Linguistics

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An Acoustic Analysis of Amharic Vowels, Plosives and Ejectives
(Addis Ababa University, 2011-09) Ado, Derib; Yigezu, Moges (Associate Professor)
This research set out to study the vowels, and pulmonic and ejective stops of Amharic, a South Ethio-Semitic language spoken in Ethiopia. Data from four males and four females was recorded at the Phonetics lab established at the Akaki Campus of Addis Ababa University using the Kay CSL 4400 multisignal acquisition and analysis device. The F0, F1, F2, F3 values of Amharic vowels in /tVt/ context were computed and presented. The F1-F2 plot of Amharic vowels showed that the so called ‘high central vowel’ was not really high, but high mid, and the so called ‘mid central vowel’ was found to be not mid, but low mid, close to the cardinal vowel [ɜ]. Thus a new four-height vowel system has been proposed based on the results of this study. Amharic vowels were found longer before voiced stops than before voiceless stops, and they were longer before singletons than before geminates conforming to attested patterns in other languages. A discriminant analysis showed that F1 and F2 alone could be used to classify with 86.7% accuracy, whereas the addition of F0 and F3 values in the discriminant analysis increased it to 90 % correct classification for all subjects collapsed across genders. Using Normalized values the classification results rose to 94 %. The acoustic analysis of stops showed that total burst duration and relative intensity came out strong in classifying stops by place of articulation. Bilabials had the highest classification results followed by velars and alveolars had the least classification results. VOT and spectral mean were the most important acoustic cues that classified voiced stops with a correct classification result of 94.9 % and voiceless stops up to 89 %. VOT alone was able to classify 81.4 % of the stops correctly. Jitter perturbation, spectral mean and voicing lag came out as relatively stronger acoustic cues that identified airstream. Nevertheless, classification using the numerical results of jitter perturbation, spectral mean and voicing lag did not produce expected results though it has been found that Amharic ejectives result in creaky phonation on the following vowel. Amharic ejectives have been found to have more characteristics of slack ejectives than of stiff ejectives.
An Acoustic Analysis of Fricatives Produced by Typically Developing Child and Adult Speakers of Oromo.
(AAU, 2019-03) Geshe, Dejene; Negesse, Feda(PhD); Jongman, Allard(Prof.)
The present study was aimed to investigate word initial and medial voiceless fricatives /f, s, ʃ, h/ produced by typically developing children between the age of 3 and 6 and adult speakers of Haraghe Oromo dialect. The study investigated whether fricatives were distinct as a function of noise duration, normalized amplitude, and spectral features. The work included fricatives both in singleton and geminate forms. The word initial fricatives were all in singleton form because word or syllable initial geminationation is not permissible in Oromo. The extent to which the sounds vary as a function of vowel context, speakers‟ age and gender in both phonetic contexts was investigated. Among the parameters analyzed, fricative duration, normalized amplitude and the first three spectral moments (spectral mean and spectral standard deviation and spectral skewness) were more effective to discriminate fricatives. But only the third spectral moment in the CV and VCV fricatives and the second spectral moment in the VCV fricatives distinguished all fricatives in terms place of articulation. The spectral kurtosis was the least or almost not robust cue to discriminate fricatives. Similarly, locus equation did not discriminate fricatives. The result supports the claim that locus equation is not a salient acoustic cue to distinguish fricatives.In the study anatomical, physiological and developmental or behavioral factors played roles to bring variations as a function of place, vowel, age and gender. Surprisingly, gender difference was observed at early age which has been speculated to be conditioned by developmental or behavioral factors. The difference between geminate and singleton fricatives was evident both in durational and spectral attributes indicating that the two phonemes vary temporally and physiologically. In the CV context the voiceless glottal fricative behaved predominantly like vocalic segments than consonants, especially in having highly elevated average measures of spectral skewness and kurtosis. Among all fricatives /s/ turned out to be the most resistant to coarticulation and the least to be classified by the linear discriminant analysis. This typical nature of the sound may indicate that it was the last to be acquired by children among the test fricatives.
