Department of Foreign Languages and Literature

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ANALYSIES OF ERRORS INMECHANICS IN STUDENTS‘ WRITTEN WORK: GRADE 11 FRE SIWUAT SECONDARY SCHOOL STUDENTS‘ IN FOCUS
(Mekelle University, 2017-12-25) Ashenafi Gubssa
The objective of this study was to analyze mechanics errors in grade 11students’ composition writing. The study was conducted at Fre Swuat Secondary School grade11 students in focus.To address the problem a descriptive survey research design was employed. To carry out the study, all the 7available English teachers were used together with 71 students using available sampling and simple random sampling techniques respectively. In order to attain the objectives writing test, document analysis, and semi-structured interview were used as data collection instruments. The writing test was applied to identify students’ composition writing ability in terms of mechanics (i.e. spelling capitalization and punctuation) and the common errors occurred frequently in the students’ composition writing. The document analysis was used to discover the sources of errors and the semi-structured interview was used to find out the sources and frequency of students errors. Moreover, all data collected using different tools were analyzed qualitatively and quantitatively. The data which was collected using writing test was used to show the rater’s average score of the students’ composing ability in terms of mechanics and to analyze the errors obtained in the students’ composition by frequency, percentage and mean quantitatively. And the data that was gathered using document analysis and semi-structured interview was analyzed qualitatively. The study identified the components of mechanics (spelling, capitalization and punctuation)errors that students’ encounter. As a result according to the raters average score,Fre Siwuat Secondary school students composing ability was low (poor), Errors of capitalization, punctuation, together with omission, substitution, and addition of letters in words and sentences were severe errors observed in students’ compositions and documents. But from these errors, error of capitalization and punctuation had the highest frequency. And the causes of the students’ errors were found to be inter lingual and intra lingual transfer errors. Therefore, since using correct mechanics in students compositionis an ability that could be improved through adequate practice, thus Fre Siwuat secondary school students should be given chance of learning and exercising a lot on spelling, capitalization and punctuationto effectively use them to write in their compositions, assignments etc.
A Study on EFL Learners’ Awareness and Use of Vocabulary Learning Strategies: With Reference to Grade 10 Students at Masho Secondary School
(Mekelle University, 2023-08-25) ASMELASH DESTA
Vocabulary is the base for English language in particular, and for other languages in general. Therefore, the purpose of this study was to investigate grade 10 students’ awareness and use of vocabulary learning strategies in EFL classes at Masho Secondary School. To this end, the researcher employed the mixed approach both in collecting the data and analyzing them. The data were obtained from grade 10 students who were enrolled in 2012 E.C, and English teachers of grade 10 at the school using questionnaire and interview. As it was impossible to incorporate all students in this study, 113 (25%) out of the total population of 452 students were selected using simple random sampling method. Therefore, two sections with total students of113 were selected to fell the questionnaire, but one respondent did not return the questionnaire. As a result, the analysis is of the 112 respondents. Furthermore, six students were randomly selected for interview and two EFL teachers who were teaching English to the selected sections were selected for interview. The data obtained from the samples were analyzed using qualitative and quantitative techniques. The quantitative data were presented in frequency and percentage; whereas the qualitative data were presented thematically so as to consolidate the quantitative data. Finally, the findings of this study indicated that the students did not know many vocabulary learning strategies and did not think that these vocabulary learning strategies are important to increase their word power. The students employed only a few vocabulary learning strategies. Based on the findings, the researcher recommended that teachers need to create awareness about vocabulary learning strategies and should give opportunities for their students to practice different vocabulary learning strategies.
