The Impacts of Mother Tongue Interference and Some Affective Factors in Learning Amharic as a Second Language: Wukro Second Cycle Primary Schools in Focus.
| dc.contributor.advisor | Seyum, Bekale (Assistant professor) | |
| dc.contributor.author | Kahsay, Teklay | |
| dc.date.accessioned | 2019-02-06T13:36:41Z | |
| dc.date.accessioned | 2023-11-08T04:33:40Z | |
| dc.date.available | 2019-02-06T13:36:41Z | |
| dc.date.available | 2023-11-08T04:33:40Z | |
| dc.date.issued | 2011-06 | |
| dc.description.abstract | The study attempted to investigate and examine the impacts of mother tongue interference and some affective factors in learning Amharic as a second language in six selected primary schools of Wukro Wereda in Tigray region. To achieve this objective, the method employed is both qualitative and quantitative using descriptive survey technique because descriptive survey technique helps to reveal the existing situation and allows gathering the necessary information with out conducting experiments. To investigate and examine the problem, six second cycle grade eight primary schools were randomly chosen from the 38 primary schools of Wukro Wereda. Out of a total of 1020 grade eight students in the six schools, 138 (13.52%) students were selected in the study. Moreover, 12 (85.7%) teachers and 12 parents of students selected as subjects for this study using simple random sampling. To gather the data properly, five data collection instruments: questionnaire, interview, observation, essay writing and recording were used. The results of the study show that students are hindered by their mother tongue not to speak and write correct Amharic at all levels: i.e. at phonological, morphological syntactic and lexical levels. In addition, students’ proficiency was also affected by their attitude, their teacher’s attitude and their parents’ attitudes towards the second language and by the lack of encouragement from their teachers and parents. Most of the responses from the sample students, teachers and parents indicate that they have unfavorable attitudes towards Amharic. Regarding the motivational orientation, students, teachers and parents in the sample area are both instrumentally and integratively motivated even though the instrumental motivation is higher than the integrative. Despite this fact, however, the students’ proficiency is low and this indicates that these motivational orientations do not play a role in enhancing students’ proficiency. The students’ mother tongue interference, the attitudes and motivations from teachers and parents play a negative role in the students’ proficiency of Amharic. In order to overcome the negative attitudes developed among the students, teachers and parents; the government, specially the Ministry of Education, the Regional Education Bureau, and the schools in collaboration with other non-governmental organizations should design work shops, packages of training and other related motivational schemes to develop awareness of the use of learning the second language for both the students, teachers and parents and change their attitude to enhance the motivations of the students and make the teaching-learning of Amharic as a second language effective. In light of the findings, it is also suggested that priority should be given to the understanding of the differences between the two languages and design language practices for the students by trying to foster the attitudes of the students and to motivate and encourage them to learn the language. Towards this end, improving the curriculum, designing supportive materials, motivating and encouraging the students were worth the efforts by the curriculum developers, teachers and parents respectively. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/16286 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | mother tongue interference | en_US |
| dc.subject | and some affective factors in learning Amharic as a second language | en_US |
| dc.title | The Impacts of Mother Tongue Interference and Some Affective Factors in Learning Amharic as a Second Language: Wukro Second Cycle Primary Schools in Focus. | en_US |
| dc.type | Thesis | en_US |