listening and interviewing skills are very helpful – you need to get your head round
complex subjects, and often bring clarity and focus which your client may not have. People
and communication skills go without saying. You also need to be willing to take (and tactfully
offer) direction, and respond helpfully to feedback. Other requirements: the usual IT skills,
and a professional attitude to deadlines, finances and record-keeping. To get started, I joined
the Chartered Institute of Marketing and took a course in copywriting, as well as some free
Business Gateway courses on SEO, bookkeeping and marketing. I’ve also exchanged skills
for words, e.g. social media marketing training with a startup who needed copy. Stay curious
and open to learning, because these areas are changing all the time.
5.6.5 Who might need your services…
Work can come direct from businesses themselves, or from businesses service providers
such as printers, graphic and web designers, creative agencies. If you have a sector
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Mojule wa 2
specialism thanks to previous jobs or leisure interests (medical, hospitality, non-profits,
mountain biking…), consider trying there first. Even if it doesn’t lead to paid work, it will help
build your portfolio. Public sector is hard to get into now because everything is put out to
tender. Very large companies will probably have their own marketing teams, or use agencies.
Start close to home with what you know, and build from there. Business networking (e.g.
Chamber of Commerce, Federation of Small Business) may be useful, but you need to be
prepared to invest the time it takes to win people’s trust and gain credibility, and why?
Business managers are often too close to their industry jargon, and may struggle to
communicate with customers. They may also be used to writing in a formal register, rather
than a more accessible spoken tone. They can tend to talk from their company’s viewpoint,
rather than the customer’s. On a practical level, business people are often pushed for time
and find writing onerous. Many marketers are generalists and have learned copywriting
techniques that can make their writing lifeless and clichéd. As a creative writer, you can
easily handle imaginative leaps and bring a fresh, lively perspective.
5.6.7 What kind of writing might businesses want?
Web and print marketing and sales copy, press releases, leaflets, brochures, newsletters,
case studies, internal communications, annual reports... everything’s written by someone.
The tricky bit is to convince businesses that you can do better, and bring more value, than
the (often in-house) person who usually does the job.
5.6.8 So how do I get started?
Start by building a portfolio of work samples. How do you get work without having work to
show? Various options:Work up written pieces from previous job roles. If you’ve done
journalism, include a couple of examples. Be prepared to do some free or low-cost samples if
necessary. Approach a friendly business owner who could do with a site/leaflet makeover.
Try the voluntary sector. Offer some writing in exchange for a testimonial. Find a student
graphic designer and collaborate on a speculative portfolio piece – that way, you get great
design to go with your great words. And as soon as you possibly can, replace these pieces
with real paid examples for real commercial clients.
5.6.9 What else do I need?
Business cards and a simple website are helpful but not initially essential. Buy a smart folder
to present your portfolio, or consider an online showcase.
5.6.10 What do I charge?
Hard to answer! This depends so much on the market where you live and your level of
experience, and it’s constantly changing. Rates that make a Borders company balk might be
seen as quite low in Edinburgh. Also, some writers charge by the hour, some by the project,
so it’s hard to compare. As a rough guide, £25-£30 per hour seems reasonable for someone
starting out, though this can rise as you gain experience. Businesses often prefer a project
rate – but how do you gauge how many hours you’ll need? The only way is to do a few jobs
and get a feel for it. If it’s a long piece, break it down into its component parts, cost one, and
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multiply. If it turns out you got it wrong, learn from it and move on. Avoid internet copywriting
companies offering criminally low rates. You are offering high value services and that isn’t
your market, which brings me to final note.
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One of the most important lessons I’ve learned in business is to take risks, dive right in and
adjust as you go along. It’s very unusual for things to be clear and ready when you meet a
client or start on a job. You make progress through various iterations, by collaborating,
shaking off setbacks, and learning from every job – which is great for creative writing, too!
5.7 Reading suggestions
Dark Angels: HowWriting Releases Creativity at Work (Marshall Cavendish, 2005)
Brilliant Copywriting, Roger Horberry (Pearson, 2009)
*Write to Sell, Andy Maslen (Marshall Cavendish, 2009)
•
1. Close the letter with a thank you (i.e. 'Thank you for your prompt help...')
•
2. Finish the letter with a salutation (i.e. 'Yours sincerely,')
•
3. Include 4 spaces and type your full name and title
•
4. sign the letter between the salutation and the typed name and title
5.7.1 Tips:
•
1. Keep the letter brief and to the point
•
2. Do not use shortened verb forms - write them out (i.e. 'don't instead of do not')
•
3. Always keep a copy of correspondence for future reference
•
5.7.8 How to Write a Report
Reports consist of the following elements:
Order in Report
Order Written
Executive reads
•
1. Executive Summary
6
Always
•
1. Contents
7
N/A
•
1. Introduction
1(Unless academic Report)
Sometimes
•
1. Findings (Main Body)
3
If interested in research
•
1. Conclusions
4
If surprised…
•
1. Recommendations
5
Nearly always
•
1. Bibliography / sources
2 Write as you research
If report shows area that
needs further
investigation
Anytime you find extra info.
Rarely
1.
44
Appendices
Mojule wa 2
1 Executive Summary
The executive summary should include a summary of all of the key points, the idea is that an
executive can read the summary and if it appears logical and inline with expectations the
recommendations can be followed without the need to read further. This is in fact the most
important part of the report and should be written last. The executive summary should
include a summary of all parts of the report including recommendations.
Writing Order: Written after the rest of the report (But before the contents page)
Email Tip: If you are sending the report via email, include the executive summary in the
main part of your Email, so that a busy executive doesn’t have to read an attachment to read
the main points.
2 Contents
The Contents of the report should be consistently laid out throughout the report and you
should include both page numbers and title numbers. In this example we look at the
transport requirements for sales people:
3 Introduction / Terms of Reference
The introduction should say why the report is being written. Reports are nearly always
written to solve a business problem. Reports maybe commissioned because there is a crisis
or they maybe routine. Nearly all reports in some way answer the age-old business
problem, how can we increase profits?
Writing Order: Often written first, but maybe refined at anytime. (In Business studies
courses this could be done later, because the exact business problem may not be given by
the lecturer.)
4 Findings / Main Body
Sometimes reports don’t say Findings, but it is normally assumed that the main part of your
report will be the information you have found.
