Masters Of Arts in Linguistics
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- ItemSocial Media Use and Indigenous Language Preservation: A Case Study of Lukenyi Language in Serere District – Uganda.(College of Education open, Distance and E-Learning of Kampala International University., 2021-11) Edyangu, Herman.This dissertation presents a study on the role of social media use in the preservation of indigenous languages a case study of Lukenyi language in Serere district in Uganda. The purpose of the study was to assess the role of social media use in the maintenance of Lukenyi language in Serere district in Uganda. The objectives of the study were: (1) to find out the extent at which the Bakenyi adopted Lukenyi language in social media chats and discussions, (2) to find out the attitude of the Bakenyi towards using Lukenyi language on social media (3) to identify the challenges encountered by the Bakenyi in using the social media to promote Lukenyi language. This study operated on the Technological Determinism theory which was propounded by Thorsten Veblen(1857–1929). The research was also guided by the Social Network Theory. The researcher applied the quantitative and qualitative research approaches. The qualitative approach was used to analyze data without numerical values while quantitative approach was used to analyze data with numerical values. The researcher selected 400 respondents. The questionnaires and the interview guides were used to collect data. The study was limited to social media and language preservation. The findings showed that social media use played a very significant role in the preservation of Lukenyi language in Serere district in Uganda whereby 83.2 % of the respondents used Lukenyi in social media. 76% of the selected sample used the Lukenyi language to promote unity among family members. Some of the challenges identified included spelling errors, the grammar issues, and the slow speed among others. Conclusions were made based on the research objectives: 1. Most of the respondents adopted a language in the chats and discussions on social media. This meant direct practice of Lukenyi language. In that way social media acted as a zone where Lukenyi language was practiced and therefore preserving it. 2. The Lukenyi language speakers, had a positive attitude towards using the Lukenyi language in social media. This attitude meant that social media was an attractive means through which the use of Lukenyi language could be practiced. By so doing, the language under study was undergoing its preservation subconsciously. 3. Most of the respondents faced challenges using social media in their language. In most cases when using SMS or chatting on social media, there was always a strong impulse to shorten the message as much as possible, using abbreviated forms, misspelled words or images instead of letters. In such cases, the brain ignores all the grammar and rules that were thought and used to guide the writing. Quick writing caused many mistakes in the message, and these incorrect forms affected the users’ reading, spelling and writing skills. 4. Other challenges included: lack of sufficient power supply which hindered the frequency of use since some of them could go for hours with uncharged mobile phones. However, this challenge was encountered by the use of alternative power supplies like solar energy. The study recommends that 1. The Lukenyi language speakers should continue using social media in their language so that their language does not face language attrition and later extinction. 2. The users should build a more positive attitude towards communicating in their local language for more effective interaction. 3. To solve the challenge of insufficient power supply, it is recommended that the Bakenyi should put in place more solar power options in place so that the devices used for accessing social media could be fully charged always. The Lukenyi language speakers should continue using social media as a means of language preservation.
- ItemThe potential of non -textbook reading materials in the improvement of reading skills in secondary schools in Jigawa state, Nigeria(Kampala International University, College of Education,Open and distance Learning, 2015-05) Garba, HassanThis academic research was carried out to assess the potential of non- textbook reading materials in the improvement of reading skills among learners in secondary schools in Jigawa state of Nigeria. Specifically, the study investigated the extent of teachers’ using non-textbook reading materials (i.e. Newspapers and Magazines) for improving reading skills in Jigawa State, Nigeria; the role of non-text book reading materials in the improvement of the learners’ reading skills in secondary schools in Jigawa State, Nigeria, as well as the challenges of using and not using the non-text book reading materials by teachers during instruction. The data were collected using researcher made questionnaires and oral interviews which were administered to 19 teachers and 80 students from ten secondary schools. The findings were that the majority of the teachers, 53% were not using them. Only 21% of the teachers were using them more than once in a month. The reasons advanced for not using them included among others, the teachers’ desire to finish the syllabus since it is wide, as well as the contents in the newspapers not being examinable in the national examinations. For the role of non-text book materials, it was reported that indeed they play a positive role in improving reading skills and because of that, the learners are urged to read them on their own outside class. As for the challenges of teachers’ using and not using non text book reading materials, the respondents said that by using them some student’s loose truck of what they are taught, some schools find it hard to access and to afford them. On the other hand, not using them makes education be perceived as merely a means of passing examinations to join another level, which is actually not true. It was recommended that teachers should integrate non-teaching materials in the teaching-learning process.
