Browsing by Author "Nyinondi, Onesmo Simon"

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Academic writing as discourse of practice: Genre analysis of students writing in Higher Education in Tanzania
(Language, Culture and Society, 2017-03-06) Mohamed, Dr Hashim Issa; Nyinondi, Onesmo Simon
This paper uses genre analysis theory to examine students’ academic writing discourse of practice at the university. Second language writing of academic genre is fundamental to students' academic sur- vival, not only as a prime means for assessing students’ academic progress but also for students’ liter- acy growth in their given disciplines at the university. As students’ writing abilities in academic genre (or lack of them) have often been central to the discussions on this subject, it is considered vital to fo- cus attention on the kind of discourse practices students engage in their English language writing pro- cess and the possible explanations for these. First and second students’ texts at a university are inves- tigated to see the extent to which students’ use of conjunctions in their writing reflect writing practices as demanded by university discourse of practice. Also, university writing instructional materials are an- alysed to see their role in students mentoring process into proficient academic writers. The study find- ings reveal that students’ use of conjunctions is widely at odds with writing practices of academic gen- re, ostensibly because not only instructors seem inconsistent and doing little, but also instructional ma- terials on writing demands are inadequate, in mentoring students through disciplinary apprenticeship into literate writers of university discourse of practice. Such mentoring is recommended by considering not only the outcome but also the acculturation process. This approach is envisaged to provide insights on addressing the widely reported students writing problems in Tanzania.
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.
Implementation of english language competence –based curriculum in Tanzanian secondary schools: a case Mtama District
(Education Journal, 2024) Issa, Zamda Abaki; Mwakapina, Job Wilson; Nyinondi, Onesmo Simon
The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.
The language of the public spaces in Tanzanian universities during the covid-19 Pandemic
(Sciendo, 2021) Lusekelo, Amani; Alphonce, Chrispina; Nyinondi, Onesmo Simon
The state of bilingualism in the education system in Tanzania is reported to involve the utility of Kiswahili even in environments in which English is expected (Puja 2003; Lema 2021). The presence of English is narrowed down to involve formal settings, mainly classroom teaching (Lema 2021). But even during classroom teaching, code- switching is the norm of the day (Shartiely 2016). To understand the way information is communicated to the public by the universities' administrations, we investigate the language used in the signposts and notice boards placed for public consumption during the outbreak of COVID-19 in the country. The linguistic landscape of the education institutions in Tanzania represents a bilingual situation. The primary usage of Kiswahili in regular conversations outnumbers the use of English, even though English is the medium of instruction (Legére, Rosendal 2019; Lusekelo, Mdukula 2021; Mdukula 2018). This is a common phenomenon reported in the studies of linguistic landscape in urban centres in the country (Lusekelo, Alphonce 2018; Peterson 2014). However, the prevalence of COVID-19 altered the socialisation in universities worldwide, and consequently, the communication structure changed (Basch et al. 2021; Mohlman, Basch 2021; Uwiyezimana 2021). Therefore, the current investigation assumes that the language of public space in universities in Tanzania, which was reported in Mdukula (2018) and Legére, Rosendal (2019), has changed due to COVID-19 protocols. This article makes a representation of the linguistic landscape in universities during the COVID-19 crisis in the country. his investigation focused on four public universities located in three places in the country, namely, the University of Dar es Salaam and the Muhimbili University of Health and Allied Sciences in the ancient commercial city of the country 1 , the University of Dodoma in the centre of the country, and the Sokoine University of Agriculture in Morogoro region. Images about COVID-19, which are shared by the university authorities with the public, had been photographed by the authors. Based on the analytical procedures in linguistic landscape (Backhaus 2007; Huebner 2006), we focused on three aspects, namely, (i) the language choice in the COVID-19 banners, signposts, and public notices; (ii) the lining and font choices for the deliverance of the intended messages, and (iii) extra-linguistic information embedded in the signposts of COVID-19.
Lexical verbs expressing modality in bantu languages: the Case of Runyambo and Luguru
(2020) Nyinondi, Onesmo Simon; Lusekelo, Amani
This paper provides novel documentation and description of the verbal modal system in Great Lakes Bantu languages. Runyambo (E21/JE21) is compared with Luguru (G35). The paper builds on Bostoen et al. (2012) and Kawalya et al. (2014, 2018) to revisit Runyambo data and add data from Luguru to reexamine findings in the Great Lakes Bantu Languages. This study is the first to discuss necessity modality in Rutara languages and the very first description of modality in Luguru. The study was conducted in Karagwe and Kyerwa Districts of Kagera Region and Morogoro Rural and Mvomero Districts in Morogoro Region. The field work that involved 10 informants included collection of written texts and in-depth dialogues and interviews for collecting oral texts. The study presents the modal baas- ‘be able’ as the only modal verb for expressing possibility in Runyambo language. Moreover, the modal baas- in Runyambo as opposed to dah- ‘be able/capable/permitted’ in Luguru, has both modal and lexical functions. We demonstrate further that the modal verb teekw- ‘must/ought to’ is used to express both weak and strong necessity in Runyambo. The modal teekw- modifies all verb types and it requires the auxiliary verb to either refer to the past or future. The modal verbs dah- ‘be able/capable/permitted’ and bamigw- ‘must/ought to’ in Luguru express possibility and necessity respectively. It is fascinating to identify that in both languages the modal verb for necessity requires both progressive formative and subjunctive form of the immediate verb. Lastly, we demonstrate that in the two languages the modal verbs interact with different tense and aspect formatives.
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.
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.