This information is not always read by executives, but
because without thorough research and analysis the
effective conclusions and create recommendations.
summary surprises the executive, then they will turn
recommendations.
that doesn’t mean it isn’t important,
author will not be able to come to
Also if anything in the executive
directly to the relevant part of the
Writing Order: This is normally written after the 1st draft of the introduction.
5 Conclusions
The conclusions should summarize the Findings section, do not include diagrams or graphs
in this area. This area should be short, clearly follow the order of the findings and lead
naturally into the recommendations.
You should never include new information in the conclusions
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Mohlodi
The Mathematics of Persuasive Communication
Part 1: Secrets of Good Business Writing
From Phillip Yaffe,
http://sbinfocanada.about.com/od/smallbusinesslearning/a/bizwritingpj.htm . Accessed
11/11/04
5.8 For good business writing, know what you are doing
Many commercial companies do not live up to their potential - and sometimes even go
bankrupt - because they fail to correctly define the business they are in. Perfume companies,
for example, do not sell fragrant liquids, but rather love, romance, seductiveness, selfesteem, etc. Bio-food companies do not sell organic produce, but rather honesty, purity,
nature, etc. Automobile manufacturers do not sell transportation, but rather freedom,
adventure, spontaneity, prestige, etc. The fact is, each industry, even each individual product,
may have to determine what it is truly all about - and there are thousands of them! Writers
are lucky. There are numerous variations to what we do, but there are really only two
fundamental types of writing. It is important to recognise this, because not only are they quite
different, in some respects they are exactly opposite. So unless we clearly recognise which
type of writing we are doing - and how it differs from the other one - we will almost certainly
commit serious errors.
Creative Writing: Texts such as short stories, novels, poems, radio plays, stage plays,
television scripts, film scripts, etc.The fundamental purpose of creative writing is to amuse
and entertain.
Expository Writing: Texts such as memos, reports, proposals, training manuals,
newsletters, research papers, etc. The fundamental purpose of expository writing is to
instruct and inform.
Good business writing needs the right attitude: Because the objectives of creative and
expository writing are so different, before striking a key you must adopt the appropriate
attitude towards the type of writing you are doing.
Creative writing attitude: Everyone wants to read want what you are going to write. After
all, who doesn't want to be amused and entertained?
Expository writing attitude: No one wants to read what you are going to write. Most people
don't like to be instructed and informed. They probably would much prefer to be doing
something else. The importance of recognising and adopting the "expository writing attitude"
cannot be over-stated, because it can dramatically change the very nature of what you are
writing. Here are a couple of examples.
A. Corporate image brochure: I was once commissioned to write a corporate image
brochure. Two things are certain about these expensive, glossy booklets: Almost all
companies of any size feel compelled to produce them. Virtually no one ever reads them.
Starting from the attitude that no one would want to read what I was about to write, I created
a brochure that people not only read. They actually called the company to request additional
copies to give to friends, clients and professional colleagues!
B. Stagnating product: On another occasion, I was commissioned to develop an
advertising campaign to revitalise a product with stagnating sales. Applying the expository
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writing attitude, I discovered that three of the product's key benefits were not being properly
exploited. Why? The manufacturer felt that everything about their product was important, so
for years they had been systematically burying these three key benefits under an avalanche
of other information of less interest to potential buyers. The new campaign sharply focussed
on the key benefits; virtually all other information was moved to the background or
eliminated. As a result, sales shot up some 40% in the first year. With some nuances, this
self-same expository writing attitude can be - and should be - applied to speaking, as well.
Essential approach to expository writing: Because creative writing and expository writing
have essentially different objectives and attitudes, they require essentially different
approaches.
Creative writing approach: Play with language to generate pleasure. In other words, use
your mastery of the language to amuse and entertain.
Expository writing approach: Organise information to generate interest. Clever use of
language will never make dull information interesting; however, you can organise the
information to make it interesting. Forget about literary pyrotechnics. Concentrate on content.
We are now going to leave creative writing, because most of what we write, and say, is
expository. We are now ready to return to the notion of how mathematics applies to good
business writing, and by extension to good speaking.
Boitekolo
•
1 What are the two types of ducuments that predominate meetings?
•
2 And how do they differ?
•
3
•
4 Discuss approaches and steps of good business writing.
What do we mean by "good writing"?
Mehlodi
Castellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using technology.
Teaching Exceptional Children, 33, 60–67.
Graham, S., Harris, K. R., Fink-Chorzempa, B., & MacArthur, C. (2003). Primary grade
teachers’ instructional adaptations for struggling writers: A national survey. Journal of
Educational Psychology, 95, 279–292.
MacArthur, C. A. (2000). New tools for writing: Assistive technology for students with writing
difficulties. Top Language Disorders, 20, 85–100.
MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology
applications for students with literacy problems: A critical review. The Elementary School
Journal, 101, 273–378.
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Mojule wa 2
Yuniti ya 2.6
AS 2.2 HO BOLELE MEFUTA LE DIMELO TSA
MARANGRANG A DITABA
Dipheto
•
•
1 Mefuta ya marangrang a ditaba.
•
2 Mehlodi e batsi ya ditaba.
•
3 Ho ngola le ho ngolla marangrang a ditaba.
6.0 Selelekela
Marangrang le mehlodi ya ditaba ke ntho e jeleng setsi haholo lefatsheng le tswetseng pele.
Taba ena e itotobatsa ka hore mefuta yohle le mekgwa ya ho ngola ditaba di kgobokantswe
nnqa e le nngwe. Ka hoo ho hlokahala tsebo e batsi le boiphihlelo bo boholo ba ho
sebetsana le diphephetso tsa maemo ana.
6.1 Mangolo
•
O tla be o tseba ho ngola lengolo la kgwebo
•
O tla be o tseba ho ngola lengolo le yang ho baphatlalatsi ba dikoranta.
•
O tla be o tseba hore lengolo le yang ho baphatlalatsi le fapane jwang ho la kgwebo.
6.2 Mefuta ya mangolo
Re na le mefuta e mmedi e meholo ya mangolo e leng lengolo la setswalle le lengolo la
semmu kappa lengolo la kgwebo. Mona re tlo shebana haholo le lengolo la kgwebo.