AN EVALUATION OF THE DESIGN AND IMPLEMENTATION OF COMMUNICATIVE GRAMMAR TASKS/ACTIVITIES: THE CASE OF ENGLISH G R A D E 1 1 T E X T BOOKAT MEKELLE UNIVERSITYCOMMUNITY SCHOOL
(Mekelle University, 2024-11-25) AMANUEL GEBREMEDHIN
An Evaluation of the Design and Implementation of communicative Grammar Tasks/ Activities: The Case of English Grammar Grade 11 Text Book at Mekelle University Community School Amanuel Gebremedhin Mekelle University, 2024 The purpose of this study was to examine an evaluation of the design and implementation of communicative grammar tasks and activities in Ethiopian context, specifically at Mekelle University Community School with regard to communicative grammar teaching. It was attempted to analyze the activities for various purposes; such as (a) whether they are designed and practiced at discourse level, (b) if they are form focused or communicative, (c)whether they are suitable for pair and group work, and (d) to identify them whether they are appealing to learners’ interest and needs. The subjects of the study were one hundred students selected by using stratified sampling technique. Two teachers who were offering English Grade 11 Text Book who were also taken as participants of the study. The data was collected through content analysis, observation, and students’ questionnaire. Ninety-eight questionnaires were returned and analyzed. The finding from each tool indicated that tasks and activities were designed at discourse level but implemented at isolated sentence level. The result also revealed that instruction of grammar lesson has a few transactions (recognizable start and finish, and there was recycling of the exchanges. Furthermore, it depicted that the tasks and activities are related to students’ personal information, experience and provide occasions for them to interact with each other, and lessons were supported by visual aids. Therefore, they are appealing to students’ interest and desires. Moreover, activities are suitable for either pair or group works. Consequently, teachers should make implementing grammar tasks or activities more communicative, discourse based and more contextualized. The teaching material is based on Communicative Language Teaching
Cyclic Causation of Conflict and Mental Illness in Selected Tigrigna and Amharic Novels
(Mekelle University, 2025-04-21) Haftu Kahsay Brhanu
This study aims to investigate the cyclic causation of conflict and mental illness in purposively selected Tigrigna and Amharic novels. Specifically, the study was made to identify mental illnesses portrayed in the novels, to show how conflict causes mental illness and vice versa, and to examine the dialectic causal development of internal and external conflicts. It is a qualitative study which employed textual analysis as a method and causal pluralism as a theoretical framework. The causation in conflict is framed by BHN model while the causation in mental illness is framed by BPSS model. The finding shows that unmet basic human needs lead characters to conflict and thereby to various mental illnesses which in turn cause conflicts. It is also found out that intrapersonal, interpersonal and intergroup conflicts result in compromised basic human needs which trigger various mental illnesses. In all the texts under study, family background and relationship is the center of many of the problems that cause the conflicts which lead to mental illnesses like stress, anxiety, conduct disorder, PTSD, narcissistic personality disorder and schizophrenia. Moreover, migration, envy, conspiracy, sexual violence and substance abuse are also found to the major triggers of conflict and mental illness in the texts under study. It is concluded that the ways one perceives himself/herself, understands the family problems, handles conflicts significantly determine the cyclic causation of conflict and mental illness. The study also implies that fictional representation of victim’s life is found to be conducive to portray the cyclic causal relation between conflict and mental illness due to the rich potential of literary works to express the whole person in a plotted manner. The fact that most of the problems that cause conflict and mental illnesses emerge from within the family indicates that a lot is needed to be done to improve the quality of life at family level. All the important aspects of health (biological, psychological, social and spiritual) are strongly related to family relationship. Thus, it is only when a family is changed that changes at communal, societal and national levels could be realized. Finally, I would like to indicate to those who conduct their studies on serious human concerns like conflict and mental illness to utilize the rich potential of literary works like novels so as to address multifaceted problems in a holistic manner. Further studies also need to be done on other genres of literature.
THE TITLE: "Assessing Students' Vocabulary Learning Strategies Use in EFL Class: The Case of Gijet Secondary School"
(Mekelle University, 2025-07-25) Abeba Zeray
The main purpose of this study was to investigate the use of vocabulary learning strategies (VLS) among Grade 9 students at Gijet Secondary School. A total of 126 students were randomly selected from a population of 392 during the 2017 E.C. academic year. The study aimed to: (1) examine differences in students’ perceptions of the importance of vocabulary learning in the EFL classroom, (2) identify variations in students’ use of vocabulary learning strategies, and (3) determine the most and least frequently used strategies. To collect data, a questionnaire, AND interview were employed. The questionnaire data were analyzed quantitatively using frequency, percentage, mean values and standard deviation. The findings revealed that: (1) students held varying perceptions about the importance of vocabulary learning and the use of VLSs, (2) the most frequently used strategies were social strategies (discovery strategies) and determination strategies, while (3) the least frequently used were social strategies (consolidation strategies) and meta cognitive strategies. Additionally, findings from the interviews supported these results. Based on these findings, relevant suggestions and recommendations have been forwarded.
THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON DEVELOPING EFL LEARNERS’ INTERACTIVE SPEAKING SKILLS: THE CASE OF SETIT PREPARATORY SCHOOL GRADE 11 STUDENTS IN FOCUS
(Mekelle University, 2025-07-25) KAHSAY NEGASI ABRHA
The main objective of this study was to investigate the effects of TBLT (Task-Based Language Teaching) on developing EFL (English as a Foreign Language) learners’ interactive speaking skills at Setit Preparatory School, 11th grade in focus. To this end, the study employed a quasiexperimental mixed-methods design, with two sections, ‘A’ and ‘B’ as intact groups selected to be subject of the study with 28 members per each group. This sample of study was taken using purposive sampling method; and grouped as control and experimental by lottery system to avoid bias. Then, the experimental group received intervention with TBLT, whereas the control group learnt with traditional approachesboth for 11 weeks, after the pre-test. Data were collected from the subjects through speaking tests, close-ended questionnaires, and semi-structured interviews; and analysed well quantitatively and qualitatively. Then, the key findings indicated statistically significant improvements in the experimental group’s post-test scores compared to the control group. Results of the questionnaire also showed TBLT’s effectiveness, maintaining confidence, vocabulary growth, and motivation. Likewise, the qualitative analysis emphasized TBLT’s role of encouraging authentic tasks for stress-free cooperative learningthe key way of realizing real-life oral communicative proficiency even though challenges like rigid systems of assessment and time-demands were notified. Accordingly, this study concludes as TBLT is effective for developing EFL interactive speaking skills; and recommends reforms of curriculum to adjust time allotment and assessment system with principles of TBLT. Finally, implications extend to teacher training and hybrid task-based models integrating technology.
STATUS AND DETERMINANTS OF READING SKILL DEVELOPMENT: THE CASE OF TWO GOVERNMENTAL SCHOOLS FOCUSING ON GRADE FIVE
(Mekelle University, 2025-07-25) GEBEREGIWERGIS HADGU
This thesis was entitled as “the status and determinants of reading skill development: the case of two governmental schools focusing on grade five”. The schools was located at the outskirts of Wukro city, in a distance of 825 Kilometers north of Addis Ababa and 45 kilometers north of Mekelle, which the capital city of Ethiopia and Tigray Regional National State respectively. The main purpose of this thesis was to assess and examine the status and determinants of reading skill development: the case of two governmental schools focusing on grade five. The researcher employed both Qualitative and quantitative research approach. Here, the researcher again selects 39 respondents. During the study, the researcher has been used both primary and secondary data sources to collect relevant information related to the title. In addition, data collected techniques such as KIs, FGD, and self-observation as well as Questionnaires were employed. The finding of this study reveals that students’ reading skill status in the two governmental schools was impacted due to the three major factors. Those were student related factors, Demographic factors parent, home and environmental related factors. Due to the above listed factors the students’ reading skill status was very low. According to the finding result, about 85.4% of students of grad 5 that found in the two governmental elementary schools have low status of reading skill ability. For this reason, the students in the grade level that listed above fall on the prepared assessment test. Most of the students especially, those who learn in Kisamet elementary school) were fall to read capital and small letters in the assessment. to overcome those and others problems of the listed schools, directors (school leaders), teachers, parents, woreda educational offices, educational experts, educational cooperators and other stakeholders must involve on the change over all educational intelligence of the children and brings some provision for educational run in the schools.
ASSESSMENT OF CONTENT VALIDITY OF GRADE TEN ENGLISH MODEL EXAMINATIONS AT GUYA SENIOR SECONDARY SCHOOL (2005-2007 E.C.)
