Browsing by Author "Sebonde, Rafiki Yohana"

Now showing 1 - 5 of 5
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    A Study of the nature of morpho-syntactic errors in Tanzanian English language classrooms
    (The University of Dodoma, 2013) Sebonde, Rafiki Yohana; Biseko, John Misana
    This paper is designed to examine issues related to the nature of morpho-syntactic errors among secondary school students in Tanzanian English Language Classrooms particularly in the Dodoma region. Documentation was a research technique used to collect written morpho-syntactic errors from students’ exercise books while classroom observation technique was employed to collect data related to spoken students’ morpho-syntactic errors. The study revealed seven morpho-syntactic errors among the students including: errors related to wrong use of verbs, subordination and coordination errors, pronoun errors, preposition errors, double subject marking errors, determiner errors and plural formation errors.
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    Code-switching or lexical borrowing: Numerals in Chasu language of rural Tanzania
    (LAR Center Press, 2014) Sebonde, Rafiki Yohana
    This paper addresses the complexity in distinguishing the forms of code-switching, particularly single lexeme switches, from lexical borrowing through an analysis of the numerical system in Chasu language of Same District in Kilimanjaro Tanzania. The study of language contact in this context was conducted in a multilingual rural community wherein three languages co-exist; that is Chasu the host language, English and Swahili the donor languages. Borrowed and code-switched items are all features of bilingualism which appear to be identical in their initial stage, but with different endings. Despite these distinguishing criteria, it has been difficult to ascertain whether certain forms especially single lexemes from Swahili to Chasu can either be classified as code-switched or lexical borrowings.
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    Handling of morphosyntactic learners errors in Tanzanian English language classrooms
    (Academy Publication, 2013) Sebonde, Rafiki Yohana
    This paper examines issues related to morpho-syntactic errors among secondary school students in Tanzanian English Language Classrooms (ELCs). Specifically, the study assesses the corrective feedback techniques that teachers use to handle their students’ morpho-syntactic errors (both written and spoken errors). The data reveal that a total of four Corrective Feedback techniques are commonly used in Tanzanian ELCs. These techniques include focused Corrective Feedback, direct Corrective Feedback, indirect Corrective Feedback and metalinguistic Corrective Feedback. On top of that, it was discovered that teachers prefer the use of indirect Corrective Feedback when they mark written assignments while explicit and recast are the most applied techniques in handling students’ oral errors.
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    Personal naming practices and modes of address in the Chasu speech community
    (Nordic Africa Research Network, 2020) Sebonde, Rafiki Yohana
    This paper gives an account of sociolinguistic aspects of Chasu personal names and some ways in which they relate to the modes of address among the Vaasu people of Same District in the Kilimanjaro Region of Tanzania. It reveals that Chasu personal names are both linguistic and socio-cultural phenomena and are formed by both lexical and affixation processes. From the linguistic point of view, Chasu names demonstrate meaningful morphological and derivational processes that are linked to gender marking and hierarchy of birth. From a socio-cultural perspective, personal names are linked with circumstances surrounding the birth, such as time and day of delivery, place of birth, and natural events. This study describes how personal names are chosen and bestowed upon children, and how beliefs, values, social practices and human experience are reflected in the naming practices. This paper further demonstrates that names are not only labels for individual or group identification but are also inseparable from the modes of address and manner of expression in the Chasu speech community.
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    Translation techniques in the English-Kiswahili translation of agro-pesticide textsin Tanzania: relevance to the farmers
    (The University of Namibia, 2021) Matalu, Kulwa Yohana; Sebonde, Rafiki Yohana
    This qualitative study investigated the translation techniques used in the English-Kiswahili translation of agro-texts in Maswa District of Simiyu Region-Tanzania. The subjects for this study were translators, cotton farmers, farm input vendors, and agricultural extension officers. Through text analysis and interviews, the study revealed that transference, naturalization, descriptive equivalence and reduction are used as translation techniques. Other techniques include expansion, compensation, modulation, paraphrase, transposition and calques. The information translated through transference, calques, reduction and expansion could not easily be understood by the farmers. The rest of the techniques convey information in a manner that suits the farmers’ common understanding. The Kiswahili equivalent formation processes such as compounding and borrowing produced words that could easily be understood by the farmers. However, the equivalents formed through compression and coinage did not satisfy the needs of the farmers. To some extent, the translation techniques used in the sampled texts seemed relevant to the farmers. It is recommended that the impact of loan words or transferred words from the source language to the message in the target language and the way the readership perceives them should be examined.