Lengolong la kgwebo o ngolla motho eo o sa mo tsebeng kapa yena motho eo o sa mo
tlwaelang. Lengolo la kgwebo le lokela ho ba lekgutshwanyane mme le tobe taba. Puo o
sebediswang lengolo lena, e lokela ho ba puo ya semmuso.
Mohlala wa lengolo la semmuso: Ngolla hlooho ya Kholetjhe eo o labalabelang ho ya kena
ho yona . Etsa kopo ya ho ya kena moo.
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Mojule wa 2
234 Zone 3
Sebokeng
1841
10 Phato 2007
Mohlomphehi
Sebokeng College of Education
P>o. Box 10
Vereeniging
1900
Monghadi/ Mofumahadi
Ke etsa kopo ya ho tla itutela botitjhere koletjheng eo ka selemo se tlang.
Ke morutwana wa sehlopha sa leshome sekolong sa Patsi mme ke tshepa hore ke tla atleha
dihlahlobong tsa makgaolakgang.
Ka kopo o nthomelle doforomo tsa kopo ya sekgeo ke tle ke fane ka dintlha tsohle tsa
bohlokwa.
Ka boikokobetso.
F. Fariki.
Lengolo le yang ho baphatlalatsi
Lengolo le yang ho baphatlalatsi e ntse e le mofuta wa lengolo la semmuso. Dintlha tsa
bohlokwa tsa lengolo le yang ho baphatlalatsi ke tse latelang:
•
Mongodi a ka nna a sebedisa lebitso la boikgakanyo. Lengolo la hao le tla phatlalatswa
ka lebitso leo empa o ntse o lokela ho fana ka lebitso la hao la mannete le aterese.
•
Lebitso la mannete le ka hlaha hodimo ka letsohong la ho ja, moo aterese ya lengolo la
semmuso e hlahang teng.
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Mofuteng ona wa lengolo, mongodi a ka hlahisa maikutlo a hae mabapi le ho hong ho itseng.
•
A ka hlahisa maikutlo a hae mabapi le tlala e ka hara naha.
•
A ka hlahisa maikutlo a hae mabapi le ditefello tse hodimo tsa dithuto diunivesithing tsa
Afrika Borwa e ntjha.
•
A ka hlahisa maikutlo a hae mabapi le boitshwaro bo hlephileng ba batjha.
•
Ka nako e nngwe a ka nna a araba se builweng ke motho e mong kapa batho ba ka nna
ba araba seo a se ngotseng.
•
Ho phalalatswa kapa ho se phatlalatswe ha lengolo la mofuta ona ho matleng a
mohlophisi wa diphatlalatso wa koranta eo o e ngollang.
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Mojule wa 2
Dipotsiso: P.Y. Mokotlana
P.O. Box 123
Vereeniging
1900
20 Mphalane 2011.
Mohlophisi
Sowetan
P.O. Box 128
Johannesburg
2000
Mohlomphehi
Boitswaro ba batjha motseng wa heso wa Potong ke bona bomanyampetla a ho lahlwa.
Batjha ba nwa majwala jwalo ka ditlhapi di nwa metsi. Jwala bo ntsa batjha dikerekeng, bob
a hulela ditameneng moo sebe se jewang ka thipa le foroko.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Malapeng batjha ke ditau tse rorang ka morung. Ke kgodumodumo sejabatho. Batswadi ba
tshaba bana ba bona sa kolobe e tshaba letolo.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Boipiletso ba ka batswading ke hore re emeng ka mato hore re tle re hlole sebata sena se
harolakang batjha.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Mmuelli wa setjhaba.
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Mojule wa 2
Boitekelo
Ngolla e nngwe ya dikoranta lengolo leo ka lona o hlahisang maikutlo a hao malebana le e
nngwe ya dintlha tsena:
•
(a)
•
(b)
Dintwa tse tliswa ke ditjhadimo tse faopaneng tsa ditumelo.
•
(c)
Batjha ba lahla meetlo ya bona.
•
(d)
Koleke kerekeng – e ne e ntshuwe kapa e kgaolwe.
Bohlokwa ba meriana ya setso bakeng sa ho phekola AIDS
6.1 Masedinyana
(Source: http://www.smart-writers.com/writers-institute.html)
Newspaper writing has it's own style, as most all forms of writing do. The key to writing a
newspaper article that works is grab 'em quick, tell your story and let 'em go. The first thing a
newspaper reader is going to come across is the headline. We can all remember some of the
greatest headlines in history. Here is a website that even tells you about collecting
newspapers with famous headlines
Writing for newspapers can be difficult if you don't have your facts straight. You, and the
newspaper you write for, will be remembered longer for your inaccurate reporting than for
your accurate. Do your research and be thorough about it. Dig as deep as time will allow. Try
to get interviews of key figures and background information-even if you never use it you can
write with better familiarity of your subject.
What comes after the headline is the lead? The lead sets the outline and pace for the rest of
the story. Many newspaper writers spend over half their time on the lead alone. The outline,
or structure of your writing, should help readers go from idea to idea with smoothness
Bad lead: A place where you can take your kids for a day. The city zoo opened its doors in a
re-grand opening that opens today.
Make your transitions smooth so the reader doesn't even realize you are moving in another
direction or relaying new information. Sprinkle quotes throughout your newspaper article.
Direct quotes are best to:
•
Clarify, amplify or verify a summary statement.
•
Rely a colorful or flamboyant speech or source's comment.
•
Focus on official information, directly from the obvious authoritative voice of your source.
If you paraphrase, never use quotes and try to keep comments in context. You will become
known for twisting words and be blackballed from doing interviews if you stretch what your
source has said to fit your own objectives.
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6.2 Diyalemoya
6.2.1 Writing for radio:
Writing for radio is writing for millions including every type of people, educated, uneducated,
young and old, men and women from every section of the society. Radio is generally listened
in houses where all the members of the family move together. It is therefore necessary that
nothing should be there against moral ethics of our society. There are five key principles to
be kept in mind while writing radio news. It is spoken, it is immediate, it is person to person, it
is heard only once and it is sound only.
While it is true that radio news scripts are shorter than most news stories written for print, the
radio news writer is still obliged to tell a complete and clear story. Facts needed to put the
story into perspective and provide balance which must be included.
The most important point regarding style in radio news writing is simplicity. If the language is
too complex or difficult it is possible the story will not be completely understood. Radio news
writers generally apply a few rules of their own to help them get the information across in the
simplest form. These are; keep the sentences short, avoid complex construction and use
basic words not colloquialism.
