Foreign Language and Literature

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A Deconstructionist Reading of Yismaeke’s Kibur Dingay and Yeogaden Dimetoch.
(Addis Ababa University, 2021) Birhan Mekuanent; Dr. Berhanu Matthews
The objective of this paper is to examine the binary oppositions, the inconsistencies, the notion of absence, and ambiguity of the novels. To achieve the objective of the study the research answers the role of binary oppositions and ambiguities in making new meaning of the novels, moreover the research shows the dominant inconsistencies and notion of absence in Kibur Dingay (Ore) and Yeogaden Dimetoch (Ogaden’s Cats). The study is based on textual and intertextual analysis; hence the researcher provides selective and relevant extracts from the novels for discussion after a repetitive critical reading. Moreover, a Biblical expression has been exemplified, and also it deals with the De-humanization of the current generation based on the deconstructionist point of view. In the research a highlight is given in the introduction about the relevance of theory of deconstruction to the study. A brief conceptual issue of deconstruction, which is formulated by Jacques Derrida, is discussed in the second chapter. In the third chapter analysis is made on the novels based on deconstruction theory. The dual nature of the characters: the Dog-man, the Cat-man and the Cat-woman create an ambiguity to exhibit how much the respected human being devaluates one’s own status and live as animals or below instinctive creatures those target only on sensational life. The inconsistencies, the notion of absence and the ambiguity emphasize as if the human being is created in the image and likeness of animals. In the conclusion, the findings of the research are presented briefly: Based on the notion of Derrida a focus is given to the marginalized and unprivileged term. Then the research reveals the binary oppositions and they have been already subverted to create new meaning: woman over man, animal over person, and nature over culture portray how the life of the current human beings is deteriorated. Hence, the center that of person, man and culture are brought into decenter; and also animal, woman and nature which are inferior terms are brought into superior to reveal how much the generation underrates one’s own status below human’s ethical standard. In the selected literary works the scrutinized notions of absences: absence of good life opportunity, absence of confidence and absence of reason show the reason why a person is changed into beast now a day. Moreover, the inconsistencies show the inadequacy of language to reveal the reality in the novels and also the ambiguous characters: the Dog-man, cat-man, Cat-woman show the high abstraction of the words that refer many meanings in the novels. Generally the finding shows that currently the animal kingdom is much better than human species.
A Feminist Reading in Selected Novels: a Comparative Analysis.
(Addis Ababa University, 2020-05) Tarekegn Abraha; Olga Yazbec (PhD)
The aim of the study is to comparatively analyze the societal representation of women in England in the 19th and 20thThe novels Emma and Persuasion by Austen deal with the position of women and their social expectations most of which are related to marriage. The protagonists of these novels represent a unique response to those expectations which are the products of their way of thinking. Jane Austen artistically reveals various gender discriminations in economics, education, marriage and religion. As to Austen expressed through her characters, gender discrimination happens because people think that men are better than women. The researcher’s intention, real aim of Austen is then to reduce gender discrimination through education and change the ways that people think about gender roles. century. The method of the study is textual, contextual descriptive comparative analysis. The study reveals the patriarchal assumptions on women, the extent of women stereotypes and subjectivity and the women’s’ selfhood in exercising agency against the males’ suppressive action on females. The researcher employs theories of Julia Kristeva and Toril Moi, post-structuralism literary feminism as analysis framework. In the novel, Women in Love the study analyses the composition of will to power between women and men characters. This thesis analyses the characters Gudrun and Gerald and their concept and competition of the will to power. The relationship between the characters in Women in Love basically portrays their significance, the will to power and the conflicts arising from dominating one another. It also considers women’s wise struggle to challenge the traditional male characters in their treatment of gender equality and their social status as a source of power and authority. Sons and Lovers first published in 1913 is Lawrence’s first most important novel which receives praise. The novel depicts the story of the Morel family, Mrs. Morel, in particular of Paul Morel. The story focuses on the problem of human relationships, chiefly relations between men and women, children and parents. The analysis focuses on how gender and sexuality become a central issue in the twentieth century’s society, and it reflects Lawrence’s attitude towards them. Finally the study concludes on the type of women’s advocacy on marriage through love and respect between husband and wife. The direct and indirect women’s agency in Persuasion, furthermore, male characters’ sexual ineffectiveness forced by women characters and the will to power which occurs between the men and women characters which are mainly reflected in Women in Love. This all are happened backed by females’ education and their economic independence
A Postmodernist Reading of Selected Ethiopian Novels in English
(Addis Ababa University, 2020-06) Liknaw Yirsaw; Berhanu Matthews (Asso. Prof)
This study has been designed to make a modest attempt which could add contributions on someof the practices that can make Ethiopian literature in English into its stature. In other words,this study has been attempted because researchers in most of the time are not zealous onEthiopian literature in English. The study has been employing postmodernism as a tool ofanalysis, for postmodernism is primarily inaugurated for giving fair attention for themarginalized literatures like Ethiopian literature in English. Therefore, the analysis in thisdissertation has been made on selected Ethiopian Novels in English in line with postmodern narrative strategies. Thus, the chief postmodern narrative strategies reflected in the novelsinclude; interrogating the historical, political, religious and cultural realities; magical realismin relation to fantasy, irony and blackhumour; metafiction, historiographic metafiction,maximalism, fragmentation, intertextuality and the denial of superior over inferior culturalpresentations. Therefore, the novels have been read in line with basic postmodern narrativestrategies. On top of their own differences, all the four novels are similar in relation to reflectingmajor postmodern narrative strategies. In simple terms, though there are some differences among the individual novels selected for the dissertation, they are equally appropriate to be readas postmodern texts.
