Articles, Conference and Workshop Papers Collection

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A grammatical description of Nyakyusa phonology
(Journal of Linguistics and Language in Education, 2023) Robinson, Nichodamus
This paper offers a grammatical description of the phonology of Nyakyusa (M31), as an integral part of grammar. The literature review suggests that, in many Bantu languages, phonological description has received little attention since many scholarly works in Bantu linguistics primarily focus on morphology. Data for this study were collected in Kyela District, where many native speakers of Nyakyusa reside. Data collection techniques included reviewing available written texts, recording narrative stories, observing speakers’ conversations, and interviewing native speakers to assess the acceptability of certain constructions. The findings reveal that Nyakyusa has 14 pure consonants, 4 pre-nasalized stops, and seven vowels. Additionally, the study indicates that the contact between consonants and vowels gives rise to various phonological processes aimed at speech simplification. Such phonological processes are gliding, deletion, homorganic nasal assimilation, continuant stopping, consonant alternation, consonant mutation, voicing, vowel coalescence, and vowel harmony. In conclusion, the paper asserts that, despite some phonological aspects being common in Bantu languages according to the literature, the environments enabling them to occur to a large extent remain language-specific for Nyakyusa. Consequently, the paper recommends a systematic comparative phonological description across Bantu languages.
A systematic description of imbrication in Nyakyusa
(Journal of the Institute of Kiswahili Studies University of Dar es Salaam, 2023) Robinson, Nichodamus
This paper offers a systematic description of imbrication in Nyakyusa (M31). The review of the literature indicates that, in Nyakyusa, imbrication, a phonological change involving the opaque difference between the input and output forms in the -ile suffix, has not been systematically described. Hence, the paper offers this description by identifying triggering conditions and reconstructing the phonological processes shaping imbrication. Data for this paper were collected in Kyela district through a review of written texts, narrative stories, observation and interviews. The findings indicate that the syllable structure of the verb is the main determinant of imbrication in Nyakyusa. Quite obviously, the process of imbrication involves the deletion of the consonant in the -ile, followed by metathesis whereby the last consonant of the stem fills the empty slot caused by the deletion of [l]. Then, various adjustments that follow, i.e., vowel coalescence, vowel deletion, vowel rising, leftward spread of vowel, and vowel lengthening, are meant to resolve hiatus. The paper concludes that, based on the review of literature, although imbrication is common in some Bantu languages, we noted some conditions and phonological processes shaping imbrication to be language specific. In this view, this paper recommends a systematic comparative description of imbrication in other Bantu languages
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.
Assessing speakers' tolerance for swahili-translated, university-related neologisms in Tanzania
(Taylor & Francis Group, 2024-07-31) Nichodumus Robinson
In this chapter, the author assesses speakers’ tolerance for Swahili-translated university-related neologisms from English in Tanzania. Swahili has recently gained prominence in Tanzanian universities, becoming the language of research. Also, the names of various academic units and programmes are named in Swahili as well. However, what requires further assessment is how much speakers prefer to descriptively use Swahili-translated words. The study is guided by Optimality Theory (OT) and is supplemented by Keller’s (1994) concept of hypermaxim, suggesting that speakers generally opt for simple forms so that they do not expend superfluous energy. In this regard, the simpler the translated word is, the more tolerance it yields. Data were collected through observation, documentary review, interviews and questionnaires. The findings reveal that the university speech community under investigation displays a notably low tolerance against Swahili-translated neologisms. This is evident in speakers’ preference for English neologisms and their outright resistance and/or dissatisfaction against Swahili-translated neologisms. Speakers’ low tolerance for Swahili-translated neologisms is influenced by factors such as the historical dominance of English and the techniques used in translation. Given that this study has highlighted the impact of translation techniques on speakers’ tolerance, it recommends further investigation into the realm of translation professionalism.