An Acoustic Analysis of Vowel Duration in Wolaytta Doonaa
(Addis Ababa University, 2017-06) Elias, Firew; Ado, Derib (PhD)
This acoustic study investigates the vowels‟ duration of Wolaytta Doonaa, a language spoken in the south west part of Ethiopia, by the Wolaytta people. The vowels set for the analysis were delimited by the alveolar obstruent consonants‟ CVC frame. Each vowel comprising of short and long acoustic representations with both accented and unaccented equivalents were taken for the analysis. The duration of the vowels within the recorded sound files were separated and were measured with Praat script in milliseconds and analysis was made depending on the tongue height, gender, accent status and the adjacent consonants so as to determine their mean scores and degree of variations due to these impacts on their intrinsic and extrinsic durations. The results showed that the durations of the vowels of Wolaytta Doonaa have significant variation due to the tongue height and the tongue advancement, thus, as a vowel in Wolaytta Doonaa is lower, its acoustic duration is longer. In addition to that, women utter longer vowels than men do; plus, the accented vowels portray longer duration than their unaccented counterparts. Besides, the effectofpre-fortis clipping on duration of the short vowels wasnot attested in the finding, thus, the impact of post-vocalic voiceless obstruents on the duration of the preceding vowel was not significant.
An Acoustic Analysis of Vowel Duration in Wolaytta Doonaa
(Addis Ababa University, 2017-06) Elias, Firew; Ado, Derib (PhD)
This acoustic study investigates the vowels' duration ofWolaytta Doonaa, a language spoken in the south west part of Ethiopia, by the Wolaytta people. The vowels set for the analysis were delimited by the alveolar obstruent consonants' CVC frame. Each vowel comprising of short and long acoustic representations with both accented and unaccented equivalents were taken for the analysis. The duration of the vowels within the recorded sound files were separated and were measured with Praat script in milliseconds and analysis was made depending on the tongue height, gender, accent status and the adjacent consonants so as to determine their mean scores and degree of variations due to these impacts on their intrinsic and extrinsic durations. The results showed that the durations of the vowels of Wolaytta Doonaa have significant variation due to the tongue height and the tongue advancement, thus, as a vowel in Wolaytta Doonaa is lower, its acoustic duration is longer. In addition to that, women utter longer vowels than men do; plus, the accented vowels portray longer duration than their unaccented counterparts. Besides, the effect of pre-fortis clipping on duration of the short vowels was not attested in the finding, thus, the impact of post-vocalic voiceless obstruents on the duration of the preceding vowel was not significant.
Acquisition of Oromo Phonology by Typically Growing Children
(Addis Ababa University, 2019-07) Negese, Tariku; Negesse, Feda (PhD)
This study investigated the phonological acquisition of typically growing Oromo speaking children aged 3;0- 5;11 years. For the study, forty-eight children were selected from the western part of its speakers. Since Oromo lacks information about developmental norms, the study intended to describe the order and age at which Oromo sounds are acquired; patterns followed to acquire clusters, syllable shapes employed at different ages, and the types of phonological processes manifested. An experimentation technique was mainly employed for the data collection using an elicitation method. The speech samples were recorded and transcribed using the IPA symbols and conventions. An Optimality Theory was employed to analyze creative alterations at different ages. The findings imply that the acquisition of Oromo phonemes comes about relatively early. At age of 3;0 most of the consonants and all the five vowels were acquired although bilabial stop, some alveolars such as fricative, ejectives, and flap were still developing and are refined after the age of 4;0. Evaluating the children’s accuracy on the basis of sex at the same age, the study revealed no significant difference among males and females. PVC measures are entirely greater than PCC at all ages, for the participants acquired vowels very early. An unusual observation arising from this study was children acquiring the language hardly ever reduced word medial clusters at the age under investigation. They often used a strategy of systematic substitution considering the sounds’ sonority index. Indeed, they select the second member (C2) of the clusters (the consonant making an onset of the subsequent syllable) and replace with (C1) by making some adaptations. The adaptations take two levels of assimilation: complete assimilation at first resulting gemination and reducing the degree of assimilation to partial. Theoretically, this happens when the markedness constraint (CodaConD) outranks faithfulness. In the speech of these children, error patterns arising from their development were mainly sound preference substitution.As to the syllable, children in this sample were able to produce all the language’s syllable shapes and multisyllabic