Ellipsis in the vP domain in Mandarin and Xhosa
- Authors: Ma, Xiujie
- Date: 2017
- Subjects: Grammar, Comparative and general -- Ellipsis , Chinese lanaguage -- Ellipsis , Chinese lanaguage -- Grammar, Comparative -- Xhosa , Xhosa lanaguage -- Ellipsis , Xhosa lanaguage -- Grammar, Comparative -- Chinese
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/43105 , vital:25266
- Description: This thesis provides a unified analysis of ellipsis in the vP domain in two typologically different languages, Mandarin and Xhosa from a generative perspective. It starts with the V-stranding Verb Phrase Ellipsis (VPE) assumption and shows that Mandarin and Xhosa do not have V-stranding VPE. The evidence for this is that in both languages, the constituents that remain in vP obligatorily are not allowed to be deleted, whereas the ones that can/must move out of vP can be deleted. The deleted constituents display the characteristics of PF-deletion, i.e. they have an internal syntactic structure. Based on the parallel between movement and ellipsis of the vP-internal constituents, I propose the Ellipsis EPP Hypothesis to account for ellipsis in the vP domain. The Hypothesis predicts that there is an Ellipsis Phrase at the left periphery of vP. The EP bears an Ellipsis-EPP (EEPP) feature, which must be satisfied. Maximal phrases in the c-command domain of EP are all potential candidates for satisfying the EEPP feature by moving to [Spec, EP]. However, only the phrases that are allowed to move out of vP can move to [Spec, EP] as EP is located above vP. Moreover, the movement to [Spec, EP] is subject to the syntactic and semantic restrictions in structure-building in that ellipsis is one operation in the course of structure-building and the derivation will continue after ellipsis takes place. The EEPP feature renders an XP in the specifier phonetically empty and syntactically frozen; therefore, a constituent will be deleted as soon as it moves to [Spec, EP]. The Hypothesis is schematically represented below. The Ellipsis EPP Hypothesis adequately accounts for the ellipsis of various vP-internal constituents - NPs, DPs, infinitive complements and CP complements - in both Mandarin and Xhosa. At the same time, it reveals the reasons why vP is precluded from being elided in these two languages. In Mandarin vP moves to [Spec, AspPi] to check the uninterpretable [asp] feature and in Xhosa vP moves to [Spec, FocP] to realize the focus; consequently, vP may not move to [Spec, EP] for ellipsis.
- Full Text:
- Date Issued: 2017
- Authors: Ma, Xiujie
- Date: 2017
- Subjects: Grammar, Comparative and general -- Ellipsis , Chinese lanaguage -- Ellipsis , Chinese lanaguage -- Grammar, Comparative -- Xhosa , Xhosa lanaguage -- Ellipsis , Xhosa lanaguage -- Grammar, Comparative -- Chinese
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/43105 , vital:25266
- Description: This thesis provides a unified analysis of ellipsis in the vP domain in two typologically different languages, Mandarin and Xhosa from a generative perspective. It starts with the V-stranding Verb Phrase Ellipsis (VPE) assumption and shows that Mandarin and Xhosa do not have V-stranding VPE. The evidence for this is that in both languages, the constituents that remain in vP obligatorily are not allowed to be deleted, whereas the ones that can/must move out of vP can be deleted. The deleted constituents display the characteristics of PF-deletion, i.e. they have an internal syntactic structure. Based on the parallel between movement and ellipsis of the vP-internal constituents, I propose the Ellipsis EPP Hypothesis to account for ellipsis in the vP domain. The Hypothesis predicts that there is an Ellipsis Phrase at the left periphery of vP. The EP bears an Ellipsis-EPP (EEPP) feature, which must be satisfied. Maximal phrases in the c-command domain of EP are all potential candidates for satisfying the EEPP feature by moving to [Spec, EP]. However, only the phrases that are allowed to move out of vP can move to [Spec, EP] as EP is located above vP. Moreover, the movement to [Spec, EP] is subject to the syntactic and semantic restrictions in structure-building in that ellipsis is one operation in the course of structure-building and the derivation will continue after ellipsis takes place. The EEPP feature renders an XP in the specifier phonetically empty and syntactically frozen; therefore, a constituent will be deleted as soon as it moves to [Spec, EP]. The Hypothesis is schematically represented below. The Ellipsis EPP Hypothesis adequately accounts for the ellipsis of various vP-internal constituents - NPs, DPs, infinitive complements and CP complements - in both Mandarin and Xhosa. At the same time, it reveals the reasons why vP is precluded from being elided in these two languages. In Mandarin vP moves to [Spec, AspPi] to check the uninterpretable [asp] feature and in Xhosa vP moves to [Spec, FocP] to realize the focus; consequently, vP may not move to [Spec, EP] for ellipsis.
