Browsing by Author "Mohamed, Hashim Issa"

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The classification of morphological forms marking tense and aspect in Luguru
(The Internet Journal Language, Culture and Society, 2016) Nyinondi, Onesmo Simon; Mohamed, Hashim Issa
Previous studies have been inconsistent in describing tense and/or aspect (T/A) systems in Luguru language and do not satisfactorily explain the differences of the morphological norms that mark T/A in the language. This study aims to describe the T/A system of Luguru as it is used in the verb system, particularly in the Morogoro Region of Tanzania. The study applied the Linear Approach in the analysis of T/A. In this approach, tenses are considered as expression of the relationship between speech time and another interval of interest called reference time and event time and Also tense meaning is represented as a sequence of the three time points namely; past, present and future time. Group discussions, questionnaire and interview were employed to collect primary data, from adult native speakers of the language in Matombo and Mgeta wards of Morogoro Rural District. The tools were employed because they correspond to the linear approach and that they are benched in the attitude of the language users. Data were analyzed by the identification of various T/A formatives so as to describe the distinction between them and the classification of morphological forms of tense and aspect in Luguru constructions which was done using linear approach. The study revealed four tense categories marked in the verbal morphology (i.e. remote past, recent past, present and future tenses) and four aspect categories, namely habitual, progressive, perfect and persistent. However, some T/A formatives depend on the three auxiliaries tsaa, maa and -gh’ali to complete their meaning. The study also reveals the prevalence of the difference between absolute and relative perfect marking and a high degree of interaction between tense and aspect.
Classroom discourse and discursive practices in higher education in Tanzania
(Research Gate, 2008) Mohamed, Hashim Issa; Banda, Felix
The paper problematises student writing as social practice from the perspective of lecturers’ discursive practices. The paper uses data from a major study at a higher learning institution in Tanzania to explore lecturers’ discursive practices and familiarity with the university orders of discourse including English medium of instruction, in unequal power relations with students, for whom English is a foreign language. The lecturers’ practices are scrutinised in terms of how they work against facilitating students’ access to the privileged literacy practices of the academia and how they serve to enact and sustain dominance in Tanzania’s education system, with its monolingual orientation, which privileges Kiswahili in primary school and English in secondary and higher education.
The role of input simplification and interactional modification strategies in the Tanzanian english-language classroom
(ResearchGate, 2016) Utenga, Adriano; Mohamed, Hashim Issa; Nyinondi, Onesmo Simon; Mhandeni, Abdulkarim Shaban
This paper presents a classroom-based research on input simplification and interactional modification strategies used by English language teachers to make their oral input comprehensible to their learners. The main objective was to examine the input simplification and interactional modification strategies used by English language teachers in EFL classrooms, focusing on lexical and syntactical aspects of the language. Data were collected from four English language teachers and 183 students from four selected classrooms and a review of English language syllabi in Tanzania. The study was carried out by means of audio recordings, classroom observations and interviews.The findings show that teachers employ different linguistic simplifications and interactional modification strategies in EFL classrooms to enhance students‟ comprehension and interlanguage development. The findings further revealed that the use of input simplification and interactional modification strategies is crucial for students‟ comprehension and language development. A combination of factors - personal style of teaching, lesson content, methodology, students‟ proficiency level and linguistic background - was found to influence foreigner talk(FT) strategies. In the present paper, it is recommended that linguistic simplifications and interactional modification strategies in EFL classrooms be systematically used and streamlined in the methodology of teaching EFL. The authors also recommend that the knowledge of native speakers' (NS) / non native Speakers' (NNS) discourse for various contexts, tasks and addressees need to be explored to establish triggers of FT, and then discover which discourse modifications, if any, actually facilitate foreign language learning.