words approximately at three years of age. Normally, the type of speech production patterns noted in the children considered appear to be diversified; most of the patterns are age-appropriate and cross linguistically universal though others are language-specific. For instance, acquisition of most of the phonemes before the age of three is universally accepted even if the acquisition of the languagespecific sound (the implosive) occurred very early, contrary to what is anticipated. In addition, patterns of fronting, backing, devoicing, FCD, and lateralization were similarly regarded as universal patterns marked in the language. However, the pattern of making the process eminent was perceived to be language-specific. Generally, the study findings contributed some points to theories of phonological acquisition and universality hypothesis. Keywords: Oromo, acquisition, phonological processes/simplification, syllable shape, Cluster
Afan Oromo as a Medium for Science Subjects The Case of Ghimbi Schools
(Addis Ababa University, 2009-06) Biratu, Wondimu; Mazengia, Shimelis(PhD)
Until recently, Afan Oromo was not a medium of teaching and learning in public schools. Currently, the language is, however, serving as a medium of learning in most primary schools of Oromia. This study investigates the effect that the use of Afan Oromo as a medium of learning for science subjects bears on student performance. The research, which was conducted on the second cycle of two primary schools of Ghimbi town, particularly on grades 7 and 8, attempts to compare achievements resulting from learning science in Afan Oromo with learning science in English. The finding of the study indicates that the majority of the respondents opted for Afan Oromo as a medium of instruction for science subjects in grades 7 and 8. However, with regard to their achievements, they are neither advantaged nor disadvantaged. It was found that they have no problem in using Afan Oromo as a medium for learning science subjects. At the secondary level, particularly in grades 9 and 10, the competency of the students in English has been found to be low. For instance, it was reported that they have a serious problem of understanding TV lessons offered in English. Based on the findings, the study recommends that improving the capability of Afan Oromo as a medium for science subjects should be given due attention. Besides, effort must be made to improve the competency of students in the English language in view of the fact that the language is so important for future opportunities. The inadequacy of teachers and textbooks in terms of both quantity and quality is another problem that needs to be addressed. Furthermore, taking the concern transpired during the research undertaking, the study suggests that private colleges and teachers teaching colleges need to revise their curriculum in order to provide adequate training for their trainee.
Amharic DBpedia Extraction
(Addis Ababa University, 2015-03) Getahun, Biniyam; Yimam, Baye (Prof.)
Knowledge base is a technology used to store complex structured and unstructured data used by computer. Today, most knowledge bases cover just particular domain that is created by a small group of knowledge engineers because building general domain base knowledge is cost ly and time taking to cover a ll domains. Wikipedia has developed into one of the focal knowledge so urces for everyone and is kept up by a large number of contributors but its structure has some issue to use as knowledge source. The DBpedia project goes for extracting in formation based on semi-structured information by presenting Wikipedia articles, interlinking it with other knowledge bases, and publishing it as RDF triples openly on the Web. So far, the DBpedia project has succeeded in creatin g one of the largest knowledge bases on the web data, which is used in many applications and research prototypes. DBpedia extraction is extracts structured data (RDF) from Wikipedia. This study describes the effort to extract Amharic DBpedia. During the extraction process, the extraction design present by considering Amharic language. The tool used to extract Amharic DBpedia is 118n extract ion framework. The result shows more than quarter million Amharic RDF trip les extracted. In addition to this achievement, the improvement of Amharic Wikipedia infoboxes could increase the quality of extracting RDF triples. The result also shows extracting Amharic DBpedia is applicable and the language can be a part of the internationalized DBpedia chapter. Even if the study shows encouraging results, there are some remaining work needs to be done to get full Amharic DBpedia chapter. Abstract and homepage extractions must include having a full version of Amharic DBpedia chapter. Live base DBped ia extraction can be a considerable in the future work because it can get dynamic knowledge from Wikipedia and has a capability to deliver in stant RDF triples. Building Amharic knowledge bases, including Amharic DBpedia RDF store helps in order to facilitate access and querying structured data. Furthermore, the Amharic triple store can be knowledge source for NLP tasks and web applications. Keywords: DBpedia, 118n Extraction fram ework, RDF, Semantic Web, Wikiped ia.
