Teaching English as a Foreign Language (TEFL)
Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/151
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Item LINGUISTICS AND COMMUNICATION(HAWASSA UNIVERSITY, 2023-10) ZUFAN HAGOSThe purpose of this research was to analysis of health communication practice in preventing covid 19 pandemic in three sub-cities in Hawassa city. From each subcities two kebeles and one health center, totally six kebeles and three health centers were used as data sources. The researcher employed both conceptual and theoretical frameworks which related with pandemic prevention and control strategy and health communication profession. In-depth interview, focus group discussion, and document analysis were employed to collect relevant qualitative data. The research reveals that health communication strategy is misused and wrongly understood because of political, religious, cultural and any other related factors affecting the practical application of strategy. Furthermore, the study found out that the health communication practitioners are Heath extension coordinator (HECs),Health Extension Workers (HEWs), and Model Health Communication Participants (MHCPs) in the study area. Most of the practitioners are no health communication professionals and they need to develop their knowledge and skills of communication.Item LINGUISTICS AND COMMUNICATION(HAWASSA UNIVERSITY, 2023-11) FIKADU BULI SERDABorrowing means that words which originated in one language are now used in another language, even by people who don’t speak the SL. The study describes the feature of Oromo loan words linguistically in comparison with non-loan words. Data of the study were collected from spoken and written corpus. Written was used to gather loan words from academic primary school specifically grade five (5) to eight (8) text books written in Oromo. From a text books one hundred ten (110) loan words were gathered. Spoken corpus was a data collected from OBN Media broadcasting in Oromo. From spoken one hundred eight (108) loan words were collected. The total number of collected data for the study was two hundred seventeen (217) loan words. The data have been phonetically transcribed and qualitatively analyzed. The study found out that loan words in Oromo have linguistic properties such as phonological, morphological, syntactical and semantic change. Among the loan words, free morphemes are the most borrowable when it compared to others. Some loan words borrowed with their derivational morpheme that changes the word parts of speech especially in abstract nominative. Inflectional morphemes are not borrowed. But all loan words use Oromo inflectional morpheme for nominative, dative, objective, plurality and gender.Item LANGUAGE VARIATION BETWEEN THE SIDA AND GAYIL DIALECTS OF AARAPH: A STUDY IN PHONOLOGY AND MORPHOLOGY(HAWASSA UNIVESITY, 2023-11) ALEBACHEW YIZNETOThis study aimed to investigate the phonological and morphological variations between the Sida and Gayil dialects of Aaraph. The study was conducted in the mixed research design. Accordingly, purposive sampling technique was used to select the informants of the research. Besides, elicitation and audio-recording were used to collect the data from both Sida and Gayil dialects. The data were analyzed by examining the differences in the phonological, morphological and lexical structure of the dialects under investigation. The data analysis was done both in qualitative and quantitative methods. As a result, the research findings have shown that there are significant sets of phonological and morphological as well as lexical variations between the two dialects. Regarding the phonological aspects, the study identified that the phonological differences are contextually-unconditioned changes of sounds. This context-free phonological variation is the substitution of sounds between the two dialects. Accordingly, the following sounds substitute each other in some words of the Sida and Gayil dialects: /s/ /ʃ/, /z/ /ʒ/, /ʦ/ /ʧ/, /ʦ’/ /ʧ’/, /q/ /k’/ and /ɪ/ /a/. The study also identified that the voiceless velar ejective stop /k’/ is a distinctive phoneme in the Gayil dialect of Aaraph, and it is always substituted by /q/ in the Sida dialect. In the case of the morphological aspects, variations take place in several tense inflections, person and accusative markers, verb forms and different pronoun types of the Sida and Gayil dialects. These morphological changes include: /-se/ / ʃe/, /-am/ /-ɪm/, /-sɪjɒ/ /-ɪsɒ/, /-ee/ /re/, /-de/ /-da/, /-e/ or /-se/ /-aare/ or /-saare/ and other pronoun changes as well. Moreover, the investigation of the lexical variations has shown that the Sida and Gayil dialects share 79% of their 206 basic lexical items; i.e., they have 162 cognates from the total of 206 words; this indicates that the two dialects are closely related. In addition, the ratio of the total degree of phonetic differences per corresponding phonemes shows a value of 29%, and this lower ratio is another indicator for the close relationship between the two varieties. Furthermore, the researcher recommends that to get the overall picture of the variations between the two dialects further studies are needed in the related areas such as grammatical variations.Item EFFECTS OF EXPLICIT RIME- BASED PHONICS METHOD ON PRIMARY SCHOOL EFL STUDENTS‟ PHONOLOGICAL AWARENESS AND WORD RECOGNITION ABILITY(HAWASSA UNIVERSITY, 2023-05) ABIY ZEWDU AGEGNEHUIn this study attempts were made to investigate the effects of an explicit rime based phonics method on the phonological awareness and word recognition outcomes of Grade Three students at public primary schools in Hawassa. More specifically the study tried to examine the efficacy of an explicit rime based phonics method on students‘ phonological awareness at rhyme, onsetrime and phoneme levels and their accuracy and fluency in reading learned words, invented words and non-instructed or novel words. Furthermore, the study attempted to identify the phonological awareness levels and subskills/tasks that best predict students‘ word recognition development. This research project was quasi experimental in design. Data was gathered twice using tests, once before the intervention pre-test and after the intervention post-test. Pre-test and post-test mean scores were analyzed using a t-test statistical procedure, Linear Model Regression Analysis and Cohen‘s d effect size calculator. The study involved four public primary schools in Hawassa: Nigistu Fura and Tabor Primary Schools (for the pilot study), Haiq and Ethiopia Tikdem (for the main study). In each school, one Grade Three section was randomly selected and assigned into either experimental or control group. The main participants of the study were two sections of Grade Three students (N=92) from the two primary schools. Beginning reading lessons embedded in word study and vocabulary activities with an explicit rime-based phonics method was prepared and used with the experimental group. The word study and vocabulary activities with no explicit rime based phonics method from Grade Three English textbooks was used with the control group. The intervention was conducted by the actual Grade Three English teachers who were trained by the researcher prior to the intervention. Both groups received two hours of extra lessons for 16 weeks. The effect of an explicit rime based phonics method on students‘ phonological awareness and word recognition outcomes was examined through the pre and post phonological awareness (PAT) and word recognition (WR) tests. The results of the pretest showed that there was no significant difference in the students‘ phonological awareness and word recognition outcomes between the groups. The results of the post-test in all cases revealed that there was a significant difference between the groups in phonological awareness and word recognition outcomes with the experimental group achieved significant improvements. The Cohen‘s d output showed that the magnitude of the intervention effect in the experimental group was large for all subtests and the total phonological awareness and word recognition outcomes. Besides, the result of linear regression analysis revealed that phonological awareness at onsetrime and phoneme levels and phonological awareness sub-skills/tasks such as rime blending, phoneme deletion and phoneme substitution were found to be important predictors of students‘ word recognition development.