(Mekelle University, 2025-07-25) ATSBHA MEBRAHTU TETEMKE
This study deals with a title ‘Assessment of content validity of teachers-made model Examinations at Guya Senior Secondary School from 2005-2007 E.C.’ It assesses whether the unit objectives, contents and test items matched or not and the effects of these tests on teaching and learning. In addition, it examined how the teachers prepared table of specification so as to construct test items. To accomplish this, the researcher used a descriptive survey method and three steps were applied. First, the unit objectives from the syllabi were categorized into the three Educational Taxonomies. Second, the cognitive domain was categorized into its sub-categories. Finally, the test items were categorized into major language skills by the judges. Qualitative method was used to interpret the data collected through interview. The quantitative and chi squared methods were also used to interpret the data collected from the document. The subjects of the study were from Abi-Adi College of Teacher Education and Guya Senior Secondary School. The subjects of this study were selected using purposive sampling technique. The required data were collected using text books of grades nine & ten, model examinations of 2005-2007 E.C. An interview was used for five subject teachers of grade 9 &10. The findings of the study showed that the unit objectives of the syllabi were not clearly matched with test items. Even if the surveyed teachers were able to prepare table of specification, they didn’t include all the required tasks. As a result, the items were not constructed according to principles of preparing a test. Grammar was the dominant skill in the three sample tests in the study. The students were very interested in practicing, studying and learning only grammar. Because of this, the tests had negative effects on teaching and learning. Thus, the degree of relationship between the contents of the samples of model examinations and textbooks was at variance.. Thus, the tests had lack of content validity. The researcher mainly limited to one type of the qualities of a good test, i.e. the content validity, so further study needs to be made on other types of qualities such as practicality, comprehensiveness and reliability.
EFFECTS OF LISTENING AUDIO-STORIES ON EFL STUDENTS’ VOCABULARY ACHIEVEMENT: THE CASE OF GRADE 11 STUDENTS OF ADIGUDOM SECONDARY SCHOOL
(Mekelle University, 2025-07-25) G/EGZIABHER HADERA
The purpose of this study was to investigate the effect of listening to audio stories on grade 11 EFL students’ vocabulary achievement and their perceptions. To examine the effect of listening to audio stories on grade 11 EFL students’ vocabulary achievement and their perceptions, quasiexperimental research design with non-equivalent groups was utilized. The treatment was conducted for 16 teaching periods having 40 minutes twice a week. Pretest and posttest design were implemented. So as to achieve objectives of the study, vocabulary achievement test were designed and administered to both experimental and control group. Besides, questionnaire and open-ended interview were developed and administered to the experimental group students to investigate their perceptions towards audio story on enhancing their vocabulary knowledge. Both of the data collected through test and questionnaire were analyzed using SPSS software version 24. The result from the posttest showed that the experimental group brought statistically significant change in vocabulary achievement as compared to the comparison group. Moreover, the result of the posttreatment questionnaire and interview indicated that the students have encouraging perceptions towards audio stories lessons. Therefore, the researcher concluded that listening audio stories came up with rewarding effects on improving EFL students’ vocabulary achievement. Finally, recommendations were forwarded to stakeholders. Of these, the researcher recommended that English teachers should put special emphasis on listening audio stories in order to enhance their students’ vocabulary skills. Besides, it was recommended that other interested researchers should conduct further investigations depending on the scopes and limitations of this study.
ASSESSING THE PRACTICES OF EFL TEACHERS SUPERVISION: THE CASE OF KOREM AND BIRUH-TESFA SECONDARY SCHOOL
(Mekelle University, 2025-07-25) BELAYNEH MOGES
Supervision is believed to be improving the quality of education at all level. To this end, this study was aiming at assessing the practice EFL teacher’s supervision in the case of Korem and Biruh Tesfa secondary school, Tigray regional state. To address the objective of this study, the research was used both primary and secondary source of data complemented of both qualitative and quantitative approaches. Furthermore, this study used descriptive research design to assess the practice of EFL teachers supervision in the study area. For the sake of data collection, this paper used class room observation, Questionnaire, interview and focus group discussion to collect data from 35 participants whom they were EFL teachers, principals and head of wireda education office using available sampling techniques .This study come up with a finding that EFL teachers were not properly supervised due to lack of awareness and attitude of teachers towards the importance of supervision and supervisors were making classroom observation without having check list at hand . on the top of this , this paper conclude that supervision practice is not accomplished in line with the necessary assumptions of supervision practice . Finally this paper recommends, as EFL teachers supervision is essential for professional development , hence , the teachers should have was ingness to make EFL supervision for their profession development.