Analysing The Discourse of Tour Guiding Communication: The Case of Lalibela Rockhewn Churches
(Addis Ababa University, 2015-06) Wedaj, Shegaw; Alemayehu, Tibebe (Associate Professor)
This study has aimed to analyse the discourse of tour guiding communication. Specifically, an attempt has been made to describe the way local tour guides of Lalibela view the required discourses for tour guides; to investigate the ways local tour guides discursively construct and represent the rock-hewn churches of Lalibela; to identify challenges that local tour guides experience in representing and communicating the rock-hewn churches of Lalibela to foreign tourists; and to find out strategies employed by local tour guides to overcome communication challenges. To address these issues, data have been collected through interview and video recording of the actual guiding practice. Both the interview and video data have been first analyzed thematically. Then, discourse analysis which is considered as both theoretical and analytical framework has been employed in the analysis stage of the study. Specifically, conversation analysis, speech act theory and critical discourse analysis which are considered as different approaches of discourse analysis have been used to describe, interpret and explain the data. The study findings have showed that local tour guides of Lalibela view the discourse of tour guiding communication at the rock-hewn churches of Lalibela as religious information, participants with different cultural and linguistic backgrounds and prescribed rules and norms of behaving. As a result, religious knowledge, language ability, cultural awareness and good code of ethics have been found as major requirements for local tour guides of Lalibela. Besides, the findings have showed that local tour guides of Lalibela attempt to discursively construct personal identity, destination significance and connection of the destination to other relevant things. The findings have further showed that tour guides have experienced language and culture related problems in their tour guiding practice. While, pronunciation, word choice and grammar have been found to be typical language related problems, nonverbal acts performed by tourists in and around the churches are major challenges for local tour guides of Lalibela. In order to cope up with such challenges, tour guides are found to employ different strategies. Simplification, compensatory and avoidance strategies have been employed to overcome language related problems, whereas providing tourists with cultural orientation has been found to be a remedy for problems related to cultural differences.
Analysis of appropriateness and us age of physics terms in grade seven band eight students 'physics textbooks: Focus on Oromo
(Addis Ababa University, 2010-06) Legesse, Tekabe; Morgan, Mike (PhD)
Theintentionofthepaperistoassesstheappropriatenessandusageofphysicstermsingradesevenandeightstudents'physicstextbooks.Toachievethisobjective,arangeofdatagatheringtoolswereemployed.Bothqualitativeandquantitativedatawereconsidered.Textanalysiswasusedtocollecttermsinstudents'physicstextbooks.Questionnairesandinterviewswereutilizedtogatherinformationfromthepeoplethathavedirectcontactwiththeterms.Basedontheconceptoftermformationandfactsaboutconceptofterms,someprinciplesandguidelineswereadopted.Theguidelineswereusedasscreeningdevicestoappraiselinguisticandconceptualappropriatenessoftheterms. Theanalysesofthetermsrevealthattherearetermsthatareunnecessarilyborrowed,lackpotentialderivatives,orthographicallyinconsistent,lackmotivation,synonymous,ill-definedandnonequivalent.Presencesofstrangesoundconfiguration,conceptuallyambiguousterms,difficultyofunderstanding,lackofcooperationamongtermdevelopersandtermusers,mismatchbetweentermsandtheirrespectivesymbols,lackofdialectalcomprehensivenessaresomeofthechallengesidentifiedsofar.Nonetheless,thefindingindicatesthatterm-relatedproblemshavelittleimpactonstudents'interesttowardsthesubject. Theresearchersuggeststherevisionoflinguisticandconceptualappropriatenessoftheterms,collaborativeeffortsamongvariousstakeholders,re-examinationofwaysofpresentationoftermsinthetextbooksandreconsiderationofmeansofminimizingtheimpactofterm-relatedproblemsonstudents'understanding.
Analysis of Linguistic Contents in Grades 5-8 English Textbooks of the Curriculum of Oromia Regional State: Focus on Grammar Contents
(Addis Ababa University, 2010-09) Teresa, Eba; Yimam, Baye (Professor)
The study was designed to evaluate the grammar contents of English textbooks of grades 5-8 in Oromia Regional State. The evaluation includes grammar exercises, explanations of rules, selection, sequencing, repetition of items and difficulty level of the contents. To conduct the study, a purposive sampling technique was used to select the textbooks, the schools and the teachers, and content analysis was also employed. Four English textbooks (grades 5-8), 32 classrooms (from 8 schools) and 143 English teachers were selected for the study. The study revealed that the contents of the textbooks are selected in line with the social and environmental backgrounds of the students. However, the exercises in the books lack clear instructions, contexts and exhaustive questions that are relevant to particular lessons. There are also shortages of explanations about the grammar rules presented in all of the textbooks. The findings also show that the sequencing of the grammar contents is adequate in that there is a single grammar rule presented at a time. However, many grammar items are not repeated in subsequent units and grades. Moreover, there is little attention paid to grammar contents of the whole textbooks, and many grammar items such as tag questions and answers, nominals, phrases and clauses that need to be taught to primary school children are not addressed in the books. Furthermore, the study shows that there are no grammar summaries/reviews, glossaries, and activities in any of the textbooks.
