SPOTTERNY BY TSWANA KINDERS:

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L.J. ZERWICK

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SPOTTERNY BY TSWANA KINDERS:

'N STRUKTURELE BENADERING

LUDWIG JOHANNES ZERWICK B.A., HONS.B.A., HOD(N).

Verhandeling voorgele vir gedeeltelike nakoming van die vereistes vir die graad

Magister Artium

in Afrikatale in die

Fakulteit Lettere en Wysbegeerte

van die

Potchefstroomse Universiteit vir Christelike Hoer Onderwys

Leier: Dr. S.A. Swanepoel Hulpleier: Dr. C.B. Swanepoel

POTCHEFSTROOM 1997

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'n Woord van opregte dank aan:

• Die Skepper aan Wie al die eer en dank toekom

• Dr. S.A. Swanepoel en Dr. C.B Swanepoel vir hul bekwame Ieiding, entoesiasme, belangstelling en aanmoediging.

• Die personeel van die Departement Afrikatale aan die PU vir CHO.

• Mnr. B.P.J.de W. Celliers en Mej. A. Berg vir die taalversorging en proeflees.

• Mej. E. Roode vir die versorging van die SUMMARY

• Mev. R. Vreken vir die tegniese versorging

• My vrou, ouers, familie en vriende vir hul belangstelling en aanmoediging.

Opgedra aan my vrou Madelaine

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Geldelike bystand gelewer deur die Sentrum vir Wetenskapsontwikkeling (RGN, Suid-Afrika) vir hierdie navorsing word hiermee erken. Menings uitgespreek en gevolgtrekkings waartoe geraak is, is die van die auteur en moet nie noodwendig aan die Sentrum vir Wetenskapsontwikkeling toegeskryf word nie.

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Title

Mockery by Tswana children :A structural approach.

Hypothesis and objective

The fact that mockery has never been recorded or studied contributed to this study, and the aim is to provide answers to the following questions:

I. What is mockery?

II. Where does mockery fit into the framework of Literature Ill. Does Mockery have a distinctive structure with regard to:

a) Communication b) Syntax

c) Satire and imagery?

I. Does mockery have any value or function in the development of the Tswana child?

Conclusion

The structural approach was followed in the study as, to my mind, it was the most effective way to reach the aims. The emphasis fell on the following points, namely identification, classification and analysis.

Mockery is placed in the literal poli-system as belonging to children's oral literature and as sub-genre of children's poetry. Mockery is similar to riddles and is typified as a language game.

The study of the communication process and syntax used in mockery and mocking expressions revealed that mockery is not ordinary language usage, an innate and unique structure is visible. The communication process from the mocker to the

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mocked and the audience/critics with the accompanying exchanging of roles, stresses the uniqueness of this newly-recorded genre.

The syntactical analysis of the mocking expressions revealed that it exists of a first member, comparative and a complementary member. The first member and the complementary members each exist of destinct words and word groups that are used repeatedly. The object of the mockery is mentioned in the first member and is compared by a comparative - that might be a conjunctive or an auxilliary - to one or other image or object from the context that is mentioned in the complementary member. Syntactically, the lexical components in the mocking expressions are bound together in a fixed order.

In order to typify mockery as satirical and the mocker as a satirist, definitions of satire, the aim of satire, the values of the satirist, who and what the satirist is and the satirical object have been discussed. The features according to which satire is typified, were revealed in the discussion of the features of satirical language and style, after which satirical building blocks in the mocking expressions have been verified with examples. It is clear from the examples that mocking expressions are satirical by nature and the mocker can indeed be regarded as a satirist.

Imagery is identified as one of the most important building blocks of satire and mockery, and is individually discussed, as it forms the basis upon which mocking expressions operates. The effectiveness of the mocking expressions lies in the striking imagery that is used.

In conclusion, the important functions and values that mockery fulfills, and which is beneficial for the Tswana child's development to adulthood, were stressed. Mockery can be successfully practised and the practising of mockery can be extended to the advantage of the Tswana child. The advantages that the practising of mockery have for the development of the Tswana child, have by no means been exploited to its full potential. The practising of mockery should be encouraged to the advantage of the development of the children.

Additional study prospects

The study and recording of mockery as an important satirical oral language game of Tswana children, opens up a new field in the study of oral literature. In Tswana lite-

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rature it has never before been recorded or studied, and mockery and mocking expressions need to be examined comprehensively. Fields of study that were identified and that comprise useful subjects are, more in-depth syntactical study of mocking expressions, semantics of mockery, discourse grammar of mockery and sociolinguistics of mockery, as well as a pragmatical study of mockery.