AN ANALYSIS OF STUDENTS’ ERRORS IN ENGLISH COMPOSTION WRITING: THE CASE OF GRADE TWELVE STUDENTS IN MEKELLE UNIVERSITY COMMUNITY SCHOOL
(Mekelle University, 2025-08-25) HAGOS HAILEMARIAM ABRAHA
Writing is a complex, cognitive process that requires recursive procedures of prewriting e.g. brainstorming, outlining, drafting, evaluating and revising. Composition writing Skills is one of the most difficult, and tough subject even to teach particularly in an EFL context like Ethiopia. More recently, error analysis has become an important field of research. This investigation is an outcome of the researcher's concerns and efforts to identify areas of difficulty in the writing skills among students and to work out remedial procedures to help them overcome their weaknesses in the future. By using quantitative techniques/approach, this study aimed at identifying, categorizing, and analysing the major errors in the written composition of 30 grade 12 students at Mekelle University Community School in 2025 academic year. The instrument used for this study was participants’ written descriptive composition in English language. All of the errors in these compositions were identified and classified into different categories. The frequency of errors was calculated as percentage. The results show that all these students in this study committed nine common errors. These errors committed were verb- tense, subject-verb agreement, prepositions, capitalization, plurality, word order, articles, auxiliaries, and passive voice. But the most common errors committed were verb- tense and subject-verb agreement respectively. Finally, based on the findings of this study, a number of recommendations, and implications for future studies, that will help to reduce the students writing problems in the future are given.
AN INVESTIGATION IN TO TEACHERS’ QUESTIONING TECHNIQUES IN EFL CLASSROOM: KOREM HIGH SCHOOL GRADE ELEVEN IN FOCUS
(Mekelle University, 2025-08-25) ASSEFA BERIHUN HABE
The purpose of this study was to investigate teachers’ questioning techniques and the types of questions in EFL classroom. To achieve the purpose of this study, Korem secondary school in southern part of Tigray region was selected. The design of the research was descriptive survey as the study was used to describe, compare, analyze and interpret teachers’ questions and questioning techniques in EFL classroom without conducting an experiment. This study used qualitative and quantitative methods to gather a valid data. The participants of the study were grade nine, ten, eleven and twelve EFL teachers and ninety-nine students of Grade eleven. To gather data, three instruments (observation, questionnaire and interview) were used and pilot study was used to check the validity of the questionnaire. However, observation was used as a major tool to look into how questions are asked and applied by these EFL teachers and the gathered data through observation and questionnaire was tabulated and analyzed quantitatively using descriptive statistics, such as frequency and percentage. In addition to this some data gathered through observations, interviews and open-ended questions were analyzed qualitatively. Based on the gathered data, although all EFL teachers asked questions in classroom, their questions were almost lower-level (knowledge and comprehension questions) and they practiced poor questioning techniques due to lack of awareness. According to the findings of the study, the researcher recommended that at secondary schools, EFL teachers should be given regular training an awareness about the types of questions (especially, those under Bloom’ s Classifications) and different types of questioning techniques.