Writers are encouraged to get into the substance of the story and this is best done by starting
with a good declarative sentence that presents the most important information. The listener is
not to be overburdened with too many facts in the lead. The listener should know
immediately what has happened. Don't leave him wondering. Writing news for different
audience also needs different approaches within the country, some news bulletins are for the
whole people, while some are beamed for different provinces or for particular ethnic pockets.
In the external services news is prepared for foreign listeners. All of them deserve special
awareness on the part of the editor.
6.2.2 Preparation of News bulletins:
There are many categories of news bulletins in our part of the world. In Radio Pakistan the
main categories are; national, world service (for overseas Pakistanis), regional, local,
external and general overseas slow speed bulletins. National bulletins are meant for the
entire population of the- country and are broadcast both in Urdu and English. News bulletins
for overseas Pakistanis are broadcast in Urdu in the World Service. Regional bulletins are
broadcast in the regional languages. Local bulletins contain news and announcements of
local interest in a particular city or area. External bulletins are broadcast for overseas
listeners in their respective languages. The general overseas slow speed bulletins are
broadcast at dictation pace for use in our-embassies in different countries. In the preparation
of these bulletins we have to go through the process of selecting and editing news and
arranging them in order of importance. In case of longed duration bulletins headlines are also
given. The headlines call for clearest and tightest possible writing.
The general News Room is the centre of activity in the preparation and introduction of news
bulletins. The wire copy, dispatches of reporters, monitoring reports, hand outs and press
releases are the main sources of news production- system. Whatever lands in the news
room undergoes a regular process of sorting. The editor has got to he quite selective and
choosy. This is because of the limited space available for news cast. The skill to reject
redundant material and select useable material is one of the basic requirements of a good
radio editor.
Unlike newspapers, a radio bulletin is to be prepared by not more than two editors who select
stories from large quantity of material. The editor is supposed to be quick enough to keep on
selecting the probable’s and rejecting the useless. Then comes the stage of drafting. Before
handing over the bulletin to the newsreader it is arranged in a logical order.
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6.2.3 Problems and pressures:
The main challenge before a radio editor is to make the copy simple and easy to understand.
The editor is supposed to be capable of writing simple and clear language and making crisp
news draft. Difficult and useless words and phrases are to be avoided. Unlike periodicals and
daily newspapers, radio news is always 'immediate' in nature. If it is official medium, the
official obligations are also there. In radio there are generally no restrictions or specific
guidelines. The editor is required to determine whether a particular item is to go on the air or
not. Radio editor not only faces problem of short space but also of time as well. Preparing a
bulletin is like’ running against the time. Every regular bulletin has to go on the air at a fixed
time.
Almost in every bulletin several items are read unrehearsed by the news reader if drafted
later after the bulletin has started. Smart radio writers deal with such 'Problems stories'
successfully as they are usually able to make sound judgments quickly and avoiding pit falls.
6.3 Dikhompiyutha
6.3.1 Computer-Assisted Instruction and Writing:
“Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a
computer. Many educational computer programs are available online and from computer
stores and textbook companies. They enhance teacher instruction in several ways.
Computer programs are interactive and can illustrate a concept through attractive animation,
sound, and demonstration. They allow students to progress at their own pace and work
individually or problem solve in a group. Computers provide immediate feedback, letting
students know whether their answer is correct. If the answer is not correct, the program
shows students how to correctly answer the question. Computers offer a different type of
activity and a change of pace from teacher-led or group instruction.
Computer-assisted instruction improves instruction for students with disabilities because
students receive immediate feedback and do not continue to practice the wrong skills.
Computers capture the students’ attention because the programs are interactive and engage
the students’ spirit of competitiveness to increase their scores. Also, computer-assisted
instruction moves at the students’ pace and usually does not move ahead until they have
mastered the skill. Programs provide differentiated lessons to challenge students who are at
risk, average, or gifted.
6.3.2 What Does CAI Look Like for Writing?
Computer-Assisted Writing Instruction consists of Computer programs for writing help
students with developing ideas, organizing, outlining, and brainstorming. Templates provide a
framework and reduce the physical effort spent on writing so that students can pay attention
to organization and content.
The example at the right, similar to the program Inspiration, demonstrates how a student has
organized her writing. Her topic is the Chesapeake Bay. She thinks about three main ideas
for her topic: food, fun, and jobs. Next, she adds supporting details for each of her three main
ideas. Now she can compose her paragraph. Programs like Inspiration or Kidspiration are
fun because students can use pictures, change the shape or colors of the circles, and
change the chart into an outline.
Word processors are excellent tools for students who find handwriting tedious. Often,
students with disabilities have difficulty with all the requirements for the writing process. They
have trouble organizing their thoughts and then retaining those thoughts long enough to put
them on paper. Their handwriting must be neat enough and their spelling and grammar
correct enough to convey their message, tasks that they may find difficult.
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6.4 Computer Programs for Writing
Word prediction: Student-specific programs that identify words that student uses repeatedly;
when the student types the first few letters, the program lists frequently used words that start
with those letters speeds up the typing process
Speech-to-text: student speaks into a microphone and the program types the words, program
must be “trained” to the student’s word pronunciation and speech style, student must be
taught how to use the program, increased speed from thought to text
Text-to-speech: student can hear what she has typed to check if it says what she wants it to
say, good for editing, Spell-checker helps student identify misspelled words, automatically
corrects words if the teacher set the program that way
Thesaurus: offers student other words that mean the same as the word he or she is using,
adds variety to student’s writing and increases student vocabulary
But before word-processing can save time during the actual writing process, students must
know how to type and how to use the computer. Typing speeds may be slower without proper
instruction in typing; slower typing may lead to less quality and shorter length in writing
assignments (MacArthur, 2000; MacArthur, Ferretti, Okolo, & Cavalier, 2001). If students
cannot type fluently or must search for letters and numbers, the process may be slower than
handwriting.
Examples of computer programs that assist students in the writing process are listed in the
box at left. If students are taught to type early in elementary school and taught to use these
programs, the writing process can become less frustrating. This is not to say that students
should not be taught how to spell and to use proper grammar. Students can learn to use
these programs to increase the speed from thought to paper to make the process less
stressful for them. It can increase their vocabulary and their attitude toward writing. Students
with disabilities may actually find they enjoy the writing process.
