Journal of Linguistics, Literary and Communication Studies

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

Chipanda Simon — 2024-04-19

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.

Assessing Comprehension of English Idioms: A Case of University Students in Unguja

Amos Tabley Ngoge — 2024-04-19

Understanding English idioms is essential to mastering the language. Despite idioms being extensively studied in the African context, showing the importance of idiomatic competence, studies on how Zanzibari students comprehend idioms are still limited. Therefore, this study was conducted to assess the extent of comprehension of English idioms among university students in Unguja to establish if this would enhance their proficiency in English. The study adopted a mixed-method approach and a descriptive research design. The researcher used questionnaires and cloze tests to collect data from 180 respondents from three universities in Zanzibar; the State University of Zanzibar, Sumait University, and Zanzibar University. The findings revealed that the respondents’ performance in idiom comprehension was below average. The findings add to linguistic theory and practice, specifically to the studies on idioms.

Communicating in multilingual learning ecologies: Teacher trainees' perceptions of translanguaging in lecture rooms in Kenya

Billian K. Otundo — 2024-04-19

This research delves into the nuanced perceptions of teacher trainees (TTs) regarding translanguaging (TL) whilst communicating within the lecture room learning ecology. It focuses on four fundamental learning processes, namely, attention retention, success in learning, interaction with the instructor, and knowledge transmission. Anchored in classic theoretical approaches to communicative competence and the more recent theory of translingualism, the research addresses the overarching question: How do teacher trainees perceive and experience the utilisation of translanguaging practices in a multilingual university learning ecology in Kenya? Quantitative data were collected through a structured questionnaire from 80 TTs at a Kenyan university to address this inquiry. The results reveal predominantly positive responses for TL in the lecture room ecology regarding solidarity and status relationships. For instance, participants expressed a heightened ability to retain attention when instructors judiciously employed a mix of languages, resulting in increased engagement and a more favourable learning experience. Additionally, while TTs express confidence in using TL for certain tasks, there is a notable hesitation in written assignments and examinations. These and other outcomes contribute valuable insights into the dynamic interplay between TTs’ reflexivity and their responses to TL. This study underscores the significance of incorporating TTs’ perspectives into the ongoing language political debate surrounding Kenya’s language-in-education policy, particularly in exploring new possibilities and approaches to translingual pedagogy. Translingual pedagogy foregrounds the collaborative use of languages and linguistic abilities that individuals draw on to make meaning and communicate effectually – their complete linguistic repertoire.

Environment as a Determinant Factor for Speech Style and Recognition: A Case of Swahili Language in Tanzania

Hilda Pembe — 2024-04-19

This study offers a fresh look at the impact of the environment in influencing speech styles, focusing on Swahili as a case study language. This study navigates beyond the usual concerns of speakers, topics, ages, and genders to explore how the environment we surround ourselves can impact our language habit in terms of how and what linguistic expressions we produce. The study is carried out using observation as a method of data collection in the city of Dar es Salaam, Tanzania, and includes a variety of settings such as restaurants, daladalas (public minivans), and mitumba marketplaces (second-hand clothing shops). The collected data was analyzed using the speech acts theory as a guiding framework to determine the various ways in which the environment influences speech. This paper serves high significance in the field by casting on the influence a social environment can have in our speech habits. By suggesting that environment can be a determinant of different speech styles and habits, the study opens up new dimensions to our knowledge of different dynamics that chiefly influence language use.

Linguistic and Cultural Re-Orientation in the Face of Pandemics: Lessons from the COVID-19 Discourses among the Bukusu of Kenya

Mary K. Lonyangapuo — 2024-04-19

The linguistic and cultural diversity in the seemingly interconnected world underscores the contextualisation of information for effective communication. This paper examines the host language and culture in the COVID-19 discourses on the one hand and, on the other, their reorientation based on the Bukusu environment, with the hope of drawing lessons from the findings for future better handling of pandemics. An exploratory survey design was adopted, where primary data were collected using in-depth face-to-face interviews with 12 participants, observation, video recording and note-taking in a funeral, wedding and a traditional brew drinking context in Kanduyi and Webuye, Bungoma County. Secondary data were drawn from government documents, Community-based Organization (CBO) champions’ documentation, and the Mulembe FM Radio station. Analysis was based on two theories: the re-definition of situations, which explains how values are redefined about situations for adaptation to occur, and the diffusion of innovations, articulating how an idea spreads through a population while disregarding compatibility with the local culture and language. Findings show that linguistic and cultural re-orientation could have triggered better results in the fight against the pandemic. The study findings are relevant to policy makers and implementers, specifically, the Ministry of Health (MOH), Kenya, charged with disseminating relevant information concerning health pandemics.