THE EFFECTS OF EXTRACURRICULAR ACTIVITIES ON EFL STUDENTS’ SPEAKING SKILLS PERFORMANCE AND THEIR PERCEPTIONS: THE CASE OF GRADE 11 STUDENTS OF SIMRET MERHA TIBEB ACADEMY
(Mekelle University, 2025-08-25) DAWIT NIGUSS ABAY
This study was principally aimed at examining the effects of participating in the extracurricular activities on EFL students speaking skills performance and their perceptions the case of Simret Merha Tibeb Academy grade 11 students. In order to realize effects of extracurricular activities on EFL students speaking skills performance and perceptions towards it, quasi-experimental research design with none equivalent groups was carried out. Two sections of grade 11 students were selected through availability sampling technique and they were assigned as experimental and control groups using lottery method. The control group students were taught by the conventional way of teaching while the experimental group students were actively engaged in the ECAs scheduled outside the regular class. The intervention for the experimental group students was carried out in the second semester 2024 academic year over a duration of 12 weeks, with a clear focus on extracurricular activities (ECAs) intended to enhance their English speaking skills. Speaking skills test were designed and administered to both experimental and control group. Questionnaire was also developed and administered as tools among the experimental group students of Simret Merha Tibeb Academy to investigate their perceptions towards extracurricular activities. In addition, open-ended interview was also employed to the EG students as a supplementary data gathering instrument. The result from the post test showed that the performance of the students in the experimental group was found to be statistically significant. The result from the questionnaire and interview indicated that the students have favorable perceptions towards ECAs. In light of the findings of the study, recommendations were forwarded to several stakeholders. Amongst these, teachers should put special emphasis on the importance of ECAs to the students’ academic performance, particularly, speaking skills; the students were recommended to accommodate their time and equip themselves with ECAs so that they can foster their English language skills; and finally, it was recommended that other interested researchers should conduct further investigations depending on the scopes and limitations of this study
AN INVESTIGATION OF EFL TEACHERS’ MOTIVATIONAL STRATEGIES IN TEACHING SPEAKING LESSONS TO GRADE TEN STUDENTS: THE CASE OF BETMARA COMPREHNESIVE SECONDARY SCHOOL
(Mekelle University, 2025-08-25) GEBREKIRSTOS HAILU
The main objective of this study was to investigate the EFL teachers’ motivational strategies in teaching speaking skills with particular reference of the Bet Mara comprehensive Secondary School grade 10 students in focus. To achieve the objective, a descriptive design using both qualitative and quantitative approaches was employed. The subjects of the study were three English language teachers and thirty-six students from the selected secondary school. All the three EFL teachers were taken using available sampling technique to participate in observations and interviews. As for the student samples, the researcher employed simple random sampling technique to involve in questionnaires. Data were gathered through observation, interview and questionnaire. The findings of the research depicted that the EFL teachers of the selected school focused on very limited traditional teaching strategies; using common techniques like pair discussion, group discussion and group works, excessive use of mother tongue, preference of vocabulary and grammar than speaking, teacher - centered way of teaching like lecturing than letting students to learn by interactions and absence of appropriate teaching aids. In light of the recommendations, first teachers should raise the learners’ interest and motivation in learning speaking by creating comfortable learning atmosphere, making students work in group to help each other. Besides, teachers should strive to use only English in speaking classes. Furthermore, the teachers are required to encourage students to participate in speaking skill classes using different motivational strategies such as providing variety and challenging speaking activities, following up and appreciating students work accompanied by periodical and constructive feedback. In general, teachers need to play their professional roles as a promoter, an assistant, as a facilitator and consultant to build up their students’ motivation to speak..
ASSESSING VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS IN TEKLI SWUAT COMPREHENSIVE SECONDARY SCHOOL: GRADE TEN IN FOCUS
(Mekelle University, 2025-08-25) GENET G/HER TESFAY
The aim of this study was to assess the vocabulary learning strategies used by English language learners of Tekliswuat comprehensive Secondary school in Frewoyni woreda, Frewoyni town, and eastern zone of Tigray. A descriptive research design was used. A total of 64 respondents were selected using simple random sampling technique. Three data gathering tools namely questionnaire, interview and text book analysis were used to collect data to 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 interview and text book analysis. Thus, the results from data revealed that an attempt was made to use various vocabulary learning strategies to learn new words. The Tekli Swuat comprehensive secondary school grade Ten EFL students were used the determination VLSs most frequently than the other strategies. In addition the students frequently used the cognitive and the memory strategies respectively. However, the social (consolidation), which is followed by Meta cognitive, is the least frequently used VLSs of Tekli-Swuat comprehensive secondary school students. The result of the data gathering from text book analysis showed that Vocabulary is given due emphases relative to other skills and sub- skills, but doesn’t give equal emphasis among the kinds of VLSs. The current grade ten English text book consists of a few strategies which are highly focused on the determination strategy to teach vocabulary. Therefore, it is recommended that English language teachers should be committed to raise the awareness of all learners about the significance of using variety of VLS for their vocabulary knowledge achievement in language learning. Students need to be aware of the significance of learning vocabulary via different vocabulary learning strategies and give equal emphasis to the whole strategies. Textbook writers need to include a number of tasks, activities and exercises that encourage students to employ a wide range of vocabulary learning strategies. Higher Educational institutions should arrange training programs to the English language teachers which help to develop their knowledge on different vocabulary teaching strategies.
