1. Setting and Scene: the setting refers to the time and place of the speech act. (Bock Z. 2014)

The meeting was held he in Pongola in the community hall in the small village called Nyamane on the 29^th of June 2019 at 10 am. The community members arranged the available furniture so that they will be as close to the speakers as possible. They arranged the chairs of the audience to face the stage where the speakers will be seated. There are markers, white boards and the dusters for the speakers to use when they are presenting to the audience.  

-The psychological setting is the government officials and community members

-The culture scene of this scenario is the formal situation.

The situation of this meeting is a formal situation because it is about the meeting and in most cases the meeting are the formal discussions that are held by people when they are talking about something that is very serious. The meeting was formal because it even included the government officials from the government departments.

2. Participants: refers to who is participating in the event we can talk about the speakers and the audience. (Bock Z. 2014)

In this meeting there were the community youth aged 14-35.

-Speakers:     Pastor J.K. Mvulane

                        Dr Zweli Mkhize (Department of Health)

                        Ms Angie Motshekga (Department of Education)

                        Councillor J.B. Mathabela

-Audience: The community youth at large.

In the meeting there were four guests and the community youth at large as the audience.

3. Ends: Ray A. & Biwa C. 2011 say the ends refer to the purpose or function of the event and what results it should produce.

The purpose of this meeting was to educate the youth of the community about the importance of the education and the bad influence that the drugs have on their lives. The community aims to help those that are under drugs influence to stop using them and start to engage themselves in the community activities so that they may not find themselves under the drugs influence again.

4. Act sequence: Ray A. & Biwa C. 2011, state that act sequencerefers to which acts that the addressors used to communicate with the audience and which way they used to perform those acts to be communicative.

5. Key: refers to how the presentation was in terms of tone manner or spirit, it is indicated by the use of humour or laughter.

The audience was happy because both ministers promised them that there will be change on the challenge that the community is facing which is the drop out of school of the youth and the drug abuse.

6. Instrumentalities: This refers to the forms and style of the speech and the instruments that they used to do the presentation or to make the speech successful.

All the delivered speeches were delivered in a formal register because all the speakers were talking about the aspects that are very important to be addressed in the community as they are the things that prevent the youth to become better people in the community.

The speakers used the white boards, markers and dusters when they were illustrating something and the addressees used the note books and pens to take notes of what was being said by the speakers.

7. Norms: Ray A. & Biwa C. 2011 mentioned that norms refers to what is acceptable at the event such as norms that are expected to be followed for the event to be successful.

There were many norms within this meeting and the one that was stated was to be on time. However, there was a norm that the people of the community engaged called “Bantu time” so there are attendees that came early and they are those that engaged “bantu time” which is to come late but they were not too late even though they come the meeting had already started.

8. Genre: Rozman I. 2015 says genrerefers to the type of speech that is given at the event and the way which the language was used at the event. The use of language also has to do with the jargon that is used and the way everyone will understand it.

The addresses that were asking questions to the guests were using some words that were showing respect to call them but they were not calling them by their names instead they would call them “Honourable” for an example when they called the councillor of the community they would say “honourable Councillor”. That was the way of distinguishing the position of all the people in the room and to show some respect that they are not equal when it comes to positions.

From the above analysis, it can be concluded that the discussion on the issues that were raised by the community went very well because there were no difficulties and the event was successful. Everyone after the event was talking about what the government officials promised to do for them as the community. The attendees appreciated the way they were welcomed at the event and the way the pastor opened the event.

References

Bock, Z. (2014). Communication in context. In Z. B. Mheta, Language, Society and Communication (pp. 14-21). Pretoria: Van Schaik Publishers.

Ray, A., & Biwa’s, C. (2011). A study on Ethnography of communication: A discourse analysis with Hymes ‘speaking model’. Journal of Education and Practice, 33-40

Rozman, I. (2015). ANALYSIS OF THE SPOKEN DISCOURSE USING HYMES’S ETHNOGRAPHY OF SPEAKING MODEL. ARTICLE REVIEW, 4-12.

