The impact of social media on the writing of Sepedi in secondary schools
Shaku, Kganathi Joel
The aim of this study was to explore the impact of social media on the writing of Sepedi in schools. The study is guided by the Social Cognitive Theory, Language Management Theory and Cultivation Theory. This is a qualitative study; and data were collected through interviews (telephonic and focus group interviews), digital material and document analysis. The data were collected from Sepedi teachers and Grade 10 and 11 learners in Sekhukhune and Capricorn Districts, in Limpopo Province, South Africa. Data were also collected from Facebook and Twitter. The research participants and material were selected based on information-rich characteristics and the ability to provide informative and relevant data to the study. The study found that social media users who use the Sepedi language on Facebook and Twitter use unconventional language. This unconventional language is popularly known as textspeak (characterised by wrong use of writing mechanics such as punctuation marks, grammar, syntax, spelling, orthography, and language writing system [conjunctive and disjunctive writing]). The study also revealed that Grade 10 and 11 learners lack writing competence of the Sepedi language, since their classroom writing is full of language errors. These errors are also identified by Sepedi teachers. However, the study found that there are similarities between Grade 10 and 11 learners’ classroom writing and social media language (textspeak). This is supported by similar language errors found on Facebook and Twitter, and learners’ written work. Learners also confirmed that their classroom language mirrors social media language; as a result, it affects their writing of the Sepedi language negatively. The study recommended that further studies/projects should be conducted on the impact of social media on the Sepedi language as well as other South African official languages; Die doel van hierdie studie was om the impak van sosiale media op the skyfvaardighied van Sepedi in skole te beslis. Die studie is deur Sosiale Kognitiewe Teorie, Taalbestuursteorie en Kultiveringsteorie gelei. Hierdie is ‘n kwalitatiewe studie, en data was deur middel van onderhoude (telefonies en fokusgroep), digitale material en dokumente se analise ingesamel. Data was ook via Facebook en Twitter ingesamel. Die beslissing oor die individue en material wat in die navorsing ingesluit is, was gebaseer op informasieryke eienskappe and hulle vermoë om relevante data aan die studie by te dra. Die studie het gevind that die sosiale media gebruikers die Sepedi op Facebook en Twitter gebruik, die taal op 'n onkonvensioneele manier gebruik. Die onkonvensionele taagebruik is oor die algemeen na verwys as “textspeak”, en is gekenmerk deur die foutiewe gebruik van skryfkonvensies, insluitend leestekens, grammatika, sintaksis, spelling, ortografie en taalskryfstelsel (konjunktiewe en disjunktiewe skrif).
Die studie het getoon dat daar 'n gebrek aan die Sepedi skryfvaardigheids vermoens van Graad 10 an 11 leerlinge is, aangesien hulle skrif in the klaskamer vol foute is. Hierdie foute is ook deur Sepedi onderwysers opgemerk. Die studie het egter getoon dat daar ooreenkomste is in die manier waarop Graad 10 en Graad 11 leerders in die klaskamer en op sosiale media skryf. Dit word bewys deur die soortgelyke foute wat leerders op Facebook en Twitter , en in hulle geskrewe skoolwerk maak. Leerders hulself het bevestig dat die taal wat hulle in die klaskamer en op sosiale media gebruik soortgelyk is, en dat dit 'n negatiewe invloed of die skryf van Sepedi het. Die studie het aanbeveel dat verdere studies/projekte in die invloed van sosiale media op Sepedi ander amptelike tale ondeneem word; Maikemišetšo a nyakišišo ye ebe e le go kwešiša khuetšo ya dikgokaganyo tša leago go ngwaleng ga leleme la Sepedi dikolong tša sekontari. Nyakišišo ye e hlahlilwe ke Social Cognitive Theory, Language Management Theory, le Cultural Theory. Ye ke nyakišišo ya khwalithethifi; gomme tshedimošo e kgobokantšwe go tšwa dipoledišanong (tšeo di dirilwego ka tšhomišo ya sellathekeng le sehlopha sa tsepelelo), ditlabakelong tša titšithale, le tshekatshekong ya dingwalwa. Tshedimošo e kgobokantšwe go tšwa go barutiši ba Sepedi le barutwana ba Mphato wa 10 le 11 seleteng sa Sekhukhune le sa Capricorn, profenseng ya Limpopo, Afrika Borwa. Tshedimošo e kgobokantšwe gape go tšwa Facebook le Twitter. Batšeakarolo le ditlabakelo tša nyakišišo di kgethilwe ka lebaka la ge di na le diponagalo tša go aba tshedimošo ya go nona le bokgoni bja go abela nyakišišo ye tshedimošo ya go kgotsofatša, ebile e le ya maleba. Nyakišišo e hweditše gore bašomiši ba dikgokaganyo tša leago bao ba šomišago Sepedi mo Facebook le Twitter ba šomiša polelo ya go se tlwaelege. Polelo ye ya go se tlwaelege e tsebja ka textspeak (diponagalo tša yona ke tšhomišo ya go fošagala ya ditlabakelo tša mongwalo bjalo ka maswaodikga, popopolelo, popofoko, mopeleto, mongwalo, le mokgwa wa go ngwalwa ga leleme [go ngwala ka mokgwa wa momaganya dikarolo tša lefoko le go ngwala ka go tlogelanya dikarolo tša lefoko]). Nyakišišo e bontšhitše gape gore barutwana ba Mphato wa 10 le 11 ba hlaelela bokgoni bja go ngwala leleme la Sepedi, ka ge mongwalo wa bona wa ka phapošing o tletše ka diphošo tša mongwalo. Diphošo tše ke tšeo, ebile di lemogilwego ke barutiši. Godimo ga fao, nyakišišo e hweditše gore go na le tshwano gare ga polelo ya barutwana ba Mphato wa 10 le 11 ya ka phapošing le polelo ya dikgokaganyong tša leago. Se se thekgwa ke tshwano ya diphošo tšeo di hweditšwego Facebook le Twitter, le mešomong ya barutwana ya ka phapošing. Barutwana le bona ba kgonthišišitše gore polelo yeo ba e šomišago ka phapošing e swana le ya dikgokaganyong tša leago; ka ge go le bjalo, e ama mongwalo wa bona wa leleme la Sepedi gampe. Nyakišišo e hlohleleditše gore dithuto/diprotšeke tše dingwe di dirwe go kwešiša khuetšo ya dikgokaganyo tša leago lelemeng la Sepedi le malemeng a mangwe a Afrika Borwa a semmušo
Text in English with summaries in English, Afrikaans and Sepedi
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