Assessment of English language oral communicative competence : a case of tour guides in Arusha, Tanzania
(2014-10) Chiwanga, Fredrick Ezekiel
The current study is an assessment of English language oral communicative competence of Tanzanian tour guides. It measures their level of the aforementioned competence, which is essential for tourism business. Additionally, it probes into how practising tour guiding with the English language influences their mastery of the language. Three methods of date collection were used for a triangulation purpose. These are direct observation, oral discourse test, and semi-structured interview with the aid of a voice recorder, camcorder and note-taking. Discourse analysis was used in this work as a method of analysis. Some data were analysed using descriptive statistics with the aid of Microsoft Excel. The main finding of the study is that Tanzanian tour guides are moderately competent in English language oral communicative competence at an average level of 63%. Generally, the interaction between tour guides and tourists has positive effects on the guides‘ oral communicative competence in that with time, it sharpens their oral communicative competence and improves their knowledge, skills and attitudes. The study recommends that tour guides should generate a culture of practising their spoken English and pay attention to sociocultural aspects that go hand in hand with oral communication. The study calls upon the government to produce competent language teachers and make sure that a curriculum for professional tour guides is commonly used by all institutions offering tour guiding courses, and English, the language of business, be given the first priority for imparting and acquisition of knowledge and skills.
Challenges of writing theses and dissertations among postgraduate students in Tanzanian higher learning institutions
(Consortia Academia Publishing, 2016-07) Komba, S.C.
This study sought to investigate challenges of writing theses and dissertations among postgraduate students. A total of 103 research reports, including 39 theses and 64 dissertations from three universities in Tanzania, were reviewed. The findings indicated that the majority (more than 50%) of the candidates, whose theses and dissertations were reviewed, faced numerous challenges in writing their theses and dissertations. The candidates seemed to have challenges in writing all chapters which were included in their research reports. The challenges included inappropriateness in presenting different chapters of the reports and lack of academic writing skills. Based on the findings of this study, it is recommended, among others, that research methods courses offered in the universities should be reviewed in terms of contents and teaching approaches in order to overcome the challenges as portrayed by the candidates in the reviewed theses and dissertations.
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.
Collocability of mental capacity evaluative adjectives in current english
(2019-10) Bamuhiga, B. E.
The study was conducted to investigate the collocability of mental capacity evaluative adjectives in current English. In English people have been and are still describing each other. This description goes hand in hand with giving value to other people especially on the intelligence of a person. In English language, this function is fulfilled with the use of a number of devices one of which is evaluative adjectives, more specifically evaluative mental capacity adjectives. However, the understanding of the way these adjectives are used to convey a given value in a given particular context is limited. Thus the current study contributes to this limited knowledge by exploring how this device is used by looking at collocability of such adjectives. The study was guided by a major research question namely: What nouns do positive evaluative mental capacity adjectives collocate with? The study was a corpus-based study and the data were extracted from British National Corpus. The analysis is based on five positive adjectives namely bright, intelligent, sharp, clever and smart. In the analysis, both qualitative and descriptive statistics techniques were employed. The findings show that the studied adjectives collocate with nouns of particular human reference or related to human cognitive actions or parts of human body. Thus three general categories of nouns that collocate with these adjectives are common nouns, proper nouns, and pronouns.
Communication skills course in bridging the gap of weak Students’ communicative competence and accentuating Performance: a case of Sokoine University of Agriculture
(SciencePG, 2020-01-06) Mwakapina, Job Wilson
This paper reports the findings on the effectiveness of Communication Skills (CS) course in boosting students’ communication competence at Sokoine University of Agriculture (SUA). In particular, the study determined whether there is a relationship between the ability in the CS and performance in other courses offered at the university. It also assessed the impact of the course on the students’ performance in other courses of their specialty after the training of the course, and lastly, it gauged the extent of effectiveness of the course. The study involved instructors and students and were obtained through random and purposive sampling procedures. Data for the study were collected using questionnaires, interviews and documentary reviews, and were treated qualitatively and quantitatively. The findings show that the course is not much effective at boosting students’ communication competence. Furthermore, it is revealed that there is no relationship between the CS course and other courses. This is perhaps the least anticipated result of all because one of the key objectives for teaching CS course is for it to help students to perform better in other courses of their specialization. Instead of simply concluding that CS and other courses are not connected or there is no impact of CS on other courses, there is a need of considering exceptional factors which have led to the situation. Of course, improved performance because of CS is expected, but based on these findings, there is no clear effect, partly would be because most of the non-CS instructors are being concerned much with the material content of their courses, rather than the grammatical/CS parts when evaluating students’ works. This makes CS components not reflected in the students’ performance of most of the courses. The study urges the government to improve and expand infrastructures to match with enrollment. Again, it needs to hire more academic staff and retain them through improving their salaries, incentives and payments of their demands to remedy the problem of high teacher-students ratio which is currently alarming.
Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective
(2012) Komba, S. C.; Kafanabo, E. J.; Njabili, A. F.
This article is based on the study which sought to compare between the students’ academic performance and their abilities in written English Language Skills. The study was conducted at the Sokoine University of Agriculture (SUA), Tanzania. The respondents were 358 finalists from six degree programmes selected randomly out of the 20 degree programmes at the university. The findings indicated that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). However, the content analysis of the EWST essays showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions.
Competence based curriculum in practice: english curriculum implementation prospects and challenges in Mtama district secondary schools in Tanzania
(International Journal of Research Studies in Education, 2024-05-15) Issa, Zamda; Mwakapina, Job; Nyinondi, Onesmo
This study, conducted in Mtama District, Tanzania, addresses the challenges and highlights prospects associated with implementing the Competence-Based Curriculum (CBC) in English language education in secondary schools. The research, prompted by the district's observed poor performance in English subjects and a lack of prior research, used a mixed-methods approach 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 highlight the optimistic prospects of CBC implementation, as perceived by both students and teachers. The curriculum is acknowledged for emphasizing skill development, critical thinking, and real-world application. However, the study identified significant challenges English teachers face, with external pressures and a shortage of teaching resources standing out. External pressures, often driven by political and educational authorities, hinder effective CBC adoption, leading to rushed syllabus coverage. Additionally, a scarcity of materials impedes the curriculum’s delivery and effectiveness. In conclusion, the study underscores the need for comprehensive efforts to address these challenges. It is recommended to prioritise in-service training for English teachers, providing adequate teaching materials, reducing class sizes, implementing language support programs, and fostering a positive learning environment. By addressing these challenges, Mtama District can enhance the quality of English language education, better prepare students for real-world challenges, and contribute to the successful implementation of CBC
Do students’ backgrounds in the language of instruction influence secondary school academic performance?
(2015) Komba, S. C.; Bosco, S.
In Tanzania, two types of primary schools exist, based on the language of instruction used. These are English medium schools and Swahili medium schools. Students who complete their studies from both types of schools join secondary schools where the language of instruction is solely English. This study investigated the influence of students’ backgrounds in the language of instruction on secondary school academic performance. The specific objectives of the study were two: First, to compare form one annual examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level and, secondly, to compare the form two national examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level. The study involved 524 students from eight secondary schools in Mbeya region. The data were collected through review of documents containing students’ admission lists and examinations results. The analysis of the collected data was done using computer software, Statistical Package for Social Sciences, version 18, in which an independent samples t-test was conducted to test the hypotheses advanced for this study. The findings were as follows: First, students whose medium of instruction at primary school level was English, performed better in form one annual examinations than their counterparts who had used Swahili and the difference was statistically significant at p<0.05, in a twotailed test. Secondly, students who had used English as the medium of instruction at primary school level, performed better in form two national examinations than those who had used Swahili and the difference was also statistically significant at p<0.05, in a two-tailed test. It was thus, concluded that the language of instruction used by students at primary school level influenced significantly students’ academic performance at secondary school level.
The effectiveness of teaching practice in improving student teachers’ teaching skills in Tanzania
(2013) Komba, S.C.; Kira, E.S.
