College of Social Sciences and Languages

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    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.
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    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.
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    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.
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    DISCOURSE ANALYSIS ON TIGRINYA CURSING AND BLESSING EXPRESSIONS IN CENTRAL TIGRAY
    (Mekelle University, 2025-11-25) KIDANE WELDEAREGAY BEYENE
    This study explored discourse analysis of Tigrinya cursing and blessing expressions in the central zone of Tigray, Ethiopia, examining them as culturally significant speech acts embedded in social practice. Employing a qualitative research design, data were gathered through semistructured interviews, non-participant observation, and audio recordings from twelve basic informants, six male and six female, age 35-75 were purposively selected. The analysis was formed through speech act, politeness, and sociolinguistic theories. The findings revealed that blessings are pervasive in positive social and ritual contexts such as teskar/sedeka (memorial feasts), tsebel (religious gatherings), weddings, birthday ceremonies, and coffee rituals. The function is to reinforce social cohesion, express goodwill, and invoke divine favor for prosperity, health, and long life. Cursing, conversely, occurs in contexts of perceived norm violation, such as familial disrespect, theft of church property, and criminal acts like rape. These expressions serve as powerful tools for social control, expressing intense emotions like anger and frustration, and invoking misfortune or divine punishment upon the wrongdoer. Linguistically, both forms are characterized by specific formulaic structures and are highly dependent on the speaker's authority, the context, and paralinguistic features like tone and gesture. The study concluded that cursing and blessing are not merely literal utterances but are per formative acts that profoundly shape social relationships, enforce community values, and reflect the underlying power dynamics and cultural ideologies of Tigrinya speakers. The study recommends further comparative research, the documentation of these oral traditions, and community awareness of their powerful social and psychological impacts, especially religious leaders, elders, and educators, should promote responsible and ethical use of powerful speech acts, ensuring that language fosters healing and respect rather than harm or division. Awareness campaigns could highlight the psychological and emotional impact of negative speech, especially in family settings.
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    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.
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    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.
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    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
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    A RESEARCH THESIS ON THE 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.
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    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.
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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.