Analysis of Spelling and Grammar Errors of Teaching Materials Prepared For Afan Oromo Students in Haramaya University
(Addis Ababa University, 2010-06) Belda, Fikadu; Cohen, Gideon (PhD)
The main purpose of this study is to analyze spelling and grammar error of Afan Oromo modules prepared in Haramaya University. The study identifies the types and causes of spelling and grammar errors which are found in the modules. It also focuses on the impacts of the errors on the students and means of minimizing the causes of the errors. Three data gathering tools were utilized for this purpose: text analysis, questionnaire and interview. Text analysis was used to identify and classify spelling and grammar errors in the modules. Questionnaires and interviews were employed to gather data from the respondents. Both qualitative and quantitative methods of data analysis were used to analyse data obtained through these tools. Questionnaire was used to collect information from third year section ‘A’ Afan Oromo students. The selection of this section was random. Moreover, nine Afan Oromo teachers were interviewed. The finding of the study depicts the existence of spelling errors such as omission, addition, analogy, substitution, transposition, spacing, inconsistency and unclassifiable error types. Correspondingly, grammar errors such as incorrect use of connectives, case markers, parallel constructions, agreements, prepositions and tenses were identified. The use of fragmented sentence was also identified. The findings also reveal that these errors affect students' understanding in different ways. Moreover, carelessness and lack of knowledge which results from absence of practice, good Afan Oromo academic background and sufficient experience were found to be the causes of the errors in the modules. Thus, the researcher recommends revision of the modules, training teachers involved in modules preparation, giving adequate time for module preparation and preparation of the modules by experienced teachers.
Analysis of Tone in Oromo
(Addis Ababa University, 2003-06) Bulti, Habte; Yigezu, Moges (PhD)
Tone is an important phonological phenomenon in Oromo. It distinguishes the meanings of lexical items and signals some grammatical functions. It has not been studied in detail so far. Thus, the aim of this study is to describe and analyse it. The study is organized into four chapters. Chapter one presents a brief overview of the phonology. It also presents the review of previous studies which are relevant to the present study. Chapter two deals with the significance of tone and its lexical and grammatical functions. It also presents toneless morphemes, floating tone and tone stability. In addition, it discusses the possible tonal patterns in the language. Chapter three treats tonal processes such as tone assimilation, tone spreading, tone absorption and tone copying. Chapter four presents the summary and conclusion of the study
Analyzing first Cycle Primary School Textbooks for Diversity Contents: Its Implication For A Multicultural Reform The Case of Addis Ababa
(Addis Ababa University, 2008-07) Getnet, Zelalem; Sahilemariam, Getachew (PhD)
This study analyzed selection of primary school first cycle Amharic and Social Studies textbooks for grades 1–4 published in Addis Ababa Administrative Region by means of both qualitative and quantitative analysis of text and illustrations in order to analyze their contribution to social cohesion. The purposes of this research were to determine, whether textbook contents reflect the multiethnic nature of the society, and if multiculturalism’s principles are observed, i.e. if diversity issues are infused into textbook contents and, if textbooks effectively contextualize and exploit diversity and multicultural concerns. Measurable categories were developed for the analysis based on existing literature. The findings of the study indicated that textbook contents most portray groups whose ethnic and cultural background is Undeterminable (Common). Next to the Common/Undeterminable ethnic category, the Amhara and the Tigraway ethnic groups are highly visible where as the Oromo and the Gurage are sometimes found to be underrepresented. Other ethnic groups are very insignificantly mentioned in the contents of both Amharic and Social Studies textbooks. It was also found out that the number of pages devoted to diversity and multicultural concerns is very insignificant as compared to the total pages contained in textbooks and that most contents discussing diversity and multicultural issues are segregated to specific chapters and subchapters. The study also revealed that major diversity and multicultural issues are poorly contextualized and inefficiently exploited.