6.5 How Is CAI Implemented?
Teachers should review the computer program or the online activity or game to understand
the context of the lessons and determine which ones fit the needs of their students and how
they may enhance instruction.
•
Can this program supplement the lesson, give basic skills practice, or be used as an
educational reward for students?
•
Is the material presented so that students will remain interested yet not lose valuable
instruction time trying to figure out how to operate the program? Does the program waste
time with too much animation?
•
Is the program at the correct level for the class or the individual student?
•
Does this program do what the teacher wants it to do (help students organize the writing,
speed up the writing process, or allow students to hear what they wrote for editing
purposes)?
Teachers should also review all Web sites and links immediately before directing students to
them. Web addresses and links frequently change and become inactive. Students might
become frustrated when links are no longer available.
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Writing programs are beneficial to writing instruction because they allow students to learn in
a variety of ways and can speed up the writing process. With proper training, students can
learn to focus on the message instead of the mechanics.
6.4 Mehlodi
Journal, 101, 273–378.
MacArthur, C. A., & Graham, S. (1987). Learning disabled students’ composing with three
methods: Handwriting, dictation, and word processing. Journal of Special Education, 21, 22–
42.
Vaughn, S., Schumm, J. S., & Gordon, J. (1993). Which motoric condition is most effective
for teaching spelling to students with and without learning disabilities? Journal of Learning
Disabilities, 26, 191–198.
Wong, B. Y. L. (2001). Commentary: Pointers for literacy instruction from educational
technology and research on writing instruction. The Elementary School Journal, 101, 359–
378.
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Yuniti ya 2.7
AS 2.3 HO NGOLA METSOTSO LE TSE TSAMAELANANG
LE DIKOPANO
Diphetho
•
1 Ho epa pitso ya kopano ya mokgatlo.
•
2 Ho etsa lenanetsamaiso la kopano.
•
3 Ho ngola metsotso ya kopano.
•
4 Ho ngola raporoto ya kopano.
7.0 Selelekela
Tsebo ya tshebetso le tsamaiso ya mokgatlo di bohlokwa haholo bophelong ba mokgatlo.
Tsena di thusa haholo hore ditaba tsohle tsa mokgatlo di hlophisehe ekasitana le hore
ditokomane tsa wona di dule di hlophisehile hantle.
7.1 Pitso ya kopano
7.1.1 Memo le lenanetsamaiso
Moithuto o lokela ho ngola tsebiso e memelang batho kopanong a be a hlahise
lenanetsamaiso la kopano eo.
Dintlha tsa bohlokwa ka sebopeho sa tema ena ke:
A. Sehlooho se akaretsang:
Lebitso la mokgatlo.
Ba memelwang kopanong.
Tulo eo kopano e tla tshwarelwang ho yona.
Nako le letsasi leo kopano e tla tshwarwa ka yona.
B. Lenanetsamaiso:
1. Pulo
2. Metsotso ya kopano e fetileng
3. Tse tswang metsotsong
4. Dintlha tsa bohloka tsa letsatsi. [lokodisa dintlha tseo ka tatelano e di tla tshohlwa
ka yona]
5. Tsa kaakretso
6. Kwalo.
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Mohlala: Ditho tsohle tsa mokgatlo wa Diphakwe di memelwa kopanong e tla tshwarelwa
sekolong sa Perepere ka la 23 Lwetse 2011 ka hora ya pele thapama.
7.3 Lenanetsamaiso:
•
1 Pulo.
•
2 Palo metsotso ya kopano e fetileng mmoho le kananelo ya yona.
•
3 Tshekatsheko ya tse tswang metsotsong.
•
4 Dintlha tsa letsatsi:
•
4.1
Kamohelo ya ditho tse ntjha.
•
4.2
Puisano ka leeto la ho ya Natala kgweding e tlang
•
4.3
Kgetho ya komiti e tlang ho shebana le maeto.
•
5 Tsa kaakretso.
•
6 Kwalo.
7.4 Metsotso ya kopano
Mona moithuto o lebelletswe hore a ngole tlalehelo ya kopano eo e e seng e ile ya tshwarwa.
Hobane o ngola ka ditaba tse seng di fetile, ho bohlokwa hore o ngole ka lekgathe lefetile.
Ela hloko: Mona moithuti o tshwanela ho elellwa phapang pakeng tsa lenanetsamaiso le
metsotso. Lenanetsamaiso ke tsebiso ya ditaba tse tla etsahala ka nako e tlang athe
metsotso ke tlalehelo ya ditaba tse seng di etsahetse.
Sebopeho sa tema tsena tse pedi se batlile se tshwana mme phapang e ho dikahare.
Mohlala:
Metsotso ya kopano ya mokgatlo wa Diphakwe o neng o tshwaretswe sekolong sa Perepere
ka la 2 Lwetse 2011 ka hora ya pele thapama.
•
1. Pulo – Ntate Podi o ile a bula ka thapelo.
•
2. Lenane la mabitso – Mongodi o ile a ngola mabitso a ba neng ba tlile kopanong a ba a
bala le mangolo a ba kopang tshwarelo bakeng sa ho sa finyelle kopanong.
•
3. Metsotso ya kopano e fetileng – Mongodi o ile a bala metsotso ya kopano e fetileng
mme ya ananelwa kwe ditho tsohle tsa mokgatlo. Mongodi le modulasetulo ba ile ba
saena metsotso eo.
•
4. Dintlha tse tswang metsotsong – Ditho tsohle d ile tsa buisana ka dintlha tse tswang
metsotsiong ya kopano e fetileng.
•
5. Tsa bohlokwa tsa kopano ya letsatsi le diqeto hodima dintlha tseo. Modulasetulo o ile
a etella mokgatlo pele ka ho buisna ka dintlha tse latelang.
a.
Kamohelo ya maloko a matjha:
Ditho tsohle tse tlileng le maloko a matjha di ile tsa tsebiswa mme ka mora hore
ba ballwe melao ya mokgatlo ba ingodisa mme ba amohelwa ho ba ditho.
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b.
Puisano ka leeto le tlang ho nkwa kgweding e tlang:
Mme Sepono o ile a etsa tsebiso ya hore bese e bitsa R 1 400 kahoo motho
Ka mong o tlameha ho lefa R100 00.
Mme Masenke o hlahisitrse hore o se a entse ditlhophiso bakeng sa dijo le
borobalo.