A Study of Efl Teachers’ Teaching Efficacy, Attributions to their Teaching and their Perceived Effectiveness of CPD: PGDT Graduates in Focus.
(Addis Ababa University, 2019-11) Ebissa Dhaba; Anteneh Tsegaye (PhD)
Teaching-efficacy is a topic of significance in mainstream education and in ESL/EFL. Teaching-efficacy belief is an important concept in understanding teachers’ thoughts, decisions, feelings, behaviors, performance, and attitudes with regard to their students (OECD, 2008). Research in the educational domain confirms that individuals pursue activities in which they feel they will be competent, and avoid situations in which they doubt their capability to perform successfully (Pajares, 1992). However, EFL teachers, compared to learners, have not received enough exposure to English Language Teaching (ELT) literature and research (Akbari, 2008). Likewise, teacher attributions, particularly language teacher attributions, remained an unchartered territory that awaits further research (Tollefson and Chen 1988; Davis and Sumara 1997 and Peacock 2010). This study intended to explore PGDT graduates of EFL teachers’ levels of teaching-efficacy, the teachers’ success and failure attributions to their teaching performances, and their perceived- effectiveness of CPD activities in light of constrctivist paradigm by employing equally treated Mixed Methods Research (MMR) involving 204 EFL teachers for the survey questionnaires and 8 selected PGDT graduate EFL teachers for the semi structured interviews in 5 zones of Oromia Regional states respectively. To this end, adapting Social Cognitive Theory (SCT) model as a theoretical framework, EFL teachers’ levels of teaching efficacy has been explored in relation to ECMRA, ECAMS, ESPA, ETCLC, ESA, EAA, and CE following data generation through adapted scenario-based, Likert-scale ELT teacher efficacy Instrument (ELTEI). Similarly, the teachers’ success and failure attributions to their EFL teaching performances: namely Teacher Competence (TrC), Teacher Effort (TrE), Students’ Ability (StA), Students’ Effort (StE) and Institutional Support (InS). EFL teachers’ perceived-effectiveness of CPD was assessed on four sub-components: their views of CPD, methods of CPD they were engaged in, effectiveness of the CPD activities, and factors that affect their CPD activities. The overall finding of the EFL teachers’ level of teaching efficacy showed that there was mixed levels of teaching efficacy. The survey results showed that majority of the EFL teachers had the belief that they had moderately high levels of teaching efficacy. However, the qualitative data findings indicate that still some others had a doubt that they can handle or do efficaciously on each sub-components of ELTEI alongside their items to measure similar constructs. Particularly, the findings of the teachers’ survey questionnaire in efficacy in skills and proficiency adjustment(ESPA) and efficacy in age adjustment(EAA) sub-component of ELTEI are contrary to the findings of interview data results. The findings of both quantitative and qualitative methods were congruent that the teachers’ judgment of the effectiveness of ELT-CPD was moderate (M=3.45, SD=.28). It was found out that there is no relevant professional development offered, particularly EFL related themes in the CPD manual and the contents of the CPD activities lack language components to help the teachers improve their language skills. The finding indicate that teachers’ mean rating score on attributions TrC, TrE, StA and StE for success were higher than their mean score on attributions for failure. The interview findings, too, show that the EFL teachers attributed their success mainly to their efforts and their competence while they attributed the causes of failure in teaching to students’ poor background and lack of ability, lack of interest and motivation. Results from this study and follow up research enable enhanced understanding of EFL teachers’ teaching efficacy, and their attributions while engaging and/or and following any methods of CPD activities. Several important theoretical and practical implications for teacher development and policy-making in the EFL teacher education context have emerged from the present study.
A Study of the Practices of Teaching Reading Comprehension Skill: The Case of Grades 5 and 6 of Karalo Kindergarten and Primary School in Addis Ababa, Ethiopia
(Addis Ababa University, 2024-05) Misganaw Adane; Geremew Lemu (PhD)
The purpose of this study was to assess the practices of Teaching Reading Comprehension skill in grades 5 and 6 Karalo kindergarten and primary school in Addis Ababa. A descriptive research design was used to conduct the study, and the necessary data were collected through questionnaires, classroom observation, and interview. Then, the collected data were analyzed using both qualitative and quantitative methods. The study revealed that the reading performance of students’ was below the expected competencies at grade 5 and six levels. Moreover, the study revealed that the teachers did not measure reading performance at all and most of the teachers did not incorporate interactive discussions during reading sessions to enhance comprehension skills of the students. The findings further showed that guessing the meaning of an unfamiliar word from the context, and finding the central idea of a passage were some of the types of the reading difficulties among the grade 5 and 6 students. Based on the findings it is recommended that in order to improve the students’ reading comprehension skill; the students have to practice reading comprehension in the target language in the classroom, they have to participate in different activities in the classroom and they read perform reading comprehension at their homes. To this end, teachers also ought to play prominent roles to improve the students’ reading comprehension skill.