Pronominals in Tigrinya: A Morphosyntactic Analysis
(Mekelle University, 2025-10-25) Abrhaley Brhane
The purpose of this thesis was to describe and analyze the morphosyntactic features of pronominals in Tigrinya. Based on this, the researcher employed a descriptive research design grounded in Basic Linguistic Theory (BLT) as the main theoretical framework and Binding Theory as supporting framework. Besides, the domain of this study was morphosyntax, the conceptual framework. The data were drawn from both primary and secondary sources: the primary data consisted of the researcher‟s own linguistic intuitions as a native speaker of Tigrinya and three native speaker informants, while the secondary data were collected from written Tigrinya texts. The data were collected from the researcher‟s own linguistic intuitions, native speaker informants using elicitation and Tigrinya books and text books. The obtained data were analyzed with IPA transcription, glossing based on each morpheme and translation. Consequently, the findings revealed that free third and second person subject pronominals are formed from the pronominal base and pronominal suffixes and free object pronominals are formed from object marker, expletive morpheme, and pronominal suffixes, while independent possessive and reflexive pronominals are built from genitive markers and nominal bases combined with pronominal suffixes respectively. Moreover, bare prefixal bound nominative except first person plural in imperfective verbs need referential subject. Accusative and dative bound pronominals appear as suffixes in mono-transitive and di-transitive respectively when the object is marked. In relation to position, free pronominals occur independently: subjects in preverbal, objects are closer to verb, and possessives are prenominal while bound subject pronominals appear as post-stem suffixes in the perfective and as prefixes or circumfixes in the imperfective, while bound object pronominals are post-stem following the nominative case in both aspects. Bound possessive pronominals surface post-nominally as suffixes. Bindingly, reflexives are locally bound; personal pronouns are free in their local domain, and Rexpressions are free everywhere. To sum up, this research enhances the descriptive and theoretical understanding of pronominal morphology and syntax in Tigrinya, offering insights relevant to Morphosyntax, BLT and Binding Theory.
STANDARDIZING SAAHO WRITING SYSTEM (A Study on the Irob dialect-Focus on students’ textbook)
(Mekelle University, 2025-10-25) Tume Medhin
Saaho, the language of the Irob people in northeastern Tigray, was introduced into education in 2010 with its own orthography. However, the system has not yet been standardized, creating challenges in reading and writing as well as a lack of shared understanding among native speakers. To address this gap, this thesis, titled “Standardizing the Saaho Writing System,” focuses on developing a more consistent system of writing. Informants were selected purposively, including Saaho language experts such as mediators, lecturers, textbook developers, and teachers.Primary data were collected from students’ text books by observation. then Focus Group Discussion was employed (FGDs) based on the variations in the writing of clitics, conjunctions, connecters, tonal symbols, modifiers, possessive pronouns, imperatives beginning with ɑ, cases of elision and deletion, the use of lə and jə, and allophonic variation. As a result, those variations affect students’ and speakers’ ability on writing and reading. The analysis, conducted qualitatively, revealed that the absence of a standardized set of rules is the main cause of these inconsistencies. The thesis proposes conventions to guide orthography writing system: front and post-positional clitics should generally be written separately, with tonal symbols omitted unless the clitic functions as part of a noun or ends in a single consonant. Possessive, interrogative, and negation markers should also be written separately, while tonal symbols are applied only to independent root words. The contextual usage of lə and jə is clarified with specific rules and identified allophones may be used interchangeably. The significance of this thesis lies in fostering a unified writing system for Saaho, contributing to improved literacy and shared understanding among its speakers. Furthermore, it provides a reference for future studies on Saaho and related languages and offers valuable insights for linguists working on language standardization.
