Place names are vital language forms as they are entrenched with data about their ethnic origins. They are crucial linguistic, historical, geographical, and socio-cultural data sources. A growing body of evidence suggests that place names have been studied mainly from a semantic standpoint. Studies focusing on the morphological analysis of place names are limited. This denies onomasticians access to knowledge regarding the structures and processes forming place names in many languages. This paper examines the morphological aspects of Sukuma place names, mainly names of primary schools in Shinyanga Rural District, Shinyanga Region, Tanzania, to uncover their underlying structural patterns and the word-formation processes. The data for this study were 125 names of primary schools found in the Shinyanga Rural District, collected through the documentary review method. The collected names were subjected to morphological analysis by decomposing them into constituent morphemes to establish their structures and word formation processes. The findings indicate that Sukuma place names minimally consist of a noun or verb stem, though most are composed of a prefix and a noun or verb stem. The study further establishes that Sukuma speakers use inflection, derivation, and compounding strategies to form place names. The results of this study support the view that names, like other words in a language, have elaborate linguistic structures that can be analysed morphologically. It is concluded that the structure of place names is as significant as the motivational factors for place naming in determining or contributing to the meaning of a place name.
{"title":"A morphological analysis of Sukuma place names: A case of primary school names in Shinyanga, Tanzania","authors":"Peter Gonga Shigini","doi":"10.57040/jllls.v3i3.528","DOIUrl":"https://doi.org/10.57040/jllls.v3i3.528","url":null,"abstract":"Place names are vital language forms as they are entrenched with data about their ethnic origins. They are crucial linguistic, historical, geographical, and socio-cultural data sources. A growing body of evidence suggests that place names have been studied mainly from a semantic standpoint. Studies focusing on the morphological analysis of place names are limited. This denies onomasticians access to knowledge regarding the structures and processes forming place names in many languages. This paper examines the morphological aspects of Sukuma place names, mainly names of primary schools in Shinyanga Rural District, Shinyanga Region, Tanzania, to uncover their underlying structural patterns and the word-formation processes. The data for this study were 125 names of primary schools found in the Shinyanga Rural District, collected through the documentary review method. The collected names were subjected to morphological analysis by decomposing them into constituent morphemes to establish their structures and word formation processes. The findings indicate that Sukuma place names minimally consist of a noun or verb stem, though most are composed of a prefix and a noun or verb stem. The study further establishes that Sukuma speakers use inflection, derivation, and compounding strategies to form place names. The results of this study support the view that names, like other words in a language, have elaborate linguistic structures that can be analysed morphologically. It is concluded that the structure of place names is as significant as the motivational factors for place naming in determining or contributing to the meaning of a place name.","PeriodicalId":484466,"journal":{"name":"Journal of Languages Linguistics and Literary Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136038227","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}
The term "woodcutter" (also known as "melet" or "meletary") was used to describe someone who, when confronted with a difficult question, attempts to solve it in his or her own distinctive manner. As a result, the motto "Fake It Until You Make It" is linked to the student’s communicative expression. This phenomenological inquiry study explored the communicative strategies higher education students use. There were ten (10) key participants who were highly involved in this research: five (5) for in-depth interviews and five (5) for focus group discussion. The findings revealed the following communicative strategies used by the students: question terminating; topic shifting; and strategic answering. When it comes to the students’ application of communicative strategies in the classroom, the following themes are generated: lack of knowledge; uncomfortable situations; and getting called on by the teacher. Furthermore, based on the study’s findings, these are the essential themes formulated when asked about the factors influencing their communicative strategies: having no preparation, having anxiety, and being humiliated in front of classmates. With this, the school and the teachers must help achieve students' communicative competence in English by providing training on communicative strategies and creating an English-speaking environment (organizations such as Debating Club, English Club, etc.) and especially in the classroom, thereby officially showcasing communicative competence but with a friendly, safe, and accessible environment where mistakes are okay and open to positive correction with teachers and peers.
{"title":"Woodcutter, “Fake It till You Make It”: Exploring communicative strategies used by higher education students","authors":"Genesis Gregorious Genelza","doi":"10.57040/jllls.v3i3.482","DOIUrl":"https://doi.org/10.57040/jllls.v3i3.482","url":null,"abstract":"The term \"woodcutter\" (also known as \"melet\" or \"meletary\") was used to describe someone who, when confronted with a difficult question, attempts to solve it in his or her own distinctive manner. As a result, the motto \"Fake It Until You Make It\" is linked to the student’s communicative expression. This phenomenological inquiry study explored the communicative strategies higher education students use. There were ten (10) key participants who were highly involved in this research: five (5) for in-depth interviews and five (5) for focus group discussion. The findings revealed the following communicative strategies used by the students: question terminating; topic shifting; and strategic answering. When it comes to the students’ application of communicative strategies in the classroom, the following themes are generated: lack of knowledge; uncomfortable situations; and getting called on by the teacher. Furthermore, based on the study’s findings, these are the essential themes formulated when asked about the factors influencing their communicative strategies: having no preparation, having anxiety, and being humiliated in front of classmates. With this, the school and the teachers must help achieve students' communicative competence in English by providing training on communicative strategies and creating an English-speaking environment (organizations such as Debating Club, English Club, etc.) and especially in the classroom, thereby officially showcasing communicative competence but with a friendly, safe, and accessible environment where mistakes are okay and open to positive correction with teachers and peers.","PeriodicalId":484466,"journal":{"name":"Journal of Languages Linguistics and Literary Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854706","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}
The research aimed to examine the phonological processes in English and assess the knowledge of phonological sounds among college students. The study utilized authentic newspaper paragraphs in everyday language from the Sindh region as the primary material. Data was collected from 30 young college participants who demonstrated proficiency in both English and Sindhi phonetics, with a specific focus on Received Pronunciation. The findings revealed substantial differences in accents between native speakers and those speaking English as a second language. It was observed that Sindhi English can be regarded as a distinct variety within the broader spectrum of Pakistani English. The study underscored the significant influence of one's first language on their pronunciation of a second language. Native speakers were able to accurately produce sounds even when such sounds were absent in their first language.
