Arba Minch University Journal of Culture and Language Studies最新文献

{"title":"Challenges English Language Teachers Faced in Teaching Mixed-ability Classes at Selected Secondary Schools in the Gamo Zone of SNNPRS","authors":"Abate Demissie, Tesfaye Habtemariam Gezahegn, P. O. Box","doi":"10.59122/1347369","DOIUrl":"https://doi.org/10.59122/1347369","url":null,"abstract":"This study aimed to explore the challenges English language teachers faced in teaching MACs at selected secondary schools in the Gamo Zone of Southern Nations and Nationalities Peoples’ Regional State (SNNPRS). To address this objective, we adopted an exploratory case study design. We selected 65 EFL teachers through a systematic random sampling technique for the questionnaire. Besides, we selected five teachers for unstructured interviews purposively. To organize and analyze the qualitative data, we employed inductive and deductive approaches. The results revealed a wide range of challenges from teacher-related to materials and student-related. Therefore, we concluded that secondary school English language teachers have faced multiple challenges and internalized them and tried to see inward to themselves than externalizing the problems and making other bodies responsible. Keywords: Mixed-ability classes (MACs), MACs challenges, teacher-related challenges, and student-related challenges \u0000 ","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123528840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bottlenecks of Gender Equality in West Oromia, Ethiopia","authors":"Taye Dida Aredo, Workitu Hordofa","doi":"10.59122/1347370","DOIUrl":"https://doi.org/10.59122/1347370","url":null,"abstract":"The study aimed at investigating bottlenecks of gender equality in West Oromia, Ethiopia. The study employed descriptive qualitative case study. Data collection methods were in-depth interview, key informant, observation and document review. The study vividly found out that traditionally, parents’ property is passed through men line, in which women have limited accessibility and controlling over the resources. The study also showed that women and men were paid differently for the same activities especially in informal sector. This devalued women’s work capability since their payment is varyingly treated for the same or similar tasks in daily laboring. Women are socially discriminated, excluded, negatively stereotyped and perceived as inferior and weak. It is also important to note that women are mythically discriminated, degraded and negatively labeled. The study recommends that in order to ensure and bring gender equality, these complicated bottlenecks should be addressed by engaging various stakeholders including public and private sectors, local and international non-governmental organizations and other concerned actors.","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"s3-50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130238633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An An Investigation into the Correlation between Students’ Metacognitive Reading Strategy Use and Reading Performance in English","authors":"Zeleke Teshome, Zeleke Arficho","doi":"10.59122/1347368","DOIUrl":"https://doi.org/10.59122/1347368","url":null,"abstract":"The purpose of this study was to investigate the relationship between students’ metacognitive reading strategy use and reading performance in English. The participants of the study were 32 randomly selected summer scheme 2019 academic year undergraduate Sidama language and literature trainees who took several English language courses including reading skills courses. To collect the necessary data for the study, the researchers utilized Mokhtari and Sheorey’s (2002) Survey of Reading Strategies and a reading comprehension test. Hence, it is a correlational study. A Bivariate Pearson correlation was conducted to examine the degree and direction of association between the subjects’ use of reading strategy and their reading performance in English. Besides, means and standard deviations were computed to determine the level of applying the metacognitive strategies by the subjects. In both of the analyses, the researchers used the SPSS version 20. The findings showed that the participants are active users of all three types of reading strategies (global, problem-solving and support strategies) measured by the Survey of Reading Strategies (SORS), problem-solving strategies were the most preferred and support strategies the least preferred. Conversely, the Pearson correlation analysis results showed that there is no statistically significant relationship between the overall metacognitive reading strategy use and the total score of the student’s general reading test performance (r = 0.112, p = 0.585). It is, therefore, concluded that the students are high reading strategy users of all three types of reading strategies, but there is an insignificant correlation with their reading performance where this