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ant.

ass.bw.

ass.bw.grp.

ass.kop.ww.grp.

beskr.nw.

def.kop.grp.

def.kop.ww.

def.kop.ww.grp.

ges.

hww.

id.kop.ww.grp.

inf.nw.

inl.lid pass.

poss.grp.

poss.bw.

poss.bw.grp.

kompl.

kop.ww.

kwal.bep/s.

kwal.bw.

lok.dem.

lok.nw.grp.

antesedent

assossiatiewe betrekkingswoord

assossiatiewe betrekkingswoord groep assossiatiewe kopulatiewe werkwoordgroep beskrywende naamwoord

definierende kopulatiewe groep definierende kopulatiewe werkwoord definierende kopulatiewe werkwoordgroep gesegde

hulpwerkwoord

identifiserende kopulatiewe werkwoordgroep infinitiewe naamwoord

inleidende lid possessief

possessiewe groep

possessiewe betrekkingswoord possessiewe betrekkingswoordgroep komplement

kopulatiewe werkwoord kwalifikatiewe bepaling/s

kwalifikatiewe betrekkingswoord lokatiewe demonstratief

lokatiewe naamwoordgroep

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nw.

ow.

OS.

rel.ww.

sek.deskr.bep.

vnw.

vw.

ww.

ww.grp.

ww.rel.grp.

naamwoord onderwerp

onderwerpskakel relatiewe werkwoord

sekondere deskriptiewe bepaling.

voornaamwoorde voorwerp

werkwoord werkwoordgroep

werkwoord relatiewe groep

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Bladsy

Hoofstuk 1. lnleiding, probleemstelling, doelstelling, hipotese 1 en werkswyse.

1.1 lnleiding 1

1.1 .1 Wat is spotterny? 1

1.1 .2 Wie beoefen spotterny? 2

1 .1.3 Hoe verloop spotterny? 4

1 .1 .4 Hoekom is spotterny nog nooit bestudeer of opgeteken 8 nie?

1 .2 Probleemstelling 10

1.2.1 Watter teoretiese raamwerk kan aangewend word om 10 spotterny te bestudeer?

1.2.2 Waar pas spotterny binne die letterkunde? 10 1.2.3 Beskik spotterny oor 'n eiesoortige struktuur? 10 1.2.3.1 Verloop dit op 'n bepaalde wyse? 11 1.2.3.2 Beskik die spottende gesegdes oor 'n 11

eiesoortige sintaktiese struktuur?

1.2.3.3 1.2.3.4

Is spotterny satiries van aard?

Hoe sien beeldspraak daaruit en watter rol speel beeldspraak in spotterny?

1.2.4 Watter waardes en funksies het spotterny?

1 .3 Doelstellings 1.4 Hipotese 1.5 Werkwyse

1.5.1 Veldwerk

1.5.2 Literatuurstudie en toepassing 1.6 Hoofstukindeling

Hoofstuk 2. Teoretiese begronding en afbakening 2.1 lnleiding

2.2 Die strukturele benaderingswyse 2.2.1 Terreine van strukturalisme

11 11

12 12 12 13 13 13 13

14 14 15 15

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2.3 Strukturalisme en 'n sisteembenadering 2.3.1

2.3.2

2.3.3

Sisteme in taal

Literatuur as sub-sisteem van taal

2.3.2.1 Die kanon van die literere sisteem 2.3.2.2 Die periferie van die literere sisteem Genretipering

2.3.3.1

2.3.3.2 2.3.3.3

Genretipering volgens die beoogde werk en ontvangers

ldentifikasie van onderskeidende kenmerke Kriteria vir genretipering

2.4 Strukturalisme en kommunikasie

16 16 17 18 19 19 20

21 22 22 2.4.1 Die kommunikasiemodel van Roman Jakobsen 23 2.4.2 Die verbale kommunikasiemodel volgens Swanepoel 24

2.4.3 Kommunikasie en konteks 26

2.5 Strukturalisme en sintaksis 2.5.1 Linguistiek van spotterny 2.5.2 Sintaksis van spotterny

2.6 Strukturalisme van satire en beeldspraak 2.7 Samevatting

Hoofstuk 3. Genretipering 3.2 Wat is 'n genre?

3.2.1 3.2.2 3.2.3 3.2.4

Definisies van genre

Genretipering van toeka tot nou

Genretipering van mondelinge letterkunde

Die aanwending van eienskappe en ooreenkomste in genretipering

27 27 28 29 29

30 30 30 31 32 33

3.3 Die identifisering van onbekende of vreemde genres met 'n 35 toepassing op spotterny

3.3.1 Genretipering volgend Bhatia 35

3.3.1.1 Plasing van die genre-teks binne situasio- 36 nele konteks

3.3.1.2 Ondersoek van bestaande letterkunde 36 3.3.1.3 Verfyning van die situasionele of konteks- 40

tuele analise

3.3.1.4 Korpus seleksie 46

3.3.1.5 Bestudering van die vasgestelde konteks 47 ii

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3.3.1.6 Vlakke van linguistiese analise