This article is based on the study which sought to investigate the effectiveness of Teaching Practice in improving student teachers’ teaching skills in Tanzania. The study was designed to find how Teaching Practice was organized by the teacher training universities and whether the Teaching Practice was effective in improving student teachers’ teaching skills. The qualitative research approach was adopted and the study was conducted in Iringa, Morogoro, Dar es Salaam, and Kilimanjaro regions of Tanzania Mainland. A total of 191 student teachers were involved in the study. The findings indicated that the duration spent for the Teaching Practice was inadequate for student teachers to acquire the skills required for effective teaching. Furthermore, the supervision of student teachers during the Teaching Practice was overall, ineffective as the supervisors were not flexible enough to guide, advise, and discuss with student teachers on the strengths and weaknesses revealed during the teaching. Regarding the effectiveness of the Teaching Practice, 76% of the respondents indicated that Teaching Practice was ineffective in improving their teaching skills. Since the majority of respondents indicated that they did not benefit much from the Teaching Practice, there is need for the responsible authorities to review the procedures for carrying out Teaching Practice in order to improve the quality of teachers. Keywords: Effectiveness, Teaching Practice, Teaching skills, Tanzania
Efficacy of communication skills teaching methods and learning strategies: enhancing tertiary students’ communicative competence in Tanzania
(Journal of Linguistics and language in Education, 2020) Mwakapina, Job W
This study evaluates the efficacy of the methods and strategies used in Communication Skills (CS) course teaching and learning in Tanzania. Specifically, it identifies the methods and strategies used, and examines the appropriateness of the same in upgrading students’ CS. The study involved 596 respondents, and data were collected through questionnaires, interviews, and group discussions. It is indicated that instructors use varied methods, but questions and answers, web browsing, and library research are perceived the most appropriate. Besides, students also use multiple strategies but group discussions, web browsing, and listening to English conversations are considered the most appropriate. Therefore, instructors are urged to spend some time during students’ entry to university to study the incoming students, particularly on how they learn / behave during the learning process, to accommodate the students’ learning differences, difficulties, and preferences when selecting teaching methods. Also, establishing a strict filtering mechanism as an option to improve students’ CS, proposed by Rugemalira (2017), is a good proposal. However, currently, it can result in filtering all applicants because many have low language proficiency. Instead, what we need to do meanwhile, is stressing on formalising the use of modern mobile technologies in teaching since have been revealed to be appropriate.
Emotional and relationship dynamics between HIV serodiscordance and concordance couples: a narrative literature review and theoretical framework
(ARC, 2017-05-25) Mwakalapuka, Amani; Mwampagatwa, Ipyana; Bali, Theodora; Kibusi, Stephen; Mwashambwa, Masumbuko
Tanzania is among the countries with high prevalence of HIV prevalence in the World. Despite the fact that the epidemic has been, and still is a threat to persons of all ages, recent studies have suggested that most new infections occur among couples in stable relationships. Infected couples are categorised into two: the positive concordant, where both the partners are HIV positive; and sero-discordant couples, where one partner is HIV positive while the other is negative. Recently, researchers and many other stake-holders working on the HIV/AIDS epidemic have given a remarkable attention to this astonishing reality. For instance one study in East and Southern Africa indicates that there are great variations of discordancy varying from 36% to 85%, with an overall rate of 49%. HIV couple sero-discordancy is responsible for varied levels of psychological distress including heightened levels of anxiety, poor emotional adaptation and increased or excessive substance use, most often coupled with exclusion and social isolation within family and in the neighbourhood. However, to date the influence of sero-discordancy on family and couple relationship functioning and how it differs from that among concordant couples remains elusive. Discordancy have been associated with more difficulties as compared to the seroconverted couples, these include relationship and emotional disturbances, sexual contact distancing, marital separation and disruptions. The Lazarus and Folkman’s (1984)'s Transactional Model can be helpful in understanding individuals with HIV discordancy on their emotional response, coping strategies and the ultimate decisions towards their marital relationships fate.