- Full Text:
- Date Issued: 2017
The tablet teacher: learning literacy through technology in Northern Sotho
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
- Full Text:
- Date Issued: 2017
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
- Full Text:
- Date Issued: 2017
Morphological awareness in readers of IsiXhosa
- Authors: Rees, Siân Angharad
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4569 , vital:20694
- Description: This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
- Full Text:
- Date Issued: 2017
- Authors: Rees, Siân Angharad
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4569 , vital:20694
- Description: This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
- Full Text:
- Date Issued: 2017
A perfect end: a study of syllable codas in South African Sign Language
- Köhlo, Mikhaela Demitria Katebe
- Authors: Köhlo, Mikhaela Demitria Katebe
- Date: 2017
- Subjects: South African Sign Language , South African Sign Language Phonology , Linguistics , Grammar, Comparative and general Syllable
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36127 , vital:24492
- Description: Coda constraints are common in spoken languages. German, for example, can only have voiceless obstruents in the coda position (Lombardi 1999). Most sign language research has been on other sign languages, most notably American Sign Language (ASL). This research serves to contribute to syllable theory and has a methodology that allows for cross-linguistic research, strengthening the understanding of sign languages in general, and enhancing the description of SASL in particular. It is well known that syllables in spoken languages require a vowel nucleus to be well-formed. Sandler and Lillo-Martin (2006) provide evidence of sign languages requiring movement to be considered well-formed: even seemingly stationary signs such as WHO, which occurs at the chin, will have finger wiggling as some form of movement. It is thus natural to assume that movement is akin to vowels in syllable theory (Brentari 1998). Thus, locations are similar to consonants. However, the visual nature of sign allows for simultaneity - holds do not occur by themselves. Next to location, handshapes are phonetically complex features that may impact the constraints at coda position. To my knowledge, there is no formal research on the coda constraints of sign language syllables. The data examined here comes from a video dictionary of approximately 175 words. From this dictionary, a database of coded locations and handshapes are recorded for both the onset and the coda. From this, a consonant inventory is made and patterns are identified. Each source of data is analysed individually based on Brentari’s (1998) Prosodic Model. Patterns that are noticed are then looked at using Brentari’s (1998) framework to account for what phonological rules are dictating constraints. However, as a hearing researcher cannot claim native knowledge of a sign language, the conclusions drawn from the data will be tested using native SASL signers for negative judgement. The preliminary findings of the research suggest that there are constraints on the coda location and handshape of a sign and that this may be a result of the natural classes of handshape and location prohibiting certain onset-coda combinations. The onset and coda on monosyllabic signs mirror each other’s location, while the handshape cannot change in repeated and many monosyllabic signs. These constraints provide more understanding into the rich phonological nature of sign languages.
- Full Text:
- Date Issued: 2017
- Authors: Köhlo, Mikhaela Demitria Katebe
- Date: 2017
- Subjects: South African Sign Language , South African Sign Language Phonology , Linguistics , Grammar, Comparative and general Syllable
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36127 , vital:24492
- Description: Coda constraints are common in spoken languages. German, for example, can only have voiceless obstruents in the coda position (Lombardi 1999). Most sign language research has been on other sign languages, most notably American Sign Language (ASL). This research serves to contribute to syllable theory and has a methodology that allows for cross-linguistic research, strengthening the understanding of sign languages in general, and enhancing the description of SASL in particular. It is well known that syllables in spoken languages require a vowel nucleus to be well-formed. Sandler and Lillo-Martin (2006) provide evidence of sign languages requiring movement to be considered well-formed: even seemingly stationary signs such as WHO, which occurs at the chin, will have finger wiggling as some form of movement. It is thus natural to assume that movement is akin to vowels in syllable theory (Brentari 1998). Thus, locations are similar to consonants. However, the visual nature of sign allows for simultaneity - holds do not occur by themselves. Next to location, handshapes are phonetically complex features that may impact the constraints at coda position. To my knowledge, there is no formal research on the coda constraints of sign language syllables. The data examined here comes from a video dictionary of approximately 175 words. From this dictionary, a database of coded locations and handshapes are recorded for both the onset and the coda. From this, a consonant inventory is made and patterns are identified. Each source of data is analysed individually based on Brentari’s (1998) Prosodic Model. Patterns that are noticed are then looked at using Brentari’s (1998) framework to account for what phonological rules are dictating constraints. However, as a hearing researcher cannot claim native knowledge of a sign language, the conclusions drawn from the data will be tested using native SASL signers for negative judgement. The preliminary findings of the research suggest that there are constraints on the coda location and handshape of a sign and that this may be a result of the natural classes of handshape and location prohibiting certain onset-coda combinations. The onset and coda on monosyllabic signs mirror each other’s location, while the handshape cannot change in repeated and many monosyllabic signs. These constraints provide more understanding into the rich phonological nature of sign languages.
