Groping an indulgent on English Homographs among Lecturers of Semantics in Tanzania’s Universities

Abstract

This paper sets out to examine the understanding of English  homographs by Lecturers of Semantics in Tanzania’s  Universities.  Homographs are words with the same spelling but  different pronunciations and semantics scope. The paper  demonstrates that most of  the semantics lecturers of Tanzania  confuse English homographs with non-English homographs.  For instance, 75% of lecturers of  semantics acknowledge that the  lexeme bank and present are English homographs. Such  perception is incomplete which has motivated  the present study  to examine groping an indulgence on homographs to  instructors. The study qualitatively applied the interpretive paradigm to five Tanzania Universities. Documentary reviews and questionnaires were the instruments of data collection. The  analysis  was done by using Referential Theory which articulates  the context of the situation in which the lexeme is articulated  and in which the  meaning reflects that which is being  articulated. It was found that most of the Lecturers of semantics  in Tanzania’s Universities confuse  English homographs with non-homographic words and that what they instruct in their  lectures is incomplete; thus, words that are not  English  homographs are acknowledged as English homographs.  Moreover, some lecturers of semantics confuse stress on the  syllable  with homographic words; others do not know the  qualification of a certain word to be homograph. It was  concluded that Lecturers of  semantics in Tanzania’s  Universities should admit continuous reading and training on  any matter of facts pertinent to their area of  specialization. This  would make them competent in the content they lecture in  classes.