Daly, J.A. (1978). Writing apprehension and writing competency. The Journal of Educational Research. 72 (1): 10-14.

Afful, J.B.A. (2007). Academic literacy and communicative skills in the Ghanaian university: A proposal. Nebula 4 (3): 141-159.

Standard/ standardized dialect

A standard language is that variety of language which is most associated with specific groups (usually educated people or those with a high status and authority within society). It is used for a particular functions (for example writing, education, radio and television) which serve a wide and diverse community of speakers (Mesthrie, Swann, Demerit &Leap, and 2000:20).

A standard language is thus the formal, grammatically correct and acceptable use of language. The standard language is simply one variety of language which was selected and developed as the standard. It follows then, that the varieties that were not selected for standardization are often refers to as non-standard varieties. There is nothing inferior about these varieties they are capable of expressing the full range of meanings that a standard variety may, although they may lack the scientific or technological vocabulary which has been developed for standard. d���x

PROCESSES OF STANDARDISATION

During the process of standardization, a language goes through various processes, namely selection, codification, elaboration, and acceptance. Selection this stage entails choosing the dialect to be used as the standard form picking the dialect which are then unified or harmonized to form the standard language. In most, various factors are taken into account in the selection process. First, the chosen dialect must be accepted by the speakers of other dialects.it will be necessary for all speakers to compromise many aspects of language, such as grammar, phonological a scientific principles.

Codification has to do with the development of writing .during this process the lexicographers has to decide which words to include in the dictionary as part of the standard variety, which form to mark as dialectal ,in which to omit altogether. Acceptance should followed directly after selection because in order for a language to be selected and codified it needs to be accepted by the community of speakers. Yet acceptance should follow elaboration because a speech community must continue to accept the standard form once it has reached the stable stage.

The difference between non-standard and standard language

Standard language arise when certain dialect begins to be used in written form, normally throughout a broader area than that of a dialect itself. The ways in which these languages is used for an example: in administrative matters, literature, and economic life lead to the minimization of linguistic variation. South Africa’s first democratic Constitution, which came into effect in 1996, recognizes 11 official languages, to which the state guarantees equal status. These are isiZulu, isiXhosa, Sesotho as Leboa (Northern Sotho) Setswana, Sesotho (southern Sotho) Xitsonga, SiSwati, Tshivenda, isiNdebele, Afrikaans and English. Thus the Constitution rejects the historical apartheid English Afrikaans bilingual policy, and recognizes the majority of the indigenous African languages .at the same time it should be noted that languages chosen as official ones in 1994 were in fact standardized under the apartheid government, which established language boards.

A non- Standard language

A non-standard or dialect refers to a language associated with a regionally, or socially defined group of people (Makoni et al, 2003.84). According to Wilson and Henry (1998:14) differences found in non-standard language variety has equivalents within the standard grammar. This means non-standard variations are embedded structurally equivalent grammars: standard and non-standard varieties are therefore merely dialects of same language. The non-standard isiZulu variety, if even if grammatically different or innovative, is still intelligible to isiZulu speakers. Linguistic diversity not only endures, but prevails however, non-standard accents and other forms of linguistic diversity would be counterproductive in society with a great deal of mobility ( Chambers,1995:212,230) .on one hand , every language is flexible enough to admit new elements to enhance its efficiency and on the other hand its speakers often resist the newly formed terms. City non-standard varieties are a result of social developments such industrialization, geography, age gender/sex, register, mode, tenor, style, diglossia, and social class (education, occupation and income). One of these examples for isiZulu is isiTsotsi (Tsotsitaal). In Our group we selected isiZulu as one of the Nguni languages in South Africa as an an example of theoretical foundation dealing with standard versus non-standard language, preferably because we are all isiZulu speakers in our group and its Heritage month.

References

Ndlovu, C., 2005. From an African Village to GLasgow. 2nd ed. Glasgow: Wits University Press.

Rajend Mesthrie, J. S., 2000. Introducing Sociolinguistics. 2nd ed. Edinburgh: William L. Leap.

Sin Free Makoni, G. S., 2003. Black linguistics. 1st ed. USA& CANADA: Routledge.