Anyuaa Oral Prose Narratives; Ethnic Genres and Social Functions
(Addis Ababa University, 1976) Tasew, Bayleyegn; Azeze, Fekade (PhD)
This thesis is concerned with studying the oral prose narratives of Anyuaa society, one of Ethiopian Nilo- Saharan groups bordering the Sudan. The major problem of the research arises from the need for paying due attention to study and appreciate the indigenous ways of catagorizing folklore in general and oral literatures in particular in various parts of the country. Thus, identifying the logical principles underlying the Anyuaa systems of generic classification of oral prose narratives, describing the distinctive features of genres and showing their most recurring social functions in the society are the main objectives of the study attained through descriptive methods of literary analysis. By so doing, the research contributes to the future tasks of categorizing oral prose narratives on national level or a larger scale. Folklore data within their social contexts are made apposite to the goals to be achieved and problems formulated. Therefore, the study depends primarily on extensive fieldwork A total of 118 narratives have been recorded using the methods of observation, interview and focus group discussion through survey, depth, local and incidental research projects. With the purpose of maintaining the contextual meanings conveyed by the source language, "word-for - word," "free" and "dynamic equivalent" translations have been employed and then validated by knowledgeable natives. After a close examination, selection, and interpretation of data, the research come up with the following original findings. (1) Three genres of oral prose narratives exist in their own rights as integral parts of the whole system of Anyuaa culture sharing common social functions identified as perpetuating culture, justifying social norms, controlling deviations, maintaining societal value systems, enculturing the youths through entertainment (2) Generic names are designated as the" Leere" , the "Wae" and the " Angade" in their local language. (3) The research also arrives at three indigenous principles with which the natives themselves make use of in delineating genres of oral prose narratives identified as (a) cultural meanings of generic names (b) narrative contents, and (c) performer's age. (4) Genres are actualized in seven natural contexts determined by the purposes of institutionalized or incidental social actions.
Aspects of Dauro Phonology
(Addis Ababa University, 2010-06) Negese, Tariku; Seyoum, Mulugeta (PhD)
This research provides some aspects of a description of Dauro phonology; a language with half a million speakers in Ethiopia. However, even though no exclusive phonological works are available on the language some authors tried to give an overview of the sound system as an introduction to their works. Consequently, in several publications I found inconsistent segmental inventories of the language. On top of this, supra-segmental features are less emphasized. In view of that, this study intends to deal with the language’s sound system with no particular emphasis on any phonological theory, but provides a general description of the language’s phonological aspect for linguists from diverse backgrounds. Thus, classifying the major analysis into two, (chapters two and three) this thesis makes some brief description about aspect of the segments in chapter two and the supra-segmental features in chapter three. Finally, the theme of the thesis is summarized in chapter four. Hence, this work presents the vowel and consonant phonemes employed in the language. Additionally, features of each segment of the language are pointed out. An attempt is also made to identify the syllable structure and the way the language syllabifies its words. In addition, phonotactic restrictions on segments as well as possible clusters of consonants in the language are also provided. Furthermore, the tone system and its functions are highlighted
Aspects of Phonological Development in Sidaamu Afoo Speaking Children
(Addis Ababa University, 2015) Lojie, Demeke; Messele (PhD), Abebayehu
This study tries to describe the phonological developments noted in Sidaamu Afoo speaking children. The research took a descriptive design, employing perceptual phonetic and phonological analysis. Data was collected from 6 children aged between 3; 6 and 5; 0 years. The data were collected by having the children repeat lists of single-words and sentences. The repetition tasks were supplemented by pictures describing the words and sentences that the children were supposed to say following the research's utterances. Spontaneous continuous speech were also recorded by having the children tell stories, narrate activities, etc. SONY digital tape and video recorders were employed to capture audio and video signals, as the chi ldren talk. Data collection was carried out in two domains: at home and school. The data were first recorded orthographically and then transcribed using IP A and ExtIP A, when deemed necessary. The data were first analyzed individual ly, i.e., evclY child's phonological profile was analyzed and presented as separate case studies. The common speech production features were grouped together and presented as summaries of the phonological processes attested in the children. Attempts were also made to compare the results of the present study with other reports in the literature. The findi ngs of this study showed that although most of patterns of phonological dcvclopmcnts observed in Sidaamu Afoo speaking children are also common in other languages, there are still some language specific features that are particular tG individual languages. These differences mainly arise from the fact that languages differ in their phonemic inventories, phonotactic tules, and even overall phonological systems. An example of language specific-feature noted in Sidaamu-Afoo speaking chi ldren, i.e., feature not reported for other languages, is the ejectivisation of the implosive /efl, i.e., realization of /efl as [1']. This pattern was noted in most of the children, implying that, although ejectives and implosives are both glotta lic sounds, ejecti visation appears to be eas ier for children to acquire first than implosives. This relates to the additional physiological efforts and aerodynamic complexity that implosives require to be produced. Thi s study is by no means complete and conclusive and in fact suffers from generalizations and shallow analysis. It is just an attempt to describe an aspect of the phonological development of the children in question. But, it is hoped that the study can be a preliminary ground for fu rther research to build up on.
