Browsing by Author "Bogale, Yeshimebet"

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    Documentation and Grammatical Description of Zaysete
    (Addis Ababa University, 2017-10) Bogale, Yeshimebet; Heausing, Gerald (PhD)
    This study, Documentation and Grammatical Description of Zaysete, deals with the language of Zayse people which is called in Zaysete. Zaysete is a little documented East Omotic language spoken by 21,000 native speakers in the Southern part of Ethiopia. This study has two purposes. The first one is documentation and the second is grammatical description. The documentation is used as the base for the grammatical description. The methods used to collect the data include elicitation, oral texts of Zaysete, audio and video recordings. The study tried to document different genres of traditional folks and to make the grammatical description of Zaysete. In this thesis the phonology, morphology and syntax have been described. For the purpose of the annotation, all texts are presented in three line interlinear morpheme by morpheme glosses adopted from Leipzig Glossing Rules. In the phonemic inventory 26 consonant and 7 vowel phonemes, and 4 diphthongs are identified. Both vowel and consonant length is phonemic in Zaysete. Consonant sequences are allowed only in medial and final positions. Both open and closed syllable structures are identified. Two types of phonemic tones- H and L are documented. The tone patterns of nouns, verbs, adjectives and pronouns are described. The tone system of Zaysete has lexical and grammatical functional load. Tonological processes are also discussed. The phonological processes which are identified here are spirantization, vowel nasalization, homorganic nasal assimilation, aspiration, addition of vowels, metathesis on loan words, and labialization. Deletion of segments, gliding, and insertion of /ʔ/ are identified as morphophonemic processes. Under the morphology part both noun and verb morphologies are treated. The majority of simple nouns in Zaysete are disyllabic. Monosyllabic and polysyllabic nouns are also verified. All nominal (nouns, adjectives and numerals) show terminal vowels in their citation form. Compounding and nominalization are processes used to derive nouns from other word classes or from nouns themselves. Regarding inflections person, number gender and definiteness are discussed. An in depth investigation of both derivational and inflectional aspects of verbs are done. Passives, causatives, reciprocals, frequentatives and Inchoatives are forms of derived verbs In Zaysete. Grammatical inflections like person, tense, aspect and mood are discussed. Focus marking is only the characteristics of declarative sentences; however interrogatives, negatives and prohibitives are not focused. The focus marker is suffixed before any other grammatical inflections like person, tense; aspect and mood are suffixed to a verb. Moreover, other lexical categories like pronouns, adjectives, adverbs, conjunctions, numerals and postpositions are discussed. In the syntax part, the word order is described. The most frequent word order in Zaysete is SOV. The word order is not quite rigid. In Zaysete, declarative, interrogative, imperative and optative, and negative are distinguished as sentence types. The second part of the study deals with the documentation of Zaysete language. Audio and video data of the language have been documented. The documentation includes tales, legends, Interviews and children games. Annotation, transcription, gloss and translation have been done on ELAN software.
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    Teachers' and Students' Perception of Task-based Language Teaching Method and its Practice: The Case of Arbaminch College of Teacher Education
    (Addis Ababa University, 2009-06) Bogale, Yeshimebet; Abate, Haregewoin (PhD)
    This study was conducted in Arbaminch College of Teacher Education. The main purpose of this study were to explore college EFL instructors' and learners' perceptions of TBLT and to assess the degree they practice TBLT principles in their classes in the college context. The data were collected through questionnaires (for both Instructors and students), classroom observation and interviews (for both teachers and learners. Students' questionnaire, which has four parts, was designed based on the principle of TBLT and translated in to Amharic for easy understanding of the students. The questionnaire was given to all (12) Instructors of the college and 60 students who were randomly selected from 1st and 2nd year language students. The lesson observation was done on three different instructors with the help of co-observer, and the interview was administered with three instructors and four students (out of the total subjects of the questionnaire). The overall findings of the study showed that the majority of teachers and more than half of learners under the study had high levels of perception about Taskbased Language Teaching theories. However, the study conversely reveals that there is a clear mismatch between what teachers and learners perceive about the Task-based Language Teaching method, and about what they actually practice in EFL classes. Therefore, in order to avoid this mismatch training is necessary for instructors and students. Moreover, the concerned bodies should create suitable conditions, which are essential for the implementation of TBLT in the college.