A Study on the factors affecting students’ English Language speaking skill in Dilber Secondary School in Addis Ababa: Grade Nine in Focus
(Addis Ababa University, 2024-08) Amsalu Biresaw; Hailom Banteyirga(PhD)
The purpose of this study was to investigate student related factors leading to speaking difficulties from both learners and their teachers’ perspectives. In order to achieve the objectives of the study, a descriptive survey study design with a mixed research method was used. The participants of the study were sixty grade nine students and three grade nine English teachers. Three grade nine English teachers and eight grade nine students for interview was selected by Purposive sampling technique. And fifty two students for questionnaire were selected in simple random sampling techniques. The data required for the study were gathered through questionnaire, interviews and classroom observation. The close ended questionnaire was analyzed by counting numbers and percentage quantitatively whereas qualitative data analysis was used to analyzed semi-structured interview and classroom observation. The study revealed that lack of adequate vocabulary ,lack of motivation, lack of confidence, anxiety, mother tongue use, lack of exposure to practice are the major factors that lead to poor performance in English speaking skills. Fear of making mistakes, fear of criticism, the tendency to shift to mother tongue and feeling shy and lack of motivation to express for themselves are some of the major manifestations of poor performance. Based on the research findings, recommendations were made. Teachers have to motivate their students to participate and develop confidence in speaking class. They should also give awareness and advice for students about speaking .They should encourage their students to express themselves in English both in and outside the school. The students should be given enough time to prepare and perform the speaking tasks. Teachers should motivate their learners by asking them to speak about issues that they are highly interested in.
Adapting Feature Films from Amharic Prose Narratives: Narrative Strategies in Focus.
(Addis Ababa University, 2020-04) Bezabhe Tesfahunegn; Tena Shale (PhD)
Studying the relationship between Amharic feature film adaptation and their source prose narratives is a neglected field of study in the academia of Ethiopia. The absence of study in the area in the academia of Ethiopia confirms the existence of the problem. The major rationale behind this study is to explore and analyze three narrative strategies, namely narrative time, voice and focalization, in adapting Amharic feature films from Amharic prose narratives. The study is conducted on two Amharic adapted films from two Amharic prose narratives. The two adapted films are ‗Yenegen Alweldim‟ directed by Abreham Gezahagn and ‗Kalkidan‟ directed by Shimles Abera and the two source prose narratives are respectively ‗EHAPA ena Sport‟ by Genene Mekuira and ‗Kalkidan‟ by Getachew Ayalkie. Qualitative literary analysis is employed by using narratology as a theoretical framework to analyze the aforementioned three narrative strategies in both the adapted films and in their source prose narratives. The approaches proposed by major narratologists, namely Gerard Genette ([1972] 1980), Seymour Chatman (1978 and 1990), Mike Bal (1985), David Bordwell (1985), Manfred Jahn (2003) and David Bordwell and Kirstin Thompson (2013), have been used to approach the applicatuion of the three narrative strategies and transference from the source prose narratives to the adapted films. Aspects of narrative time, namely order, duration and frequency, are analyzed and the results show that they play a crucial role as narrative strategies in the arrangement of the narratives of all the four texts. From the analysis of narrative voice, the study found out that different types of narrators (namely heterodiegetic, homodiegetic, extradiegetic, intradiegetic and metadiegetic narrators) are employed in the two prose narratives. Regarding the adapted films, the four fundamental elements of narrative film (namely mise-en-scene, cinematography, sound and editing) are the narrators. Thus, narrative voice is another narrative strategy in all of the four texts. From the analysis of focalization, the study found out that all of the aforementioned narrators of both the prose narratives and the adapted films are responsible in orienting the audiences‘ vision or access to the story worlds in all of the four texts accordingly. Hence, focalization is the third narrative strategy in all of the four texts. Then, the above findings reveal that the three narrative strategies are transferred from the source prose narratives to the adapted films and thus these narrative strategies transcend the boundary between genre and medium distinctions. Finally, the study also found out that these narrative strategies are omnipresent in all of the four texts in spite of their differences in genre and medium
Aesthetics Vis-A-Vis Didacticism With Special Reference to the Books of Isaiah and Jonah
(Addis Ababa University, 1999-06) Afework, Nahusenay; Admassu, Yonas (PhD)
This study is concerned with the relationship between 'aesthetics' and 'didacticism' in literature. How these concepts are used in criticism and their coexistence are dealt with concisely. It is an attempt to show how 'aesthetics' and 'didacticism' can go hand in hand in a work of art to have an impact on readers. Both the concepts, in their appealing and instructive natures, can help a literary work achieve its purpose when joined pertinently. On the whole, the research's attempt is to obviate the separation and accentuate the harmony between 'aesthetics' and 'didacticism'. Following this, how the aesthetics helps the didactic serve its purpose is also discussed in the paper. The concepts are entertained in relation to passages selected from the prophetic sections of the Bible. Excerpts from The Book of Isaiah and Jonah are analyzed in line with the concomitant relationship between the two concepts. The analyses are worked out to show how 'didacticism', instruction, becomes more effective when accompanied by 'aesthetics' or artistic beauty. It is in the manner of this research, then, to finally show on the ground of the analyzed passages that the two concepts are also intertwined in literary works, of which the Bible is considered one. It is attempted in the study to indicate evidently that, no matter how much distinction is put between 'aesthetics' and 'didacticism', there is an ample 'room' in the literary world to accommodate both as complementary to each other.