The Assessment of Advantage and Disadvantage of English as Medium of Instruction in Primary Schools in the Case of Holy Saviour and Nazareth Schools.
(Addis Ababa University, 2011-03) Eshetu, Ketemaw
English which is a prominent international language is taught and learn as an important second foreign language in many countries. Our country Ethiopian has also made it a part of her educational system and used it as medium of instruction in secondary and tertiary level (grade 7 up to college and universities) Jor a long period of time, but nowadays most of private schools used English as medium of instruction for first cycle (1-4) elementary schools and also for second cycle (5-8). \ . So the purpose of this study is to asses the advantage and disadvantage of English as medium of instruction in first cycle primary schools in Addis Ababa and suggest possibie solutions to the problems that may impede the medium of instruction. To this end the research employed a sUI vey descriptive research methodology. The sample consists of two private elementary schools those are used English as medium of instruction. The sample schools and woredas regarding to the respondents 209 students, ninty Jam ilies, fourty one teachers and two woreda and sub city experts using systematic simple Random method respe,ctively. The teachers, students and their family made to fi ll in the questionnaire. Furthermore, interview was held with .selected two experts cluster supervisors from woreda and sub city education offices. The data colelcted were anslysied (quantitatively and qualitaively) using percentages and decriptive phrases. The results indicate that English medium is " advantagous Jor many aspects in teaching-learning process, such as providing acadamic understandability, it's intersting while in teaching and learning process for teachers and pupls, it's also acepted by tI Le students family, and it makes the pupils active participant in class , but tl tere are problems for its success such as, lack of text books, reference mat rials and other teachingEnglish which is a prominent international language is taught and learn as an important second foreign language in many countries. Our country Ethiopian has also made it a part of her educational system and used it as medium of instruction in secondary and tertiary level (grade 7 up to college and universities) for a long period of time, but nowadays most of private schools used English as medium of instruction for first cycle (1-4) elementary schools and also for second cycle (5-8). So the purpose of this study is to asses the advantage and disadvantage of English as medium of instruction in first cycle primary schools in Addis Ababa and suggest possibie solutions to the problems that may impede the medium of instruction. To this end the research employed a sUI vey descriptive research methodology. The sample consists of two private elementary schools those are used English as medium of instruction. The samp e schools and woredas regarding to the respondents 209 students, ninty fam ilies, fourty one teachers and two woreda and sub city experts using systematic simple Random method respe.ctively. The teachers, students and their family made to fi. ll in the questionnaire. Furthermore, interview was held with selected two experts cluster supervisors from woreda and sub city education offices. The data colelcted were anslysied (quantitatively and qualitaively) usmg percentages and decriptiue phrases. The results indicate that English medium is " aduantagous for many aspects in teaching-learning process, such as providing acadamic understandability, it's intersting while in teaching and learning process for teachers and pupls, it's also acepted by tl Le students family) and it makes the pupils active participant in class ,but tJ (ere are problems for its success such as, lack of text books, reference mat rials and other teachinglearning materials like manuals and suplementary materials are absent in the school and using teaching materials which are beyond the pupils ability and capaciy. The absence of these materials resulted in hampering the intersts and motivations of both the teacher and the students, means it is indirectly create problems in teaching learning process of in using English as medium of instruction. Based on the findings and conclusions the study enventually makes recommendation. Which includes the importance of English medium of instruction for elementary grades in TrIflny aspects as mentioned as above, but it is necessary that the provision of teaching learning materials such as texts, reference materials, manuals, suplementary materials, teaching aids and so on in accordance with the level and capacity of puils. It is also important that giving special courses, trading, and workshops for teachers, because ementary pupils are young in age and but also mentality. In addition to these there are also other problems like pupils who are young in age and weak in acasdamic become stress and other pupils who haeve no help at home faced difficulty in learning and in interaction or communication with their teacher in class, then they need tutor and extra & special help by the teachers and their family regularly. It is also necessary to have computers, other electronic materials such as slides, films and so on in order to make English medium more effective.