Towards re-defining communication skills courses at Sokoine University of Agriculture: lessons from selected African universities
(2016-04) Komba, Sotco Claudius; Mohamed, Hashim Issa
Universities and enhancement of english as a second language in Tanzanian secondary schools
(2020) Mohamed, Hashim Issa
It has become apparent that students arrive at the university with insufficient English language proficiency; this is despite that English is the medium of instruction at secondary schools and universities in Tanzania. Thus, considerable amount of time is wasted by students grappling with the language of instruction instead of learning their other subjects. Poor abilities in English as a Second Language (ESL) undermine university efforts of producing competitive graduates in the regional job market. If this trend continues, Tanzania’s goal of training requisite manpower for sustainable use ofScience, Technology, and Innovation (STI) in development will be difficult. There is little evidence that universities concrete measures to address students' ESL problems in secondary schools, which are the catchment areas. The study explored ways in which universities in Tanzania could intervene in strengthening students’ ESL in secondary schools. The study followed a qualitative research design to collect data using Key informants’ interviews from teachers and lecturers; Focus group 16 discussions with teachers, and Open-ended questionnaires to university students, and classroom observation in both secondary schools and universities. The findings show thatuniversities connect with secondary schools only during field practical training (FPT) of university student teachers. The study recommends that universities could intervene by providing in-service training opportunities to secondary teachers on new ideas on classroom ESL pedagogies; collaboration in research and practice (developing T/L materials), having common forums in addressing ELT in Tanzania with the aim of inputting what is happening in secondary schools into university practice and vice versa.
The use of communicative language teaching approach in the teaching of communication skills courses in Tanzanian universities
(International Journal of Research Studies in Language Learning, 2016) Nyinondi, Onesmo Simon; Mhandeni, Abdulkarim Shaban; Mohamed, Hashim Issa
English has been used as a medium of instruction in secondary schools and universities in Tanzanian. Pedagogical practice in these levels has however, continued to generate huge challenges in the education system. Considerable amount of time is wasted by students grappling with the language of instruction instead of learning their other subjects. In universities, Communication Skills (CS) course was introduced primarily to enable students apply the existing knowledge of English to particular skills in order to respond to specific academic communicative needs in their disciplines. But, students’ existing knowledge of English at the moment of joining the university, is often so inadequate to have any meaningful application of such knowledge. This happens against the backdrop of a paradigm shift where communicative language teaching (CLT) has currently permeated pedagogical practice globally. In the current study, the researchers undertook to investigate how universities in Tanzania have been able to implement Communicative Language Teaching (CLT) approach in the teaching of Communication Skills Courses. Researchers used qualitative study design through interviews of students and staff, focus group interviews with staff, documentary analyses of CS courses, and classrooms Observations. The findings reveal that inadequacy of CS as competency based course, diversity of students in language abilities and disciplines, localization of teaching material, and instructors’ authority working against students’ autonomy have been compromising students’ development of academic communication competence. The study recommends for a scrutiny of CS curricular to make them more competent based, specific and connected to communication rather than linguistic minutia.
Write effectively: a practical guide to academic writing for colleges and universities
(Dar es Salaam University Press (DUP), 2023) Mohamed, Hashim Issa; Nyinondi, Onesmo Simon
Write Effectively: A Practical Guide to Academic Writing for Colleges and Universities is a comprehensive guidebook designed to help students, researchers and professionals to navigate smoothly in their academic writing journey. The book provides in-depth insights into each listed aspect of academic writing with examples based on how each of the listed topics needs to be addressed. Furthermore, the book contains practices in each section and at the end of each chapter. This is followed by chapter summaries and key takeaways. We believe that these tutorials and engaging activities will, to a great extent, provide a working tool to the readers, which, if used as per the instructions, will potentially help them escape writing blocks. We are mindful that efforts have been made in enhancing academic writing skills (including regular reviewing and strengthening of academic communication skills courses) in colleges and universities in Tanzania. However, evidence is frequent from external examiners’ reports indicating that problems related to communication skills including academic writing inabilities are still widespread among students in many colleges and universities in Tanzania (see also Komba and Mohamed, 2016; Mohamed and Nyinondi, 2016; Mohamed, 2021). Moreover, students’ writing inabilities in colleges and universities in Tanzania are the realities authors of this book have been encountering in their everyday working life as communications skills instructors. Undoubtedly, uncovering academic writing mediocrity among students is an important step towards addressing the problem and it should be followed by developing learning materials on academic writing, such as this book. Thus, this book contributes to the ongoing efforts of enhancing academic writing skills among students in colleges and universities by providing self-explanatory tutorials and using a practical approach to engaging readers’ interaction with the book; we believe this is among the major strengths of the book. This practical guide is an indispensable resource for anyone intending to enhance their academic writing skills including students, researchers or professionals in various fields. The book is written in an easy-to-understand style, making it accessible to a wide range of readers. It is an important tool for writing academic texts with precision, clarity, economy and supporting evidence. The comprehensiveness and straightforward approach used in the book are attested by the comments of our internal reviewers who consistently commended the