African Feminism in Selected Contemporary African Novels in English: A Comparative Approach
(Addis Ababa University, 2020-06) Mesfin Wodajo; Berhanu Matthews (Asso. Prof.)
The main aim of this research is to examine representation of women‘s issues in contemporary African Anglophone novels (published from 2000-2016) because such novels are not studied comparatively and comprehensively from African feminist perspectives. To this end, eight novels such as: Kintu (2014), Hiding in Plain Sight (2014), Ancestor Stones (2006), Season of Crimson Blossoms (2016), Coconut (2008), The Hairdresser of Harare (2010), Minaret (2005) and The Yacoubian Building (2004) are selected and analyzed based on African feminist theoretical framework. The result of the analyses shows that all the studied novels attempt to correct the misrepresentation of identities, experiences and burdens of African women by colonialism, neo-colonialism and Western feminism and call for inclusion of women‘s experiences and roles in post-colonial discourses. Particularly, two female-authored novels, Kintu and Ancestor Stones, go back to delineate the pre-colonial cultural history of their respective nation in comparison with the post-colonial contexts of their respective societies‘ view of women‘s roles and experiences; whereas the rest focus on contemporary issues of women in their particular societies or nations. Most of the examined novels reinforce African feminists‘ argument, which states that African women‘s movement for liberation should be based on African indigenous knowledge and culture, and through which they disclose and challenge various roots of women‘s suppression. All the novels share themes such as recognizing and transforming the notion of motherhood; decolonizing African women‘s culture and identity (except Minaret); maintaining a cooperative relationship between men and women through negotiation and compromise with the assumption of binary complementarity of male and female rather than binary oppositions. Although there are few weak and submissive women characters that agree with both patriarchal and colonial/neo-colonial oppression, many of the women characters in each of the above-studied novels are depicted as strong and progressive. These female characters endeavor to bring socio-cultural transformation by confronting poverty, post-colonial mal-governance systems and related amoralities with recognition of the significance of proper education for empowerment of women and their respective societies.
African Feminism in Selected Contemporary African Novels in English: A Comparative Approach
(AAU, 2020-06) Wodajo Woldemariam, Mesfin; Matthews, Berhanu ( Phd) Associate Professor
The main aim of this research is to examine representation of women‘s issues in contemporary African Anglophone novels (published from 2000-2016) because such novels are not studied comparatively and comprehensively from African feminist perspectives. To this end, eight novels such as: Kintu (2014), Hiding in Plain Sight (2014), Ancestor Stones (2006), Season of Crimson Blossoms (2016), Coconut (2008), The Hairdresser of Harare (2010), Minaret (2005) and The Yacoubian Building (2004) are selected and analyzed based on African feminist theoretical framework. The result of the analyses shows that all the studied novels attempt to correct the misrepresentation of identities, experiences and burdens of African women by colonialism, neocolonialism and Western feminism and call for inclusion of women‘s experiences and roles in post-colonial discourses. Particularly, two female-authored novels, Kintu and Ancestor Stones, go back to delineate the pre-colonial cultural history of their respective nation in comparison with the post-colonial contexts of their respective societies‘ view of women‘s roles and experiences; whereas the rest focus on contemporary issues of women in their particular societies or nations. Most of the examined novels reinforce African feminists‘ argument, which states that African women‘s movement for liberation should be based on African indigenous knowledge and culture, and through which they disclose and challenge various roots of women‘s suppression. All the novels share themes such as recognizing and transforming the notion of motherhood; decolonizing African women‘s culture and identity (except Minaret); maintaining a cooperative relationship between men and women through negotiation and compromise with the assumption of binary complementarity of male and female rather than binary oppositions. Although there are few weak and submissive women characters that agree with both patriarchal and colonial/neo-colonial oppression, many of the women characters in each of the above-studied novels are depicted as strong and progressive. These female characters endeavor to bring socio-cultural transformation by confronting poverty, post-colonial mal-governance systems and related amoralities with recognition of the significance of proper education for empowerment of women and their respective societies.