Ditho tsohle di ile tsdsa dumellana ka ho tsamaya ka la 17 Pherekgong 2012
Ka hora ya bobedi thapama.
b.
Kgetho ya ba tlang ho hlohisio maeto:
Ntate Phoofo le Mme Veini ba ile ba kgethwa.
•
6. Tsa kaakretso – Ditho tsohle di iloe tsa kotjwa ho tshwara nako.
•
7. Kwalo – Mme Papanana o ile a kwala ka thapelo.
•
8. Lebitso la mongodi: S.S Tjhefu.
•
Lebitso la modulasetulo: H.J. Kakana.
Boitekolo
•
1 O motshwara matlotlo wa feme e itseng. Ngolla motlatsi wa hao memorandamo eo ho
yona o mo tsebisang hore ho tla tshwarwa kopano, mme balaodi ba tla batla raporoto
ya tsa ditjhelete.
•
2 O mongodi wa lebenkele la fenetjhara. Moreki o sa tswa ho o ngolla lengolo la tletlebo
a o tsebisa hore tafole eo ya sa tswa ho e amohela ho tswa lebenkeleng la heno, e
fapane le maoto ka mmala. Araba moreki eo o ntse o nahanne lebitso la lebenkele la
heno.
Mehlodi:
Journal, 101, 273–378.
59
Mojule wa 2
60
Sehlomathisetso
Sehlomathisetso
Bantu languages
There are anywhere between 400 and 500 known Bantu languages. Over time, several
subclassifications have been presented, none of which has proven to be very stable. Thus
the Bantu languages are here grouped according to a referential classification originally
devised by Malcolm Guthrie in the 1940s (cfr Guthrie 1971, Maho 2003), in which the Bantu
languages are grouped into 15 geographical zones labelled with letters from the Latin
alphabet. To these 15 zones, I have added Tervuren's J Zone, comprising languages regrouped from zones D and E.
Zone S, incl. Zulu, Xhosa, Shona, Tswana, Southern Sotho, Northern Sotho
Malebela a mang
© 2009 citizendia.org; parts available under the terms of GNU Free Documentation License,
from http://en.wikipedia.org
The phonology of Sesotho and those of the other Sotho-Tswana languages are radically
different from those of "older" or more "stereotypical" Bantu languages. Phonology ( Greek
φωνή (phōnē voice sound + λόγος (lógos word speech subject of discussion is the
systematic use of sound to encode meaning History Should include probable history of the
language what form of Bantu it is most closely derived from (the coolest forms! dates of
movement of major groups The Sotho-Tswana language group is a group of closely related
Bantu languages spoken in Southern Africa including Tswana ( Setswana) Northern Sotho
The Bantu languages (technically Narrow Bantu languages) constitute a grouping belonging
to the Niger-Congo family Modern Sesotho in particular, has very mixed origins (due to the
influence of Difaqane refuges) inheriting many words and idioms from non-Sotho-Tswana
languages.
Probably the most radical sound innovation in the Sotho-Tswana languages is that the ProtoBantu prenasalized consonants have become simple stops and affricates. History Should
include probable history of the language what form of Bantu it is most closely derived from
(the coolest forms! dates of movement of major groups Notes Note Notes Notes Notes Notes
Sesotho deficient verbs -- The Orthography of the Sesotho language is fairly recent and is
based on the Latin alphabet, but like most languages written Prenasalized stops or
consonants are phonetic sequences of nasal plus plosive that behave phonologically like
single consonants [2] Thus isiZulu words such as entabeni on the mountain, impuphu flour,
ezinkulu the big ones, ukulanda to fetch, ukulamba to become hungry, ukuthenga to buy,
etc. Zulu (called isiZulu in Zulu is a Language of the Zulu people with about 10 million
speakers the vast majority (over 95% of whom live in South are cognates to Sesotho
thabeng, phofo, tse kgolo, ho lata, ho lapa, and ho reka (with the same meanings).
Cognates in Linguistics are words that have a common origin They may occur within a
language such as shirt and skirt as two English words descended from
61
Sehlomathisetso
This is further intensified by the law of nasalization and nasal homogeneity, making derived
and imported words have syllabic nasals followed by homogeneous consonants, instead of
prenasalized consonants.
Another important sound change in Sesotho which distinguishes it from almost all other
Sotho-Tswana languages and dialects is the chain shift from /x/ and /k͡xʰ/ to /h/ and /x/ (the
shift of /k͡xʰ/ to /x/ is not yet complete). In the study of Historical linguistics and phonetic
change a chain shift is a type of sound shift in which a group of sounds all change at about
the same time
In certain respects, however, Sesotho is more conservative than other Sotho-Tswana
languages. For example, the language still retains the difference in pronunciation between
/ɬ/, /t͡ɬʰ/, and /tʰ/. [3] Many other Sotho-Tswana languages have lost the fricative /ɬ/, and some
Northern-Sotho languages, possibly influenced by Tshivenda, have also lost the lateral
affricate and pronounce all three historical consonants as /tʰ/ (they have also lost the
distinction between /t͡ɬ/ and /t/ — thus, for example, speakers of the Northern Sotho language
commonly called Setlokwa call their language "Setokwa"). Venda, also known as Tshivenḓa,
or Luvenḓa, is a Bantu language [4]
The existence of (lightly) ejective consonants (all unvoiced unaspirated stops) is very strange
for a Bantu language and is thought to be due to Khoisan influence. In Phonetics, ejective
consonants are Voiceless Consonants that are pronounced with simultaneous closure of the
Glottis. A stop, plosive, or occlusive is a Consonant sound produced by stopping the airflow
in the Vocal tract. These consonants occur in the Sotho-Tswana and Nguni languages (being
over four times more common in Southern Africa than anywhere else in the world), and the
ejective quality is strongest in isiXhosa, which has been greatly influenced by Khoisan
phonology. Xhosa (ˈkǁʰoːsa ( isiXhosa) is one of the Official languages of South Africa.