- Full Text:
- Date Issued: 2017
Wh-question formation in South African sign language: a case study
- Authors: De Barros, Courtney Leigh
- Date: 2017
- Subjects: South African sign language , South African sign language -- Syntax , Sign language -- Grammar
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/42800 , vital:25237
- Description: This thesis is a case study investigating wh-question formation in South African Sign Language (SASL). It provides the first descriptive and syntactic analysis of wh-question formation in this language, based on a collected sample. The evidence gathered for this study shows that SASL makes use of non-manual features to mark wh-question formation and possesses a full question word paradigm including WHAT, WHERE, WHEN, WHO and HOW. In the methodology, I critically engage with two issues: informant selection and data elicitation. These can greatly impact data validity – specifically with respect to sign language research. Ultimately, I adopt a novel, multi-layered data collection approach to ensure a valid sample. The data reveals SASL’s almost exclusive placement of wh-question words in the right periphery. The absence of moved sentence-initial wh-elements in SASL poses problems for syntactic analysis using only leftward movement. It seems typologically unusual that a language predominantly selecting the right periphery as a position for wh-words would allow a complex syntactic derivation involving some null wh-element in a leftward Spec, CP and then allow for another ‘copy’ to appear in the right periphery. On the other hand, having Spec, CP on the right allows for far less complex derivations of wh-movement. In SASL, as in spoken language, the wh-word moves to Spec, CP to check the [WH] feature in C. The difference is that this movement is rightward. Further support for a rightward analysis comes from SASL’s distribution of non-manual features, and its hierarchy of negative elements and adverbials. This research represents a first step towards filling a gap in the SASL literature concerning wh-question formation, as well as a contribution to the growing body of research surrounding sign languages. Furthermore, at a higher level, this study evaluates current linguistic theory on sign languages, challenging the current cross-linguistic generalisation that wh-movement is leftward.
- Full Text:
- Date Issued: 2017
- Authors: De Barros, Courtney Leigh
- Date: 2017
- Subjects: South African sign language , South African sign language -- Syntax , Sign language -- Grammar
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/42800 , vital:25237
- Description: This thesis is a case study investigating wh-question formation in South African Sign Language (SASL). It provides the first descriptive and syntactic analysis of wh-question formation in this language, based on a collected sample. The evidence gathered for this study shows that SASL makes use of non-manual features to mark wh-question formation and possesses a full question word paradigm including WHAT, WHERE, WHEN, WHO and HOW. In the methodology, I critically engage with two issues: informant selection and data elicitation. These can greatly impact data validity – specifically with respect to sign language research. Ultimately, I adopt a novel, multi-layered data collection approach to ensure a valid sample. The data reveals SASL’s almost exclusive placement of wh-question words in the right periphery. The absence of moved sentence-initial wh-elements in SASL poses problems for syntactic analysis using only leftward movement. It seems typologically unusual that a language predominantly selecting the right periphery as a position for wh-words would allow a complex syntactic derivation involving some null wh-element in a leftward Spec, CP and then allow for another ‘copy’ to appear in the right periphery. On the other hand, having Spec, CP on the right allows for far less complex derivations of wh-movement. In SASL, as in spoken language, the wh-word moves to Spec, CP to check the [WH] feature in C. The difference is that this movement is rightward. Further support for a rightward analysis comes from SASL’s distribution of non-manual features, and its hierarchy of negative elements and adverbials. This research represents a first step towards filling a gap in the SASL literature concerning wh-question formation, as well as a contribution to the growing body of research surrounding sign languages. Furthermore, at a higher level, this study evaluates current linguistic theory on sign languages, challenging the current cross-linguistic generalisation that wh-movement is leftward.