African Literary Texts and Language Based Approaches in EL T: a study of motivation
(Addis Ababa University, 1998-06) Daniel, Abiye; Michael, Haile (PhD)
The Ethiopian English language learner seems to be less fluent in the freshman class over the last couple of years. What appears to be the root cause of these low grades is the lack of motivation in the language classroom due to the neglect of culturally appropriate material and the absence of a language-based approach. This thesis attempts to explore the contributions of African literary texts to the language classroom arguing that a socio-cultural approach to language learning is more viable. Ethiopian English does not exist as an institutionalized variety, however, within a Pan-African perspective the Ethiopian learner can identify with African Literatures in English and begin from a familiar schematic reality. This authentic schema, apart from motivating the learner, will help in the efficient use of their top-down processing, a quality that at present is lacking. An understanding of African Literature is also approached through an attempt of it's definition from a historical perspective, an asset the language learner can call upon from his cultural competence and which also powerfully influences the rules of discourse in communication. Furthermore, African literature is based on the supposition that there is a constant interaction between social and linguistic aspects in regards to the understanding of language. Therefore the educational goal is based on the understanding of cultural assumptions in the classroom, and views culture as a process of understanding and tolerating different perceptions . African literature, in this thesis, focuses on problematizing major themes and therefore, stimulating discussion dependent on cultural awareness and based on dialogue and negotiation. African literature is therefore viewed as a stepping stone from which the Ethiopian language learner begins from and moves towards other forms of discourse, that is, from the familiar towards the unfamiliar. The learner approaches African literary texts from a language-based perspective with an emphasis on communication and negotiation as a bases for language awareness. In other v words, African literary texts are seen from three perspectives: as text, as message, and as discourse. African literary text as text enables the language learner to examine language as system, and through a stylistic analysis be able to explore the different levels of language. However, though description is a fundamental beginning towards a closer understanding , the learner has to move on to the next level of text as message. On this level the student explores meaning in text on the semantic level and understands how the writer transmits his message through language. The third and most important aspect however, is through interpretative procedures where text is seen as discourse and the learner's response is most valued, here a pragmatic understanding of meaning is explored. In this case meaning only exists with learners active engagement with the text and in the ultimate pursuit of communication. Communication in turn, develops a better understanding of language. As students are equipped with their schematic knowledge, bottom-up processing or explicit awareness of language is dealt with in the tasks. The tasks therefore, have a major role to play in language learning, firstly, they are a means through which the learner communicates and negotiates meaning- an educational value, and secondly the learner is exposed to a more explicit awareness of language- a pedagogic value. Based on the assumptions of African literary texts and language-based approaches, this thesis also explores the motivational factors that influence language learning. The researcher feels that by using African literary texts and a language-based methodology the language learner will be more motivated to learn a foreign language. Models exploring motivation are reviewed and a synthesis between a psycho-educational model by Lambert and a socioeducational model by Gardner seem to be most relevant for this research. In this approach, cultural beliefs have a great influence on individual differences of which attitude and motivation are a part. Attitude and the aspect of orientation, which includes integration and instrumentality , seem to have a direct influence on motivation and situational anxiety, influencing foreign language learning. The ultimate outcome of learning a foreign language is reflected on self-identity both in linguistic and non-linguistic terms. Therefore, African literary texts, based on the social milieu of the learners, seems to assure that self-identity and VI may probably help to motivate second language acquisition. However the Ethiopian situation is unique because English is used only as a medium of instruction, questioning whether the integrative motive is the most influential in language acquisition. To conclude, the researcher feels that the use of African literary texts in the language classroom with a focus on a language-based approach communication, can help to foster motivation and break the 'culture of silence' in the Ethiopian language learner.
African Literary Texts and Language Based Approaches in Elt: A Study of Motivation
(Addis Ababa University, 1998-07) Daniel, Abiye; Michael, Haile (PhD)
The Ethiopian Engl ish language learner seems to be less fluent in the freshman class over the last couple of years. What appears to be the root cause of these low grades is the lack of motivation in the language classroom due to the neglect of culturally appropriate material and the absence of a language-based approach. This thesis attempts to explore the contributions of African literary texts to the language classroom arguing that a socio-cultural approach to language learning is more viab le. Ethiopian English does not exist as an institutionalized variety , however, within a Pan-African perspective the Ethiopian learner can identify with African Literatures in English and begin from a familiar schematic reality. This authentic schema , apart from motivating the learner, will help in the efficient use of their top-down processing, a quality that at present is lacking. An understanding of African Literature is also approached through an attempt of it's definition from a historical perspective, an asset the language learner can call upon from his cultural competence and which also powerfully influences the rules of discourse in communication. Furthermore, African literature is based on the supposition that there is a constant interaction between social and linguistic aspects in regards to the understanding of language. Therefore the educational goal is based on the understanding of cultural assumptions in the classroom, and views culture as a process of understanding and tolerating different perceptions. African literature, in this thesis , focuses on problematizing major themes and therefore, stimulating discussion dependent on cultural awareness and based on dialogue and negotiation. African literature is therefore viewed as a stepping stone from which the Ethiopian language learner begins from and moves towards other forms of discourse, that is, from the familiar towards the unfamiliar. The learner approaches African literary texts from a language-based perspective with an emphasis on communication and negotiation as a bases for language awareness. In otherwords, African literary texts are seen from three perspectives: as text, as message, and as discourse. African literary text as text enables the language learner to examine language as system, and through a stylistic analys is be able to explore the di fferent levels of language. However, though description is a fund amental beginning towards a closer understanding, the learner has to move on to the next level of text as message. On this level the student explores meaning in text on the semantic level and understands how the wri ter transmits his message through language. The third and most important aspect however, is through interpretative procedures where text is seen as discourse and the learner's response is most valued, here a pragmatic understanding of meaning is explored. In tlus case meaning only exists with learners active engagement with the text and in the ultimate pursuit of communication. Communication in turn, develops a better understanding of language. As students are equipped with their schematic knowledge, bottom-up process ing or explicit awareness of language is dealt with in the tasks. The tasks therefore, have a major role to play in language learning, firstly , they are a means through which the learner communicates and negotiates meaning- an educational va lue, and secondly the learner is exposed to a more explicit awareness of language- a pedagogic va lue. Based on the assumptions of African literary texts and language-based approaches, this thes is also explores the motivational factors that influence language learning. The researcher fee ls that by using African literary texts and a language-based methodology the language learner will be more motivated to learn a foreign language. Models exploring motivation are reviewed and a synthesis between a psycho-educational model by Lambert and a socioeducational model by Gardner seem to be most relevant for this research. In this approach, cultural beliefs have a great influence on individual differences of which attitude and motivation are a part. Attitude and the aspect of orientation, which includes integration and instrumentality, seem to have a direct influence on motivation and situational anxiety, influencing foreign language learning. The ultimate outcome of learning a foreign language is refl ected on self- identity both in linguistic and non-linguistic terms. Therefore, African literary texts, based on the social milieu of the learners, seems to assure that se lf-identity and may probably help to motivate second language acquisition. However the Ethiopian situation is unique because English is used only as a medium of instruction, questioning whether the integrative motive is the most influential in language acquisition. To conclude, the researcher feels that the use of African literary texts in the language classroom with a focus on a language-based approach communication, can help to foster motivation and break the 'culture of silence' in the Ethiopian language learner.
