Department of Languages and Literature

Permanent URI for this collection

https://repository.udsm.ac.tz/handle/123456789/78

Browse

Browsing Department of Languages and Literature by Author "Ilonga, Emmanuel"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    A Comparative Study of Headedness in Ruhaya Compounds
    (Journal of Education, Humanities and Sciences, 2016) Ilonga, Emmanuel
    This paper presents endocentric and exocentric compounds in Ruhaya, with specific focus on their lexical properties, position of headwords, semantic relation between headwords and modifiers, and the semantic classification of noun-noun compounds. It offers a comparison between Ruhaya and other Bantu languages on these aspects, and extends the comparison to Indo-European languages (English, Dutch and French). It was found that Ruhaya has left-headed compounds, and words from the same and different lexical categories can combine to make up compound words. In the case of headed compounds, there is a kind of semantic relations through which modifiers slightly change the meaning of headwords. With an exception of Northern Sotho, in which a prefix of the left-most word becomes the head, the left-most word in Ruhaya, Bemba and Kiswahili is the head. In comparison with Indo-European languages, French is left headed in this regard, while Dutch and English are right-headed.
  • Thumbnail Image
    Item
    Motivation for Learning Chinese as a Foreign Language: Experiences from DUCE
    (Journal of Education, Humanities and Sciences, 2018) Ilonga, Emmanuel
    This study explores the motivation for learning Chinese language at the Dar es Salaam University College of Education (DUCE). The major objective is to find out the reasons that motivated learners to enrol into the optional Chinese language course. The data used in the study was gathered through questionnaires and structured interviews. The presentation of findings reflected four types of motivation: intrinsic, extrinsic, integrative, and lastly, instrumental motivation. The results revealed that learners’ motivation for learning Chinese as a foreign language at the DUCE includes personal contentedness, developing base for further education abroad, integrating with the Chinese community and learning their culture, developing foundation for job opportunities in Chinese companies, and lastly, developing a base for personal businesses with the Chinese. Therefore, students are motivated by various reasons that cut across academic, social and economic reasons to learn foreign languages.
  • Thumbnail Image
    Item
    A Socio-academic Reflection of College Students' Slang Expressions
    (2019-12-28) Ilonga, Emmanuel
    This paper sought to contribute knowledge to the field of sociolinguistics (register). It specifically identified and categorized slang expressions used by the Dar es Salaam University College of Education (DUCE) students studying Bachelor Degree of Arts with Education (BAED) and Bachelor Degree of Education (BED) in day-to-day socio-academic interactions. Data were collected through questionnaire from forty (40) students. The slang expressions were categorized in respect to the meanings/interpretations expressed by the respondents. The categories include slang expressions associated with academics, food and drinks, money, body shapes/parts, people and studying areas. It is concluded that the application of slang expressions motivates DUCE students’ socio-academic interactions as well as strengthening their relationships and bring forth a sense of belongingness.
  • Thumbnail Image
    Item
    Structural Analysis of Code-switching in Tanzanian Swahili-English Online Telecom Adverts
    (Journal of Education, Humanities and Sciences, 2001-12-01) Ilonga, Emmanuel
    This study analyses structural configurations of code-switching from Swahili-English online business-related advertisements in Tanzania. The study uses advertisements disseminated by telecom corporations on Facebook. Through the matrix language frame (MLF), and the 4–M models of code-switching, the study discloses the dominance of Swahili as the matrix language (ML), supplying a relatively higher quantity of content morphemes (CM) in clauses; whilst English becomes the embedded language (EL). The Swahili’s supremacy in larger mixed language structures reflects the higher application of Swahili in day-to-day interactions in Tanzania, while English ‘chips in’ at times. In bundle names, which are phrases in structure, the study shows English as the ML; and Swahili as the EL. Further analyses indicate that both early system morphemes (early SMs), which are bound in nature, and bridge late system morphemes which are free in nature, come from Swahili. Similarly, coming from Swahili too, outsider late system morphemes are attached to content morphemes. Generally, Swahili and English partake in mixed language constructions with variations in terms of quantity, types, morpheme properties, and the syntactic properties of linguistic structures.