{"title":"Comparative analysis of phonological processes in English reading among Sindhi and English-speaking college learners","authors":"Sarfaraz Ali, Agus Subiyanto","doi":"10.57040/jllls.v3i3.510","DOIUrl":"https://doi.org/10.57040/jllls.v3i3.510","url":null,"abstract":"The research aimed to examine the phonological processes in English and assess the knowledge of phonological sounds among college students. The study utilized authentic newspaper paragraphs in everyday language from the Sindh region as the primary material. Data was collected from 30 young college participants who demonstrated proficiency in both English and Sindhi phonetics, with a specific focus on Received Pronunciation. The findings revealed substantial differences in accents between native speakers and those speaking English as a second language. It was observed that Sindhi English can be regarded as a distinct variety within the broader spectrum of Pakistani English. The study underscored the significant influence of one's first language on their pronunciation of a second language. Native speakers were able to accurately produce sounds even when such sounds were absent in their first language.","PeriodicalId":484466,"journal":{"name":"Journal of Languages Linguistics and Literary Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918294","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}
Maina Wahome, Agus Subiyanto, Oktiva Herry Chandra
This research paper investigates the affixation and derivation processes in Swahili, a highly inflective and agglutinative language spoken in East Africa. Swahili defaults to SVO but allows for VSO or SOV word orders. The study's primary objective is to understand how Swahili words are inflected or derived, and the function of affixation. The research aims to enhance our understanding of the language's morphology and contribute to language learning and teaching methodologies. The study uses a descriptive-qualitative approach, collecting data from the Swahili dictionary, native Swahili speakers, and other relevant resources. Eight knowledgeable informants, native speakers of Swahili from Tanzania and Kenya, provide valuable insights. The researcher, who is also a native Swahili speaker, guides the data collection process. The research findings reveal that Swahili words exhibit affixation in the form of prefixes, infixes, suffixes, and circumfixes. The study also discovered that the key to successful Swahili derivation lies in utilizing stem words to create new words with distinct meanings or contexts from the same word class. Additionally, derivative morphemes were discovered as a result of the affixation process. In conclusion, the research contributes to our understanding of Swahili's morphology, particularly its affixation and derivation processes. The use of inflectional and derivational morphemes allows Swahili speakers to express complex thoughts and convey subtle nuances, making the language a rich and versatile means of communication and cultural expression. This research has implications for language learning and teaching, particularly for those interested in exploring Swahili word morphology.
{"title":"An analysis of Swahili verbal inflection and derivational morphemes: An item and arrangement approach","authors":"Maina Wahome, Agus Subiyanto, Oktiva Herry Chandra","doi":"10.57040/jllls.v3i3.470","DOIUrl":"https://doi.org/10.57040/jllls.v3i3.470","url":null,"abstract":"This research paper investigates the affixation and derivation processes in Swahili, a highly inflective and agglutinative language spoken in East Africa. Swahili defaults to SVO but allows for VSO or SOV word orders. The study's primary objective is to understand how Swahili words are inflected or derived, and the function of affixation. The research aims to enhance our understanding of the language's morphology and contribute to language learning and teaching methodologies. The study uses a descriptive-qualitative approach, collecting data from the Swahili dictionary, native Swahili speakers, and other relevant resources. Eight knowledgeable informants, native speakers of Swahili from Tanzania and Kenya, provide valuable insights. The researcher, who is also a native Swahili speaker, guides the data collection process. The research findings reveal that Swahili words exhibit affixation in the form of prefixes, infixes, suffixes, and circumfixes. The study also discovered that the key to successful Swahili derivation lies in utilizing stem words to create new words with distinct meanings or contexts from the same word class. Additionally, derivative morphemes were discovered as a result of the affixation process. In conclusion, the research contributes to our understanding of Swahili's morphology, particularly its affixation and derivation processes. The use of inflectional and derivational morphemes allows Swahili speakers to express complex thoughts and convey subtle nuances, making the language a rich and versatile means of communication and cultural expression. This research has implications for language learning and teaching, particularly for those interested in exploring Swahili word morphology.","PeriodicalId":484466,"journal":{"name":"Journal of Languages Linguistics and Literary Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437412","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：