Alienation in Three Amharic Novels: Fik'ir Iskä Mäk'abir, Adäfris and Kadmas Bašagär
(Addis Ababa University, 2002-06) Tarekegn, Misrak; Kifle, Yimer (PhD)
The aim of this thesis, "Alienation in three Amharic novels: Fik'ir iskä Mäk'abir, Adäfris and Kadmas Bašagär,'' is to explore the way human nature and social relationship are treated in the selected three novels from the perspective of Marx’s theory of alienation. By way of investigating the notion of alienation this research exposes how the consciousness of an individual formulates his/her world view that is the overall perception of one’s social position. In this regard an attempt has been made to show how the past controls the present and the extent of human freedom. In order to reveal these points the different aspects of alienation are displayed with subtitles such as, alienation of man from man, alienation from self, dereified consciousness, education and alienation and intellectual alienation. This study has five chapters. The introduction explains why the topic is chosen. It also shows the aim, method, scope and significance of the research. The second chapter reviews available studies that have relations with the research topic. This includes both published and unpublished works. In this chapter the framework of analysis is also presented, beginning from the etymology of the term alienation, its intellectual development, Marx’s concept of alienation and the application of the notion after him.
Amharic Polmcal Plays (1974-81) a Contextual Study
(Addis Ababa Universiy, 1997-06) Getahun, Zelalem; Gessesse, Asso. Prof Tesfaye
This research is done on the Amharic political plays that were written and performed from 1974 upto 1981. It studies them contextually. The 1974 Ethiopian revolution is the first of its kind in the history of the country. It has completely changed the socio-political system. Though the revolutionaries had cooperated in overthrowing the feudobourgeois regime, they started power struggle immediately after they succeeded to. At the time theatre was one of the instruments of propaganda used by the political groups which controlled the central power. Because of this plays, which treated contemporary political issues following the central government's agenda, dominated the stages for the next seven years. There are many researches conducted on the plays during the Derg regime. But none of them has studied the plays contextually. That is why this research is designed to study them so. The first chapter asseses the background. It revises the political situation of the time and the relation between theatre and politics before and after the revolution. The second chapter is devoted to the study of the scripts. Of the 3 I plays which this research is based on 9 are selected for analysis. They are categorised into four groups based on the issues they have treated as: protest plays, plays of political intrigues, war plays and plays on the economy. They are discussed in relation to the political situation. The third chapter focuses on the style of productions and the audiences' reactions. Dominant and new production styles used during the time are indicated. Besides an effort is made to assess the audiences' reactions, the plays' effect upon them and whether the plays succeeded the targeted aim.
An Assessment of English Language Needs of Undergraduate Engineering Students: The Case of the Institute of Technology at Hawassa University.
(Addis Ababa University, 2024-05) Kifle Meskelo; Dr Alemu Hailu
Previous research in the field of engineering has showed that English language is essential in the academic and professional lives of engineering students, and thus they need a good proficiency of English to become effective in their academic study and future workplace communication. However, engineering students at Hawassa University (HU) were observed to have pressing problems of English language proficiency and showed little interest in English courses taught to them. In principle, English courses at university level should be designed in a way to address the immediate and target needs of the specific groups of students. Nevertheless, at HU based on the Nationally Harmonized Modular Curriculum the same kind of general English (Communicative English Skills I&II) courses were offered to all first year students irrespective their disciplinary differences. The researcher strongly feels that among other things this could have significantly contributed to the lack of interest of engineering students in English courses at HU and to curb this problem a needs assessment study be carried out. Hence, the main objective of this study was to assess the academic and work-related English language needs of engineering students at HU and engineers at Hawassa Industrial Park (HIP) and to establish a syllabus framework that can better address their needs. To achieve the intended objective a cross-sectional survey research design was employed in order to identify the English skills and the target tasks needed for engineering study and workplace communication particularly at the foreign companies of HIP. Five instruments of data gathering were used to elicit the necessary information: namely, questionnaire data were collected from randomly selected 258 final- year engineering students, 87 engineering instructors, and 70 engineers working at HIP; semi-structured interviews were conducted with purposively selected 5 final year engineering students, 5 engineering instructors, 3 English instructors, 3 engineers and 3 foreign employers; IELTS test was administered for randomly selected 100 final-year engineering students from the four engineering faculties (25 from each), classroom observations and a brief evaluation of the currently in-use English course modules. Based on the quantitative and qualitative analysis of data, the following findings were identified. First, while all major English skills were important for engineering students’ academic study and ii workplace communication, reading and writing skills were of particular importance for engineering study at HU, and listening and speaking skills were especially required for engineers’ workplace communication in the foreign companies of HIP. Second, the most common and highly needed tasks for engineering study in each skill were: reading lecture notes, textbooks, lab manuals, project manuals and research materials; writing library assignments, lab reports, exam answers, design reports, internship reports and research reports; making the presentation and defense of their internships and research/project reports, presentation of course work assignments, asking and answering questions; listening to lectures, questions and answers, presentations and discussions, and online resources such as You tube videos. In the same way, the most common and highly required tasks for engineers’ workplace communication were: reading product manuals, safety signs and notices, training manuals, project documents and reports, business letters and e-mails; writing performance reports, job applications, product descriptions, project proposals and reports; speaking making technical conversations, making presentations, participating in meetings, giving trainings/seminars and talking on the phone; listening to instructions or advice, meeting discussions, and trainings or seminars. Regarding the English language problems, engineering students at HU had the most difficulty to carry out speaking and writing tasks particularly giving well-organized presentations of their works in class and writing coherent internship and research reports, and the engineers at HIP experienced more difficulty in writing formal business letters and formal reports and listening to English from native and hard-accented foreigners. Finally, the evaluation of the English course modules in-use was found to contain topics and tasks of general academic English and appear to address the identified academic and work-related English language needs of engineering students at HU and engineers at HIP only to some extent. Finally, based on the findings and conclusions, implications for English classroom use and syllabus design have been made.