Assessment of Mother Tongue Education Policy in Relation to its Implementation in Gambella Administrative Town: the Case of Agnuak Language
(Addis Ababa University, 2011-06) Akalu, Tadesse; Gebretsadik, Abebe (PhD)
In Ethiopia the use of mother tongue as a MOI for formal education widely started with the adoption of the new education and training policy of 1994. Thus, several nationality languages are being used as medium of instruction. Anguak is among these languages. The purpose of this study is to assess the implementation of mother tongue education using Anguak language as a medium of instruction in Gambella Woreda (Gambella Town) and also examining the attitude of teachers, students and society to ward the use of this Anguak language as a medium of instruction and suggest possible solution to the problem. To this end, research employed a survey descriptive research methodology. The study’s sample includes teachers, students, parents and educational and language experts in the town. Data was collected using interview, focus group discussion and observation. Qualitative methods was used to analyze datas. Absence of in service training, the negative attitude of the students, parents and teachers toward using Anguak medium and absence of reference material are among the major findings of this research. Therefore so as to solve the problem of implementing Anguak medium of instruction teacher should receive in service training in Anguak context, Anguak medium reference material should be design, Ethnic and linguistic complexity should take in to consideration by the Regional government and assessment and evaluation should be incorporated into implementation of AMI Anguak policy.
Assessment of Research Studies Carried out by Graduate Students in St. Mary’s University
(Addis Ababa University, 2014-08) Mohammed, Hassen; Nega, Mulu (PhD)
The purpose of this study was to assess the research studies carried out by postgraduate students. The research reports of the students and interviews with instructors, advisors, dean and coordinator were used as source of both quantitative and qualitative data. A total of 27 students’ theses were selected using systematic random sampling from St. Mary University’s library index. Interview was used to scrutinize the information obtained in documentary analysis. The informants of the interview were 6 purposively selected MA and PhD qualified teachers. Both quantitative and qualitative techniques were used to analyze the data. The major findings of the study showed that all sample theses except three met the minimum quality standard. Regarding the status of students’ research studies, the assessment results implied that students produced a good number of research papers. On the other hand, the results of the quantitative and qualitative analyses of the data identified major challenges and major gaps or weaknesses of graduate students experienced in St. Mary’s University while they undertake research. These are: appropriateness of sample size, the research design, methods of subject selection, and subject characteristics. The paper, therefore, highly recommended that it is worthy to emphasis in report writing skills ,data analysis using the statistical package SPSS and giving a special attention of students’ attendance in research methodology courses are among others.
Assessment Of Selected Phonological Issues In The Speech Of Down's Syndrome Individuals
(AAU, 2006) Kebede, Amanuel; Yigezu, Moges (Phd)
Regardless of the language, a ll children can acquire essentia l components of their respective language by about the age of three or four. However, not a ll children can do this. Particularly, among the menta lly challenged people, Down's syndrome individuals cannot achieve this level. This is, however, d ue to some physiological, n eurological as well as psychosocial problems. Amharic mother-tongue Down's syndrome individuals, similar to many other Down's syndrome individuals speaking other la n guages, are known for their language problems. Although there are important individual differences, it seems possible to specify some language defects holding true for these specific types of people. These kinds of individuals are highly identified with poor a rticulation as well as stuttering. It is obvious that good production of speech depends upon the speech organs being the appropria te size and working effectively. Nevertheless, in addition to some problems in n erve coordination, Amha ric s peaking Down's syndrome individuals do not seem to have 'normal' ora l cavity that would result in normal speech. Hence, due to some physiological anomalies in the oral cavity, they commit a number of phonological errors. Pa rticularly, they have great difficulties in articulating some palatal and ej ective sounds.

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