The Semantics of Gender and Number in Tigrinya: A Descriptive Analysis of Nouns, Adjectives and Verbs Based on Data on Southern Zone of Tigray
(Mekelle University, 2025-10-25) Tesfay Teka Endallew
This study presents a descriptive semantic analysis of gender and number in the Southern Tigray dialect of Tigrinya. Challenging the standard masculine-feminine binary, this study identified a functionally tripartite gender system: Masculine, Feminine, and a strong tendency to semantically active Neuter category. The collected data in the dialect indicated that Neuter gender denoted collectives, generic human concepts, and young animals, representing an unmarked or collective stateThe analysis, based on fieldwork and native-speaker intuition, revealed that gender assignment is strongly semantically motivated. Specific semantic fields, including liquids and abstract nouns, are predominantly masculine, while concepts linked to beauty and hope are consistently feminine. For other categories like wild animals, gender is assigned metaphorically. The number system also shows significant complexity, extending beyond the binary singularplural Semitic patterns with a productive dual, reduplication, and compounding. Plural forms can even carry sociolinguistic meaning, expressing attitudes like respect or scorn. Agreement patterns show neutralization in certain grammatical contexts such as pluralization of adjectives, and first- and third-person imperfective verbs. Ultimately, the findings demonstrate that the gender and number systems in the dialect are non-arbitrary, being deeply embedded in the cultural worldview of its speakers, contributing to both Tigrinya dialectology and linguistic typology.
PHONOLOGICAL AND MORPHOLOGICAL ANALYSES OF ENGLISH BORROWED WORDS ON TIGRINYA BILLBOARDS
(Mekelle University, 2025-10-25) ALIF GEBRETSADIK TINSUE
Tigrinya language, like many others, continuously expands its lexicon by borrowing words, particularly from English. This study provides a descriptive analysis of English borrowed words found on Tigrinya billboards in Mekelle. The primary objective is to identify the most frequently borrowed words and describe the phonological and morphological processes that characterize their adaptation into the recipient language. Data were collected through photographic documentation of public signage and analyzed qualitatively. The findings indicate that direct lexical importation is the predominant strategy, characterized by significant phonological modification to agree with Tigrinya phonotactic. Key adaptive processes include systemic vowel substitution, monophthongization, schwa replacement, add glottal stop to reduce vowel initials, and epenthetic vowel insertion to resolve illicit consonant clusters. Morphologically, free lexeme and hybrid compounding are the principal method of blending foreign and native elements. This direct import of lexemes presents potential challenges for lexical accessibility and comprehension. The study concludes that while active phonological nativization occurs, the prevalence of direct imports highlights a pressing need for standardized language planning and policy to ensure communicative clarity and preserve the functional integrity of Tigrinya in public domains.
ANALYSIS OF PERMISSIBLE AND INPERMISSIBLE CONSONANT CONSQUENSE RULES AND STRUCTURES OF TIGRINYA LANGUAGE
(Mekelle University, 2025-11-25) Gebretnsaie Kidanemaryam Weldeslassie
This study explores how syllables are formed in Tigrinya, focusing on the soundsystem that shapes its pronunciation. The language makes use of different studiesidentified different number of phonems based on the dialect .Based on my datathereare23consonantphonemes and 7 vowel phonemes, which mainly combineto create CV and CVC syllable patterns. Tigrinya generally avoids complicatedconsonant clusters, and when such clusters occur—especially through wordformation or borrowing—the language uses an epenthetic vowel to break them up.This inserted vowel helps maintain smooth and natural pronunciation and keepssyllables within preferred patterns. The findings show that syllable structure inTigrinya is highly systematic and guided by clear phonotactic rules. Overall, thestudy highlights how Tigrinya maintains a balance between its rich consonantalsystem and a relatively simple set of syllable shapes, offering insight into thesound patterns of Ethio-Semitic languages. Tigrinya; syllable structure; phonology; consonant inventory; vowel system; CV pattern; CVC pattern; epenthesis;phonotactics; Ethio-Semitic languages