3.3.1.7 lnformasie van genre-analise spesialiste 3.4 Spotterny as deel van die literere polisisteem

3.5 Samevatting

Hoofstuk 4. Sintaksis van spottende gesegdes 4.1 lnleiding

4.2 Sintaktiese patroonvorming

4.3 Woorde en woordgroepe as eerste lede 4.3.1 Nie-werkwoordelik

4.3.1.1 Naamwoordgroepe 4.3.2 Werkwoordelik

4.3.2.1 Werkwoordgroepe 4.3.2.2 Kopulatiewe groepe 4.4 Komparatiewe

4.4.1 Komparatiewe as hulpwerkwoorde 4.4.2 Komparatiewe as voegwoorde 4.5 Komplementere lede in spottende gesegdes

4.5.1 Nie-werkwoordelike komplemente

50 50 51 52

53 53 54 58 58 58 59 59 61 64 65 68 68 69 4.5.1.1 Naamwoorde as komplementere lede 69 4.5.1.2 Naamwoorde plus possessiewe groepe as 70

komplementere lede

4.5.1.3 Naamwoorde plus werkwoord relatiewe 71 groepe as komplementere lede

4.5.1.4 Possessiewe groepe as komplementere 72 lede

4.5.2 Werkwoordelike komplementere lede 4.5.2.1

4.5.2.2 4.5.2.3

Werkwoordgroepe as komplementere lede ldentifiserende kopulatiewe groepe as komplementere lede

Definierende kopulatiewe groepe as komplementere lede

4.6 Oortreding van grammatikale reels in poetiese taalgebruik 4.6.1 Delesie

4.6.2 Seleksionele afwyking 4.7 Leenwoorde en vreemde woorde

iii

73 73 74 75

75 76 77 77

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4.8

Samevatting

78

Hoofstuk 5. Satire in spotterny 80

5.1

^lnleiding

80

5.2

Definisie van satire

80

5.3

Die doel van satire

82

5.3.1

Vermaaklikheidsdoel

83

5.3.2

Doel om tot korrektiewe optrede aan te spoor

83

5.3

.3 'n Aanvalsdoel

84

5.3.4

Bespotting en speelse doel

86

5.4

Die norme van satire en die satirikus

86

5.5

Wie of wat is die satirikus?

89

5.5.1

Didaktikus

89

5.5.2

Moralis

89

5.5.3

Idea lis

90

5.5.4

^Advokaat

91

5.6

Die satiriese objek

92

5.7

Kenmerke van die satiriese taal en styl

94

5.7.1

Lag, humor en geestigheid

94

5.7.2

'n Kritiese gees

94

5.7.3

Afwykende en kru taalgebruik

95

5.7.4

Alledaagse en verstaanbare taal

95

5.7.5

Gestruktureerde styl

95

5.7.6

^Hiperbool

96

5.7.7

Kort en bondig

96

5.8

Satiriese boustene en wapens

96

5.8.1

Hiperbool (oordrywing)

97

5.8.2

^Litotes

98

5.8.3

Reduksie

98

5.8.4

Bespotting

98

5.8.5

Parodiering

99

5.8.6

lnvektief

99

5.8.7

Geestigheid

100

5.8.8

Sinekdogee

101

5.8.9

Humor

102

iv

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5.8.1 0 lronie 102

5.8.11 Sarkasme 1 03

5.8.12 Beeldspraak 104

5.8.12.1 Funksies van beeldspraak 105

5.8.12.2 Toets vir identifikasie van beeldspraak 106 5.8.12.3 Die vergelyking as tipe beeldspraak 107 5.8.12.4 Eienskappe van die vergelyking 108 5.8.12.5 Die ontleding van die spottende gesegde as 1 08

vergelyking

5.8.13 Metafoor 1 09

5.8.14 Personifikasie 110

5.9 Samevatting 111

Hoofstuk 6. Funksie en waarde van spotterny 112 6.1 Funksies en waardes van mondelinge letterkunde en

spotterny

6.2.1 Vermaak en tydverdryf 6.2.2 Onderrig en opvoeding 6.2.3 Sosiale verantwoordelikheid 6.2.4 Sosiale aansien

6.2.5 Emosionele uitlaatklep 6.2.6 Kulturele kontinuHeit

6.2.7 Aanvaarding van selfbeeld en verbetering van taal 6.2.8 Taalspel

6.3 Samevatting

Hoofstuk 7. Samevatting 7.1 Titel

7.2 Probleemstelling en doelstelling 7.3 Gevolgtrekking

7.4 Verdere studiemoontlikhede

Bibliografie Bylaag A Bylaag B

v

112

112 113 115 115 116 118 118 119 120

121 121 121 121 123

124 133 144