- ItemArabic-English translation of cultural concepts by students of Makerere University, Kampala, Uganda(Kampala International University, college of Education,open and distance -learning., 2019-11) Ruwaida, Saleh GhabishaThe study investigated the constraints faced by Ugandan students in the translation of cultural concepts in Arabic and Englishand also into their local languages. The theory that grounded this research was Newmark’s theory (1988). The objectives of the study were to identify the difficulties in translating cultural concepts in Arabic/ English translation; to analyze the origin of the cultural concepts in the students’ local languages, and to determine the procedures for better understanding of cultural concepts. A descriptive and analytic design was used as a research design. A non-probability sampling method was used, that is, thepurposive sampling technique to determine the sample size of the study; whereby 10 lecturers and 50 respondents served as research subjects.In view of the fact that an interview was used for the lecturers while self-structured translation test containing two sections for data extraction, the study came out with the findings that most students have problems in translating cultural concepts and limited background knowledge about the culture of the Arabic language. In view of the above findings, the study recommended that there is need for accumulative use of cultural concepts and procedures; It is imperative that translators have more knowledge of the background of target language speakers and avoid using literal translation; misuse of the appropriate lexical words; linguistic, stylistic, and grammatical mistakes; and unfamiliarity with translation strategies and techniques.
- ItemCommunally Constructed Texts In The Improvement Of English Verbal An]) Writing Skills Of Students In Ngariama Secondary Schools, Kenya .(Kampala International University ,College of Education, Department of Open and E-distance Learning, 2018-09) Mbijru, S. Njokj .The study’s investigation was “Communally Constructed Texts (CCT5) in the Improvement of Verbal and Writing Skills of Students in Ngariama Secondary Schools, Kenya”. The study objectives were: to establish the inherent potential CCTs have in fostering improvement of students’ verbal and writing skills; to ascertain the impact CCTs usage has on students’ verbal and writing skills; and to suggest ways of better utilization of CCTs in the teaching/learning of verbal and writing skills. The study employed a case study which made use of a quasiexperimental design. Both quantitative and qualitative methods of data collection were employed. The study utilized 125 students and 10 teachers picked from 3776 and 236 respectively from 4 schools in Ngariama Location. A pretest was administered to the sampled students to establish their homogeneity level and to determine the control and experimental groups. A treatment was given to the çxperimental group; the post test was, then, given to both groups. Inherent potential of CCTs, together with their impact on performance in verbal and written skills were established. In addition, an interview was conducted on teachers to obtain their opinions about students’ usage of CCTs and performance in verbal and writing skills. Data obtained was thematically presented. The findings on objective one revealed that students come into classroom with background cultural knowledge in form of CCTs which facilitates learning of English. Findings on objective two showed that CCTs have a tremendous impact on improving students’ verbal and writing skills; this was evident since the experimental group had a better improvement than the control groups. Findings on objective three revealed that curriculum developers should formulate a syllabus that advocates for multiculturalism. In addition, teachers must appreciate cultural diversity and community of meaning. The researcher concluded that if teachers emphasize use of proverbs and riddles in teaching English language and other classroom activities, there would be improvement in students’ performance in both verbal and written texts. The researcher recommends: curriculum developers ought to formulate a syllabus that advocates for multiculturalism; teachers of English must appreciate community of meaning; and the government through the Ministry of Education should deploy English teachers within their cultural setup such that they are able to inculcate the cultural elements.
- ItemEnhancing Reading Comprehension Through Text Structure Background Knowledge In Bunia Secondary Schools, Ituri Drcongo(Kampala International University ,College of Education, Department of Open and E-distance Learning, 2018-05) Cwinya’ay, Unega .Product oriented approach to reading which assumes meaning exists in the text itself is unproductive in terms of delivering an efficient comprehension of the text because it fails to consider students’ schemata in reading comprehension process. This omission raises the problem of students’ poor performance in reading and undermines their reading skill development. This research has raised the problem ofthe omission of students’ background knowledge in the teaching of reading comprehension in Bunia secondary schools, Ituri Province in the Democratic R~puhlic of Congo. The research poised itself to demonstrate that the background knowledge of text structure has positive effects on the students’ comprehension of a text because reading is an interactive process that goes between the reader’s prior knowledge and the text. The study was conducted via an experimental design. Intervention was conducted in Bunia secondary schools whereby experimental teaching took place. Students’ awareness of text structure and rate of understanding was gauged before and after intervention. Moreover, comprehension lessons were attended by the researcher. Lesson attendance revealed that Bunia secondary school teachers use a product-oriented approach to reading comprehension teaching. This approach considers understanding the product of the text and leads to students’ poor performance in reading because no linkage is made between the students’ prior knowledge and the textual material. The present research found that background knowledge ofthe text structures has positive effects on the reading comprehension of students. It enhances comprehension rate of students, optimizes comprehension speed, reduces response time, boosts response accuracy, helps students make prediction and concentrate on the unknown, develops the discernment skill, and increases students’ ability to assess narratives by using text structures indicators(signal words). The study made the following recommendations: pre-reading activities to awaken students’ background knowledge of text structures, textbook structure renovation, and incorporation of text structures in reading comprehension instructions. In conclusion, students’ awareness of text structures is crucial for efficient understanding of texts.