An Assessment of Teaching Vocabulary Strategies Used by English Language Teachers in Agazi Secondary School: Grade Ten in Focus
(Addis Ababa University, 2024-07) Elfnesh Tesfay Reda; Taye Regassa(PhD)
The main purpose of this study was to assess the vocabulary teaching strategies used by English language teachers of Agazi Secondary School in Adigrat woreda, eastern Tigray Regional State .In order to address the research questions, a descriptive research design was used. A total of 52 grade ten students were selected purposively and two English language teachers, similarly selected, were involved. Three data-gathering tools namely a questionnaire to the sample students, classroom observation and interview for the sample English language teachers were used to collect data for the study. Frequency and percentage were used to analyze the data gathered from the questionnaire whereas qualitative data analysis was used to analyze the data obtained from classroom observation and interview. Thus, the results from the data revealed that an attempt was made to use various vocabulary teaching strategies to teach words. The English language teachers used the following vocabulary teaching strategies in class; teaching vocabulary through translation, teaching words through context clues and role-playing. However, there were lots of vocabulary teaching strategies like; teaching words through collocation, morphological analysis of the words, loud reading, the etymology of the words, teaching words through association, teaching words through crossword puzzle, videos, word formation and word mapping techniques, using teaching aids, models and real objects, word part’s (affixation) analysis and dictionary were not used by the English language teachers of Agazi Secondary School. Therefore, it is recommended that English language teachers should use or apply different vocabulary teaching strategies in class to teach words in addition to the strategies used in the current grade ten English textbook. And, textbook writers should consider the vocabulary teaching strategies included while designing vocabulary lessons. Higher educational institutions should also help teachers by providing continuous trainings on teaching strategies for vocabularies.
An Evaluation of the Implementationof Continuous Assessment of Efl Writing Skill at Sheraro Secondery School: Grade 9 in Focus
(Addis Ababa University, 2024-08) Desale Berhe Abrha; Seime Kebede(PhD)
The main purpose of this study was to evaluate the implementation of continous assessment (CA) in grade 9 EFL writing skill at Sheraro Secondary School of North Western Zone, Tigray Regional state. While pursuing this purpose, the research has tried to address four major research questions. These were (1) to what extent teachers do implement CA in writing skills at Sheraro secondary school? (2) What are the factors that hindered implementation of effective writing assessment? (3) What are the attitude of Sheraro secondary school teachers and students towards CA in EFL writing skills? And (4) what are the possible strategies that enable to mitigate factors affecting CA in EFL writing implementation in Sheraro Secondary School? In order to address these research questions, descriptive survey design method was employed. Consequently, the study considered one governmental secondary school from-the woreda through convenience sampling technique. By so doing, the study relied on 2 school principals, 5teachers and 3wereda education office (selected through purposive sampling) and 90 students (selected through systematic random sampling technique). Questionnaire, interview, document analysis and class room observation were the instruments used for data collection. The questionnaires were administered to students while the interview was undertaken with school principals, wereda education office and English teachers. The data obtained through questionnaires were quantitatively analyzed and interpreted in light of available literature and statistical package for social science (SPSS) was used to analyze the quantitative data. Whereas the information obtained through interview, documents analysis and observation were qualitatively described to supplement the quantitative data. The results of this study reveal that though the attitude of teachers and students toward CA in EFL writing was positive, the level of practice of CA in EFL writing was found to be low. Furthermore, shortage of time , lack of teachers’ commitment, lack of teaching resources, unavailability of facilities, teachers’ high workload, lack of teachers commitment , were among the factors that hindered the implementation of CA in EFL writing . It has been recommended that teachers should prepare the check lists to record students learning progress in implementing EFL writing and discuss with them. And creating awareness, consistent and intensive short-term and long-term training for teachers ‘commitment should be offered on the implementation of CA in EFL writing to improve their instructional practice in class room to overcome the challenges of implementation of CA in EFL writing. Besides, to solve the factors that hinder the proper implementations of CA in EFL writing skill, the school administrative body ought to create conducive environments that helps for teachers’ sufficient preparation and working time and provision of educational materials and resources to implement CA in EFL writing in their class.