Uniquely among the Sotho-Tswana languages, Sesotho has adopted a click sound that is
pronounced with three accompaniments (radical, aspirated, and nasalized). It most probably
came with loanwords from the Khoisan and Nguni languages, though it also exists in various
words which don't exist in these languages and in various ideophones. The Khoisan
languages (also Khoesaan languages) are the indigenous languages of southern and
eastern Africa; in southern Africa their speakers are the Khoi Nguni languages are mostly
spoken by Nguni people, which are group of clans and nations living in south-east Africa
This click also appears in certain situations which are rare or non-existent in the Nguni and
Khoisan languages, such as a syllabic nasal followed by a nasalized click (nnq in nnqane
that other side), a syllabic nasal followed by a radical click (also written nq in senqanqane
frog; this is not the same as the prenasalized radical click written nkq in the Nguni
languages), and a syllabic nasal followed by an aspirated click (nqh in seqhenqha hunk).
Vowels
Sesotho has a large inventory of vowels compared with many other Bantu languages.
However, the nine phonemic vowels are collapsed into only five letters in the Sesotho
orthography.
62
Sehlomathisetso
/i/
/u/
ho bitsa to call
Approximate tongue positions for the
9 vowels
beet
tumo fame
boot
/ɪ/
/ʊ/
ho leka to attempt
pit
potso query
put
/e/
/o/
ho jwetsa to tell
cafe
pontsho
roof
oiseau
/ɛ/
/ɔ/
ho sheba to look
bed
mongolo writing
board
/ɑ/
ho abela to distribu
spa
Consonants
The Sotho-Tswana languages are peculiar among the Bantu family in that most do not have
any prenasalized consonants and have a rather large number of heterorganic compounds.
The close front rounded vowel is a type of Vowel sound used in some spoken Languages
The symbol in the International Phonetic Alphabet that represents The close back unrounded
63
Sehlomathisetso
vowel is a type of Vowel sound used in some spoken Languages The symbol in the
International Phonetic Alphabet that represents Near-close near-front unrounded vowel The
near-close near-front unrounded vowel is a type of Vowel sound used in some spoken
Languages The The near-close near-back vowel is a type of Vowel sound used in some
spoken Languages Prenasalized stops or consonants are phonetic sequences of nasal plus
plosive that behave phonologically like single consonants Sesotho, uniquely among the
recognised and standardised Sotho-Tswana languages, also has click consonants inherited
from the Khoisan and Nguni languages. Clicks are speech sounds such as English tsk! tsk!
used to express disapproval or the tchick! used to spur on a horse
64
Sehlomathisetso
Labial
Click
Alveolar
Post-
central lateral alveolar
tenuis
ǃ
aspirated
ǃʰ
nasal
ǃn
Nasal stop
Palatal Velar Uvular Glottal
ɳ
m
n
pʼ
tʼ
kʼ
Plosive aspirated pʰ
tʰ
kʰ
ejective
voiced
Affricate
Fricative
(d)1
ejective
tsʼ
tɬʼ
tʃʼ
aspirated
tsʰ
tɬʰ
tʃʰ
voiceless f
s
ɬ
ʃ
voiced
Approximant
Trill
b
ŋ
kxʰ / x
h~ɦ
ʒ / dʒ
l
j
w
ʀ
Sesotho makes a three-way distinction between lightly ejective, aspirated and voiced stops in
several places of articulation. In Phonetics, ejective consonants are Voiceless Consonants
that are pronounced with simultaneous closure of the Glottis. Description Voiceless
consonants are produced with the Vocal cords open and voiced consonants are produced
when the vocal folds are fractionally closed Voice or voicing is a term used in Phonetics and
Phonology to characterize speech sounds, with sounds described as either voiceless A stop,
plosive, or occlusive is a Consonant sound produced by stopping the airflow in the Vocal
tract. In Articulatory phonetics, the place of articulation (also point of articulation) of a
Consonant is the point of contact where an Obstruction
65
Sehlomathisetso
Plosives
Sesotho possesses four simple nasal consonants. Language from another with little or no
translation Nguni languages are mostly spoken by Nguni people, which are group of clans
and nations living in south-east Africa Ideophones are a type of words used by speakers to
evoke a vivid impression of a certain sensation or sensory perceion e Pap ( a traditional
Porridge made from Mielie-meal (ground Maize or other grain is a Staple food of the Bantu
inhabitants of A nasal consonant (also called nasal stop or nasal continuant) is produced with
a lowered velum in the mouth allowing air to escape freely through the All of these can be
syllabic and the syllabic velar nasal may also appear at the end of words. A syllabic
consonant is a Consonant which either forms a Syllable of its own or is the nucleus of a
syllable.
Place of
articulation
IPA
Notes
/m/
bilabial
/m/̩
syllabic version of the
above
/n/
alveolar
palatal
velar
Orthography
Example
m
ho mamaretsa to
glue
m
mpa stomach
n
lenaneo programme
/n/̩
above
n
nna I
/ɲ/
as Spanish el niño
ny
ho nyala to marry
/ɲ̩/
above
n
nnyeo so-and-so
/ŋ/
can occur initially
ng
lengolo letter
/ŋ/̩
above
n
ho nka to take
Note that when w appears as part of a syllable onset this actually indicates that the
consonant is labialized. In Phonetics and Phonology, a syllable onset is the part of a Syllable
that precedes the Syllable nucleus.
66
Sehlomathisetso
Approximants
Place of articulation
labial-velar
lateral
palatal
IPA Notes Orthography Example
/w/
w
sewa epidemic
/l/
l
selepe axe
/l/̩
l
mollo fire
/j/
y
ho tsamaya to walk
The glottal fricative is often voiced between vowels, making it barely noticeable. [6] The
alternative orthography used for the velar fricative is due to some loanwords from Afrikaans
and ideophones which were historically pronounced with velar fricatives, distinct from the
velar affricate. The voiced postalveolar affricative sometimes occurs as an alternative to the
fricative.
Fricatives
Place of
articulation
IPA
Notes
Orthography
Example
labiodental
/f/
f
ho fumana to find
alveolar
/s/
s
Sesotho
/ʃ/
sh
Moshweshwe
Moshoeshoe I
/ʒ/
j
mojalefa heir
/ɬ/
hl
ho hlahloba
examine
postalveolar
lateral
to
kg.
velar
/x/
sekgo spider
glottal
/h/ these two sounds
h
/ɦ/ are allophones
ho aha to build
There is one trill consonant. Gauteng (xaʊˈtɛŋ Sotho xɑ́útʼèŋ̀ is a province of South Africa.