English language teaching methods and their influence on pupils’ academic performance of the subject:
(Journal of Education and Development (JED)., 2023) Robinson, Nichodamus; Mpalanzi, Jacob Stephan
This article underscores the English language Teaching methods and their influence on the academic performance of the subject among public primary school pupils in Kilolo District in Tanzania. Using the descriptive research design, the study was conducted at Ukumbi Primary School, Kilolo, Iringa region to standards four and seven. The secondary data were collected using the documentary reviews from the Standard Four and Standard Seven national examinations results of English language subjects requested from the head teacher, whereas the primary data were collected using questionnaires, interviews, and introspection techniques which were purposefully administered to the Standard Four and Standard Seven classes to check onto the methods of teaching English language to public primary schools and their influences on the pupils’ subject academic performance which seems to promote or deteriorate the learners’ interests in English as the medium of instruction. The target sample sizes in Standard Four and Standard Seven were randomly selected for an unbiased information search. The data collected were summarized, organized, recorded- and presented using a variety of tools such as tables, charts, distribution and graphs with the help of Excel and MS Word features which helped the interpretation of the findings to get the relevant information of this article. The findings show that most of the pupils have problems with oral communication, and pronunciation including sound, stress, and intonation as the English Language teaching methods used hardly care about their learning. The article recommends that primary school teachers should be given special training on the English language teaching methods that favour the development of communicative abilities in primary school pupils.
Ethno-ornithology and onomastics in the Natta community, Serengeti district, Tanzania
(Elsevier Ltd., 2019-01-25) Chiwanga, F. E.; Mkiramweni, N. P.
This paper presents ethno-ornithology, the study of birds in a society, in relation to onomastics, the study of proper names. The study was conducted in villages of Mbisso and Motukeri in Serengeti district, Tanzania aiming to find out how the Natta community name and classify birds in their language and to identify anthroponyms and toponyms derived from names of birds. Purposive sampling was used to select 64 respondents who participated in focus group discussions, birding and interview. Data were analysed thematically with the aid of tables. The particular ethno-ornithological data depict two avifauna naming systems from which Natta proper nouns were derived after the removal of prefixes of avifauna names. Male avifauna anthroponyms (50%) were found with positive connotations; female counterparts (20%) denoted negative meanings, whereas avifauna toponyms (30%) signified abundance of the respective birds. This paper is of particular interest and value, given the widespread concern at the global loss of natural history knowledge in local communities, in both traditional and postindustrialised societies. It thus makes the world aware of the anthroponyms and toponyms, encourages conservation efforts for tourism, and provokes more ethno-ornithological studies in relation to names of people and places in other ethnic groups.
Evaluating the acceptance and descriptive usability of the Swahili coined terminologies: An investigation of the ICT terminologies
(2019-11-30) Mziray, P. R.
This study aimed at evaluating the acceptance and descriptive usability of the Swahili ICT coined terminologies. Questionnaire, interview and focus group discussion are the tools used in collecting data for this study. The results show that the rate of acceptance and usability of the Swahili ICT coined terms is low where most of the respondents justified that they do not use the Swahili ICT coined terms/words in their daily communication. The study also found that there are different factors for acceptance and usability of the Swahili ICT coined terms which include; lack of community involvement, lack of best strategies to promote the coined terms, coining process for Swahili ICT terms takes long time, presence of competing neologisms which confuse language users, complexity for the coined terms etc. With these findings, deliberate effort should be made to ensure that different factors should be considered in the process of coining different terms in order to avoid having many words which are not used in the daily communication.
An examination of the congruency between the University teacher training contents and secondary school contents in Tanzania: the case of Sokoine University of Agriculture
(2016) Komba, S. C.; Chiwamba, S. V.
It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.
Grammar for successful written discourse: are the ESL/EFL students in Tanzania universities truly learning?
(2016-03) Mwakapina, Job Wilson
Grammar of a language is one of the key factors to successful writing at college or workplace. This study thought to investigate whether English grammar taught to undergraduate students in Tanzania helps them write well. 120 students were drone from one university and subjected to a writing test before and after grammar training. Thereafter, their texts were evaluated using rubrics, and scores analysed using Paired T-Test. The overall analysis reflected that there is a significant difference (t (119) = - 4.398, p<0.05). However, this does not mean each grammatical item is statistically significant. A slight / no difference was realised on some grammatical items. The study recommends instructors to put much effort on all the grammatical components, but with a special focus on sentences construction and punctuation skills, tenses, linking signals and paragraph crafting, since these are the areas which the study showed that students have serious weaknesses

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