An Evaluation of the writing tasks in the Grade Twelve English Textbook
(Addis Ababa University, 2023-06) Wegayehu Gebeyehu; Dr. Hailom Banteyirga
The main goal of this study was to evaluate and analyze the design accuracy of writing tasks in grade 12 English textbook and checking its alignment with the teacher’s guide and syllabus in the light of the current theories of communicative tasks by using Nuna’s (1989) framework; how well the writing tasks are structured and organized to be able to promote writing skills. Based on the fundamental elements of communicative tasks and the evaluation checklist for communicative tasks proposed by Nunan (1989), the writing tasks were selected and examined. The researcher employed a descriptive research design that combined qualitative and quantitative methods in order to accomplish this goal. The researcher used questionnaires, focus groups, and content analysis (Textbook analysis) for randomly chosen 50 students, and 3 teachers with access to census/available sampling technique. The study's finding showed that the majority of writing tasks fall short of many of the necessary requirements included in the checklist that allow students to express themselves in writing. The results also showed that while the objectives of the writing exercises are described clearly for students and teachers in the textbook. However, a few of the criteria for good objectives are not met by the majority of objectives and there is a lack of variation. Similar to this, the inputs are known to the students and meet their requirements and interests, but because there aren't enough suitable authentic resources and they aren't implemented properly, they don't offer enough information. Similar to this, the textbook's activities satisfy the requirements of being meaningful, purposeful and real-wordiness. However, they lack the use of pair and group work, motivational values, and authenticity; and they are severely constrained in their ability to include stages of tasks and topics that require advanced thought. Furthermore, the textbook, teacher's guide, and syllabus clearly define the role of the students and the teachers, delegating to the latter the roles of guiding, facilitating, and counseling while leaving the students with the full task. However, in a few exercises, the teacher's roles are not made explicit. Additionally, there is integration between writing tasks and other skills well more than half percent but the integrative tasks for each of the skill are not equally and fairly distributed and still, it needs more things to include in the writing task integration design. The alignment of the textbook with the syllabus as well as the teachers' guide has encountered issues. There are restrictions on how the textbook and syllabus align, as well as the teachers' guide. The lack of alignment in the two materials' communicative task components is evident when they are compared to the textbook. Finally, even though they don't greatly encourage the use of pair or group work, the activity settings are variable rather than predetermined. As a result, it is advised that textbook authors take into account the five fundamental elements of communicative tasks (goals, inputs, activities, roles, and setting), integration when designing tasks for course materials and keep the alignments of tasks design between students’ textbook with teachers’ guide and syllabus.
An Evaluation on the Literary Materials used in Teaching Reading: a Study on Grade 11 English Textbook
(Addis Ababa University, 2024-08) Andualem Gashaw Mokonnin; Balew Bogale (PhD)
The purpose of this study was to evaluate the appropriateness of literary inputs found in grade 11th English text book for teaching reading skill. To achieve the purpose of the study, an evaluation design was employed. For this sixty (60) grade 11 students and six (6) English language teachers were involved. The students were selected by using simple random sampling technique whereas the four English teachers were selected purposively. The data collection instruments used were text bo ok analysis, questionnaire, and interview. Text book analysis was used to see the overall appropriacy of the texts. Questionnaire was developed to gather data from the students. Moreover, an interview with English language teachers was used to cross check the inter-consistency of the data obtained from other tools. The data collected through questionnaire were analyzed by number, frequency and percentage quantitatively. The data collected from the text book analysis and the interview were analyzed qualitatively by narration. As a result, the findings of the study revealed that most literary texts are relevant means for teaching reading incase they are prepared considering different requirements related with not only students but also teachers. This means, teaching and learning reading through literary inputs is effective if the texts are free from language difficulty, cultural unfamiliarity, lengthy, etc.
An Examination of Present Practices of Teaching Reading Skills in English: The case of Kolfe Secondary School Grade 10 Students in Addis Ababa City Administration
(Addis ababa University, 2024-09) Alembirhan Berhe; Italo Beriso(PhD)
The study was conducted to investigate an important area of English language teaching and learning. It examined the present practices of teaching reading skills of English in grade ten at Kolfe Secondary School in Addis Ababa City Administration. To this end, a descriptive survey research method was used; simple random sampling technique was employed to select participant students while purposive sampling techniques was used to select participant teachers. Data were collected through questionnaires and classroom observations from a sample of 65 grade 10 students (out of 351 students) and 8 English language teachers. Data from classroom observations were analyzed qualitatively, whereas data collected through questionnaires were analyzed quantitatively by using descriptive statistics. The findings revealed that different factors adversely affected the teaching-learning of reading skill, like poor method of teaching-learning, insufficient time allotted to teach reading skill, absence of supplementary reading materials, and students’ low vocabulary background knowledge and interest. To solve the existing problems, it is recommended that English language teachers need to adopt innovative pedagogical methods and techniques that enhance students’ engagement in reading and comprehension, and school administration also need to provide sufficient reading materials to be read at library, strengthening after-school reading sessions and language clubs, and arrange seminars for teachers on innovative teaching reading skills.

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