- Full Text:
- Date Issued: 2017
Monolingualism and its meaning in two KwaZulu-Natal high schools
- Authors: Carlyle, Jacqui
- Date: 2017
- Subjects: Monolingualism -- South Africa , Monolingualism -- South Africa -- Case studies , Language awareness -- South Africa , Language and education -- South Africa , School children -- South Africa -- Attitudes , School children -- South Africa -- Attitudes -- Case studies , African languages -- Study and teaching -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6543 , vital:21135
- Description: This study reports on the identity and attitudes of monolingual English speakers (MES) at two high schools in Durban, South Africa, in relation particularly to the role and meaning of monolingualism. Two bodies of data are used to investigate the attitudes of MES and are oriented towards four variables: English, African languages (particularly Zulu), monolingualism and plurilingualism. The attitudes to these variables reveal the impact on identity of language usage in Durban, and negotiations of the participants in trying to mitigate or justify attitudes that are counter to the embracing of diversity encouraged in modern South Africa. First, an attitude questionnaire provides quantitative data that is subjected to analysis, including a chi-squared test. Second, a narrative elicitation interview provides qualitative narrative data that is analysed in relation to APPRAISAL theory. Both analysis types are used to ascertain the presence of a monolingual mindset in the scholars’ responses, as well as to capture the ideological forces to which they are subjected as monolingual English speakers in the unique multilingual setting of Durban. In essence, the data points to a discourse of compromise and unease on the part of the participants - as they juggle with the effects of an English-centric monolingual mindset, and a more pervasive pluralism that embraces the Rainbowism of ‘the new South Africa’. This discourse of compromise is characterized on one side by insecurity and dissatisfaction with the language in education policy, and well as the monolingual upbringing of MES in Durban, and a lack of Language other than English (LOTE), in particular, Zulu. This side of the compromise also portrays a pro- plurilingual orientation, a positive valuation of knowing a LOTE and of plurilingual people. Here, however, the manifestation of the ‘other side’ of the compromise appears as the MES characterize plurilingualism as exceptional and too difficult, and language learning at school as having a negative impact on academic success. Alongside this is a normalization of English and othering of African languages in practical situation. English is also promoted as the language of unity and economic and academic progress or success, while the material value of African languages is questioned.
- Full Text:
- Date Issued: 2017
- Authors: Carlyle, Jacqui
- Date: 2017
- Subjects: Monolingualism -- South Africa , Monolingualism -- South Africa -- Case studies , Language awareness -- South Africa , Language and education -- South Africa , School children -- South Africa -- Attitudes , School children -- South Africa -- Attitudes -- Case studies , African languages -- Study and teaching -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6543 , vital:21135
- Description: This study reports on the identity and attitudes of monolingual English speakers (MES) at two high schools in Durban, South Africa, in relation particularly to the role and meaning of monolingualism. Two bodies of data are used to investigate the attitudes of MES and are oriented towards four variables: English, African languages (particularly Zulu), monolingualism and plurilingualism. The attitudes to these variables reveal the impact on identity of language usage in Durban, and negotiations of the participants in trying to mitigate or justify attitudes that are counter to the embracing of diversity encouraged in modern South Africa. First, an attitude questionnaire provides quantitative data that is subjected to analysis, including a chi-squared test. Second, a narrative elicitation interview provides qualitative narrative data that is analysed in relation to APPRAISAL theory. Both analysis types are used to ascertain the presence of a monolingual mindset in the scholars’ responses, as well as to capture the ideological forces to which they are subjected as monolingual English speakers in the unique multilingual setting of Durban. In essence, the data points to a discourse of compromise and unease on the part of the participants - as they juggle with the effects of an English-centric monolingual mindset, and a more pervasive pluralism that embraces the Rainbowism of ‘the new South Africa’. This discourse of compromise is characterized on one side by insecurity and dissatisfaction with the language in education policy, and well as the monolingual upbringing of MES in Durban, and a lack of Language other than English (LOTE), in particular, Zulu. This side of the compromise also portrays a pro- plurilingual orientation, a positive valuation of knowing a LOTE and of plurilingual people. Here, however, the manifestation of the ‘other side’ of the compromise appears as the MES characterize plurilingualism as exceptional and too difficult, and language learning at school as having a negative impact on academic success. Alongside this is a normalization of English and othering of African languages in practical situation. English is also promoted as the language of unity and economic and academic progress or success, while the material value of African languages is questioned.