inconsistency may be partly attributed to unguided or unconscious usage of reading strategies. Keywords: metacognitive, reading strategies, reading performance, correlation","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131886227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the practices of Extensive Reading in South Omo Secondary Schools. Selected Secondary Schools in focus","authors":"Mohammed Shure, Tseganesh Anbesie Sapho","doi":"10.59122/1347371","DOIUrl":"https://doi.org/10.59122/1347371","url":null,"abstract":"The main objective of this research is to explore the practice of extensive reading in six secondary schools in the South Omo zone. To achieve the objective of the research, a mixed research design was used. In line with this, questionnaires, interviews and observation were the main data collection tools through which English language teachers, librarians and students participated. Likewise, the analysis of the collected data was made through simple descriptive statistics (i.e., mean, Standard deviation and frequency). The finding of the study shows that students mainly were dependent on the school library. It was also found that students read for academic gain than for their pleasure time. This is found to be out of the extensive reading principles. It was also found that English teachers were using and promoting the extensive reading approach in their language classes. It is recommended that schools and public libraries should prepare reading materials that are at the level of the student’s reading competencies. Furthermore, English language teachers should plan a free reading program along with their school curriculum which is designed and appropriate for extensive reading. Keywords: Extensive Reading, reading fluency, Challenges, teacher’s role,","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116307224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Possessive Construction in Mursi","authors":"Firew Girma Worku","doi":"10.59122/1355c44","DOIUrl":"https://doi.org/10.59122/1355c44","url":null,"abstract":"This paper deals with possessive construction in Mursi, a Nilo-Saharan language spoken by a small group of people located in southwestern, Ethiopia. Mursi has a fairly rich syntactic system for the expression of possession or ownership. A plausible reason for acquiring such a rich expression of syntactic construction ofpossession is that it has both a head and dependent marking system. As a head-dependent marking language, both the head and the dependent are marked by appropriate dependency relation marking morphological elements. The head can be marked with two different morphologies, modification markers  restrictive/nonrestrictive) and pertensive. When it is converted to possessive construction, the head is always the possessed noun (D) and the dependent/modifier is the possessor (R). The various syntactic constructions and possibilities of indicating possession/ownership should follow the syntactic frame of ‘NP-internal possessive construction’. What makes possessive construction in Mursi interesting is that the R can be an ‘intermediate possessor' or an‘intermediate modifier’, and can be explained through the notion of Construct Form (CF). Therefore, this paper aims to explore the morphology, syntax, and semantics of the NP-internal possessive constructions.","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130367046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Controversies surrounding the classification of Omotic, causes and recommendations","authors":"Hirut Woldemariam","doi":"10.59122/1340559","DOIUrl":"https://doi.org/10.59122/1340559","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121626834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Passive Construction in Basketo","authors":"H. Inui","doi":"10.59122/1343418","DOIUrl":"https://doi.org/10.59122/1343418","url":null,"abstract":"This paper deals with the passive construction in Basketo, a North Omotic language predominantly spoken in Basketo Special Woreda in Southern Nation Nationalities and Peoples Regional State, Ethiopia. The passive suffix - int- is also morphologically involved in reciprocal, reflexive, and spontaneous constructions. So, it can be regarded as a valency-reducing suffix having a de-transitivizing effect on the transitive. From the viewpoint of information structure, the passive construction is a strategy foregrounding the patient while backgrounding the agent. For this effect, OSV word order is used because the initial noun phrase of a sentence becomes a topic. On the other hand, in the interpretation of sentences with trivalent verbs, the noun phrase immediately preceding the verb is taken as focus. If this noun phrase is marked by instrumental (comitative) case -bara, the morpheme -int- of derived, verb stems must be interpreted as reciprocal, if accusative case (object), then passive. The passive form is also used in resultative constructions of telic verbs, i.e. those