Notes Glottal consonants are Consonants articulated with the Glottis. The voiceless glottal
transition, commonly called a " fricative " is a type of sound used in some spoken Languages
which often behaves like a In Phonetics, an allophone is one of several similar speech
sounds ( Phones that belong to the same Phoneme. The breathy-voiced glottal transition,
commonly called a voiced glottal fricative, is a type of sound used in some spoken
Languages which often behaves like In Phonetics, a trill is a Consonantal sound produced by
vibrations between the articulator and the Place of articulation. Originally, this was an
alveolar rolled lingual, but today most individuals pronounce it at the back of the tongue,
67
Sehlomathisetso
usually at the uvular position. The uvular pronunciation is largely attributed to the influence of
French missionaries at Morija in Lesotho.
French ( français,) is a Romance language spoken around the world by 118 million people as
a native language and by about 180 to 260 million people A missionary is a member of a
Religion who works to convert those who do not share the missionary's faith someone who
proselytizes. Morija is a town in western Lesotho, located 35 kilometres south of the capital
Maseru. Lesotho (lɪˈsuːtuː) officially the Kingdom of Lesotho, is a Landlocked country and
Enclave — entirely surrounded by the Republic of South Just like the French version, the
position of this consonant is somewhat unstable and often varies even in individuals, but it
generally differs from the "r"'s of most other South African language communities. The most
stereotypical French-like pronunciations are found in certain rural areas of Lesotho, as well
as some areas of Soweto (where this has had an impact on the pronunciation of Tsotsitaal).
Soweto is an urban area in the City of Johannesburg, in Gauteng, South Africa. Tsotsitaal, or
isiCamtho, is a variety of languages mainly spoken in the townships of Gauteng province in
South Africa.
68
Sehlomathisetso
69
Printed literature
A selection of printed literature
Ehret, Christopher. 2001. Bantu expansions: re-envisioning a central problem of early African
history. International journal of African historical studies, v. 34, p. 1-41 (plus comments-cumreply on p. 43-87).
Maho, Jouni Filip. 2003. A classification of the Bantu languages: an update of Guthrie's
referential system. In: The Bantu languages (ed. by Derek Nurse & Gerard Philippson), p.
639-651. Routledge.
Nurse, Derek. 1994/95. "Historical" classifications of the Bantu languages. Azania, 29/30, p.
65-81.
Nurse, Derek; Philippson, Gerard. (Eds.) 2003. The Bantu languages. Routledge language
family series, v. 4. Routledge.
Jouni Filip Maho (
). The New Updated Guthrie List (NUGL): the web version (PDF).
goto.glocalnet.net/mahopapers/nuglonline.pdf
Jouni Filip Maho, 2002. Bantu line-up: comparative overview of three Bantu classifications
(PDF). Dept of Oriental and African Languages, Göteborg University. Pp 59.
www.african.gu.se/maho/downloads/bantulineup.pdf
Salikoko S. Mufwene (
). Contact languages in the Bantu area. Dept of Linguistics,
University
of
Chicago.
humanities.uchicago.edu/faculty/mufwene/mufw_bantucon.html
Nancy Chongo Kula, 2004. Licensing saturation and co-occurence restrictions in structure:
on Meinhof's Law in Bantu (PDF). From: Linguistics analysis, v. 32. www.nancykula.net/Kula
%20-LA-2004.pdf
Jouni Filip Maho, 1995. Calculating differences in phonological features of consonants in a
sample of 25 Bantu languages (PDF) with an appendix (PDF). Dept of Linguistics, Göteborg
University. goto.glocalnet.net/maho/papers.html
70
Printed literature
71
Assessment criteria and evaluation
Title: : Introduction to linguistics, phonology and business language
(8 Credits)
SSLL112 Module outcomes:
Identify and describe the nature and development of Sesotho language
structure
AS1: Identify and describe dialects and context of language usage (e.g. home,
local regional and national).
AS2: Identify and explain essential grammatical structures of Sesotho.
AS3: Define and explain phonology, morphology and syntax in various contexts.
AS4: Identify and develop reading skills
72
Assessment criteria
Module Activities
State and explain the nature of African languages. Four groups respond to the question through
presentations in class.
Which languages fall within the borders of South Africa? Discuss the topography of each.
Individual Assignment (Read p. )
Discuss the Sotho language group as well as the dialects of Sesotho. Use internet sources.
Demonstrate your understanding the relationship between language and society (e.g. language
policy and language rights). Group Assignment.
Explain the significance of the verb in Sesotho language structure (types of verbal extensions,
tenses and moods). Prepared class oral presentation.
Identify and explain types of Sesotho sentences from written texts. Assignment.
Identify and explain different types of moods by constructing own sentences. Class written
exercise.
Define and explain features of Sesotho vowels and consonants. Oral class group presentation.
Explain phenomena that cause sound changes e.g. dimunetive, voiced and voiceless sounds.
Assignment.
Define and explain sound articulation: place, channel and types of consonants. Use study and
electronic sources.
Identify and draw up a list of text types as well as their authors and publishers, including their
development history. Read Ncgancga, DS (1990) and Gerard, AS (1993).
Reading and interpreting skills of various types of texts. Oral presentation. Source published and
electronic texts.
Analysis of texts using various theories. Assignment. Read Selden (1987).
Plan and write different kinds of texts appropriate for a business function.
AS1: Write effective business texts, reports and essays.
Identify and explain different types of business documents. Class presentation. Use study guide
and electronic sources.
Learning of skills for business meetings through group activity in class. Bring along samples of
agendas and minutes. Group activity. Use study guide and internet sources.
Identifying skills for writing memorandum. Assignment. Use study guide and internet sources.
Using skills for report writing. Class exercise. Read study guide.
AS2: Identify types and characteristics of media communication.
Writing of a letter to a newspaper editor complaining about social disturbance by the youth.
Assignment. Read study guide.
Writing a response to the complainant about furniture that was delivered. Source own samples.
Class exercise.
Writing of an e-mail of complaint to the manager by a worker reporting unfair labour practice. Use
sources on relevant legislation. Group assignment.
AS3: Write and reproduce meeting correspondence.
Drawing up an advertisement of a vacancy for media. Assignment. Use own sources.
Drafting an agenda for an interview. Staging a prepared interview in class. Group activity.
Drawing up a financial report for the AGM meeting of a football club. Written class exercise. Use
own sources.
73

- iBrarian

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