- Full Text:
- Date Issued: 2017
New rules or no rules? a critical corpus analysis of gender in South African English televised-sport commentary
- Authors: Foster, Gordon
- Date: 2017
- Subjects: Critical discourse analysis , Sportscasters -- Language , Masculinity in sports , Masculinity in mass media , Mass media and sports , Competition (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36116 , vital:24480
- Description: This research project makes use of multiple linguistic and sociological theories. Using Critical Discourse Analysis (as developed by Fairclough 2001, 2013, Wodak 1995, 1997, and van Dijk 2001), and corpus linguistics (following Baker 2012, Baker et al., 2008 and Xiao & McEnery, 2005 - see Website Reference 4), it attempts to critically discuss the language evident in a corpus constructed from transcribed sport broadcasts televised in South Africa, interrogated with the use of AntConc software, maintaining a particular focus on gender representation. It does this with the help of CMT (Contemporary Metaphor Theory) as developed by Lakoff and Johnson (1980) and Lakoff (1993), which allows for the deconstruction and categorisation of metaphorical mappings in the data. With the help of CMT I describe the cognitive mapping of competition through war terminology and uncover a diligent committal to discourses which support hegemonic masculinity, as well as an underlying ideology that purports that rules are breakable and rule infringement will not be significantly penalised (particularly for men). Special attention is paid to collocating language and the ability of these terms to infuse a subject with an evaluative aura. This involves, in particular: using wordlists to identify pertinent content words in the corpus, addressing collocates to reveal semantic prosodies in the text, and analysing concordance data to see how particular discursive strategies were used in context. Particular interest is paid to the depictions of masculinity seen in sport as a potential reflection of the views held in competitive sport playing societies at large, and to this end it focuses on language and imagery which is used in the discursive construction of the terms: men, women, champion, and physicality. The ideology of male hegemony is found to be dominant in the corpus data, seen in, among other things: the positioning of women, the inclusion of traditional discourses relating to the performance of masculinity and the construction of the 'new man'. White, heterosexual men are shown to be represented as exemplars of hegemonic masculinity, subordinating both black and homosexual men. Laughter is also seen as affirmation of the naturalised cheekiness of men and boys and their tendency to break rules in order to succeed, and betting is identified as a potentially destructive influence in sport.
- Full Text:
- Date Issued: 2017
- Authors: Foster, Gordon
- Date: 2017
- Subjects: Critical discourse analysis , Sportscasters -- Language , Masculinity in sports , Masculinity in mass media , Mass media and sports , Competition (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36116 , vital:24480
- Description: This research project makes use of multiple linguistic and sociological theories. Using Critical Discourse Analysis (as developed by Fairclough 2001, 2013, Wodak 1995, 1997, and van Dijk 2001), and corpus linguistics (following Baker 2012, Baker et al., 2008 and Xiao & McEnery, 2005 - see Website Reference 4), it attempts to critically discuss the language evident in a corpus constructed from transcribed sport broadcasts televised in South Africa, interrogated with the use of AntConc software, maintaining a particular focus on gender representation. It does this with the help of CMT (Contemporary Metaphor Theory) as developed by Lakoff and Johnson (1980) and Lakoff (1993), which allows for the deconstruction and categorisation of metaphorical mappings in the data. With the help of CMT I describe the cognitive mapping of competition through war terminology and uncover a diligent committal to discourses which support hegemonic masculinity, as well as an underlying ideology that purports that rules are breakable and rule infringement will not be significantly penalised (particularly for men). Special attention is paid to collocating language and the ability of these terms to infuse a subject with an evaluative aura. This involves, in particular: using wordlists to identify pertinent content words in the corpus, addressing collocates to reveal semantic prosodies in the text, and analysing concordance data to see how particular discursive strategies were used in context. Particular interest is paid to the depictions of masculinity seen in sport as a potential reflection of the views held in competitive sport playing societies at large, and to this end it focuses on language and imagery which is used in the discursive construction of the terms: men, women, champion, and physicality. The ideology of male hegemony is found to be dominant in the corpus data, seen in, among other things: the positioning of women, the inclusion of traditional discourses relating to the performance of masculinity and the construction of the 'new man'. White, heterosexual men are shown to be represented as exemplars of hegemonic masculinity, subordinating both black and homosexual men. Laughter is also seen as affirmation of the naturalised cheekiness of men and boys and their tendency to break rules in order to succeed, and betting is identified as a potentially destructive influence in sport.
- Full Text:
- Date Issued: 2017
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