referring to a state that has happened as the result of a previous event. The object of the previous event is promoted to nominative, and the verbal noun of the derived verb stem with-int- is followed by the present auxiliary verb woɗe ‘exist’. Finally, the impersonal passive expresses a state of habitual or generic activity.","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"125 2-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133251884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Noun Morphology of Kafi Noono","authors":"G. Tesfaye","doi":"10.59122/134cbf2","DOIUrl":"https://doi.org/10.59122/134cbf2","url":null,"abstract":"This paper aims at describing noun morphology in Kafi Noonoo (the Kafa language). Kafi Noonoo is an Afroasiatic language belonging to the Omotic family. The language is now been reduced to writing and is serving as a medium of instruction, administrative, media, and judiciary tool in the Kafa zone since 2008. The study is made to look into the noun morphology of the language. To achieve this, primary data has been collected from Kafa Zone and analyzed categorically. Nouns in the language generally end in -o/oo in their lexical entry (i.e. in isolation). Few nouns end in - e(e), and few place names that end in -ɑ, and a few in -i. Most proper nouns end in -i. The vowels attached also indicate the gender (-o/ -oo (masculine), -e/ -ee (feminine)) and number (e.g. ɡédʤò ‘lake(s)) of the head noun. Proper names usually end in -i; and morphologically, the prototypical Kafi Noonoo noun inflects for gender, number, and case. Under the noun morphology of Kafi Noonoo, the discussion of proper names, common nouns, derived nouns (of different forms of verbal nouns, abstract nouns, agentive nouns, and result nouns), compounds (resulting in euphemism, verb-manner compounds, language names and compounds with Ɂìndèé ‘mother’ and dòónò ‘lord’) has been discussed. Noun inflection of Kafi Noonoo nouns is also discussed. Thus, it is attested that the language inflects gender (usually masculine and feminine), number (singular and plural; the latter is formed by suffixing -nàʔó), and case. Concerning case, Kafi Noonoo has distinct case marking morphemes which are identified and discussed as follows. Thus, the nominative (appears unmarked), accusative (marked either by the morpheme -n, or by lengthening the final vowel, or it can be found unmarked), vocative (morphologically unmarked), allative (suffixes -wàán ‘to(wards)’ or -máɡ), ablative (expressed by -wàánè or -máɡè ‘from’), dative, locative, genitive (all these three are marked by the suffix -ttʃ), instrumental (expressed by the morpheme -nà), comitative (expressed by -nnà), similative(marked by -òóm), and comparative (marked by -jèè to the compared subject) cases have been identified in Kafi Noonoo.","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129995098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender/Definiteness and Number in Kara","authors":"Alemgena Belete","doi":"10.59122/1347367","DOIUrl":"https://doi.org/10.59122/1347367","url":null,"abstract":"This paper aims to examine the noun inflection for gender/definiteness and number in the Kara language. which is spoken by approximately 1,000 people. The data for this study were collected using communicative events and elicitation. Kara nouns distinguish gender/definiteness and number. Kara has two-way gender distinctions for animates: the masculine and the feminine, and it is semantically motivated. Some inanimate Kara nouns are feminine by default, and some are masculine by default. The inanimate noun that is feminine by default may sometimes take the masculine gender marker to express smallness or less importance. On the contrary, an inanimate noun that is masculine by default may take the feminine gender marker to refer to largeness or more importance. One of thefascinating features of the Kara nouns is that it uses feminine gender to express augmentative value, but it uses masculine gender to express diminutive semantic value. The masculine and feminine gender are marked by the suffixes -(t)a and -(to)no respectively. Kara also uses different lexical items to denote feminine and masculine gender, and these lexical items or nouns particularly refer to human entities. Gender and definiteness markers are portmanteau in Kara; in other words, the gender markers mark both gender and definiteness simultaneously. Indefiniteness, contrary, is not morphologically marked. Unlike general nouns, the particular noun forms show the number distinction-. singular and plural. Both animate and inanimate nouns use the suffix -na or -a to mark pluralnumbers; however, the singular number is not morphologically marked. Besides, modifiers agree in number with their head.","PeriodicalId":199378,"journal":{"name":"Arba Minch University Journal of Culture and Language Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121761039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}