Ethiopian Journal of Language, Culture and Communication https://journals.bdu.edu.et/index.php/EJLCC Faculty of Humanities, Bahir Dar University, Ethiopia en-US Ethiopian Journal of Language, Culture and Communication 2518-2919 Authors who publish with this journal agree to the following terms:<ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).</li></ol> Perceptions of English Segmental Phonemes by Ethiopian EFL Learners Speaking Amharic as a First Language https://journals.bdu.edu.et/index.php/EJLCC/article/view/346 <p>This study investigated native Amharic speaking Ethiopian EFL<br />learners’ detection and recognition of English segmental phonemes, which are<br />foreign to their first language Amharic, and yet that are used distinctively and<br />functionally in the target language input. The study targeted English vowels and<br />consonants tentatively predicted as contrastive based on problem areas of<br />English pronunciation for Amharic speaking learners. These are short vowels <br />/æ, ʌ, ə, ɒ/; long vowels /i:, a:, ɔ:, u:, ɜ:/; diphthongs /eɪ, aɪ, ɔɪ, aʊ, əʊ, ɪa, eə,<br />ʊə/; and consonants /, ð/. Sixty undergraduate students who speak Amharic as <br />native language participated in this study by completing forced auditory tasks<br />after listening to audio stimuli that presented target sounds in minimal pairs.<br />The result showed that overall, English segmental phonemes that are foreign to<br />the native language Amharic still exert severe perceptual difficulty for the<br />learners even after more than twelve years of learning English. The findings<br />also considered communication constraints that could stem from the learners’<br />difficulty to distinguish foreign English phonemes, and to make meaning out of<br />them in spoken English. This was evident in the learners’ considerable failure to<br />recognize the most familiar words in English when presented with English<br />segmental phonemes. Findings of this study support particular attention and<br />focus in EFL teaching on English pronunciation aspects which are foreign to<br />the learners’ native language, the importance of balancing perceptual as well<br />as productive skills, and the need for developing L1-based, and empirically<br />informed pronunciation syllabus for Ethiopian learners rather than using<br />generic and intuitively produced pronunciation training materials.</p> Anegagregn Gashaw ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2022-04-12 2022-04-12 1 1 1 23 Dagu: Its Nature, Attributes and Reporting Praxis https://journals.bdu.edu.et/index.php/EJLCC/article/view/347 The Afar people are the largest pastoral society in East Africa living across three neighboring countries - Ethiopia, Eritrea and Djibouti. They have a giant traditional news network called Dagu. In most parts of the world, it is the news that goes to the target audience through channels of mass media. In the case of the Afar society, it is the person who goes to the news because every adult Afar is culturally expected to serve as a traditional newsman. The principal purpose of this study was to investigate the nature, characteristics and reporting praxis of this traditional news network so as to tap into Dagu’s latent communication potential. The research follows a comparative analysis. To gather the necessary data, an in-depth interview was used. The analysis and interpretation of the data disclosed that Dagu, as opposed to mass media, is a highly interactive and multi-way communication network, which serves the Afar society equally. The findings of the study also revealed that the Afars have unflagging enthusiasm to obtain fresh information, and regardless of being a traditional newsman, they have remarkable journalistic skills. Every Afar is a moving news medium. The study thus maintains that Dagu has more similarity to journalistic practices than to models of mass communication flows. Jemal Mohammed ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2022-04-12 2022-04-12 1 1 24 50 ዳግም ንባብ በአልወለድም https://journals.bdu.edu.et/index.php/EJLCC/article/view/348 የዚህ ጥናት ትኩረት የሆነው አልወለድም የበርካታ ጥናቶችና የሥነጽሑፍ መድረኮች መወያያ ጉዳይ የነበረና ያለ ሲሆን፣ ይህ ጥናት ግን ለየት ባለ መልኩ በልቦለዱ ላይ ትንታኔ ለማድረግ የሞከረ ነው፡፡ ትንታኔው የተደረገው ሀዲስ ታሪካዊ ሂስን እንደማዕቀፍ በመጠቀም ከመጽሐፍ ቅዱስ፣ ከታሪክ ሰነድና ከደራሲው የህይወት ታሪክ ጋር በማዛመድ ነው፡፡ በሌላ አገላለጽ የደራሲው፣ የድርሰቱና ድርሰቱ የታተመበት ዘመን ማህበራዊ ፖለቲካዊ አውዶችን ግምት ውስጥ ያስገባ ነው፡፡ በትንተናውም መሰረት አቤ ጉበኛ የሀገሪቱን ሁኔታ በልቦለዱ ሲገልጽ የመጽሐፍ ቅዱስን፣ የአክአብና ሎዊ ታሪክን፣ ምሳሌ እንደአደረገ፣ የልቦለዱ መቼት፣ ኢይዝራኤሎስ፣ የአክአብና ኤልዛቤል ግዛት ከሆነው ኢይዝራኤል/እስራኤል እንደተወሰደ፣ የአክአብ መንግስት በኢዩ እንደተወረሰ ሁሉ በልቦለዱም የነሙሴ ገራቢዶስ ፊዩዳላዊ መንግሥት በወታደራዊው መንግሥት በማርሻል ጃፌሮስ እንደተገለበጠ፣ እነዚህ ደግሞ በጥቅሉ የኃይለሥላሴን መንግሥት አስተዳደር እንዳሳዩ እና የወታደራዊውን መፈንቅለ መንግሥት እንደተነበዩ 3፤ አቀንቃኙ ገጸ ባህሪ አንዳንድ የክርስቶስን ባህሪያት እንደተጋራ መረዳት ተችሏል፡፡ ደራሲውም ከአቀንቃኙ ገጸ ባህሪ መምህርነቱን፣ የለውጥ አርአያነቱን፣ መስዋዕትነቱን፣ ከክርስቶስም የእውነት መምህርነቱንና መስዋዕትነቱን ተጋርቶታል ብሎ ማሰብ ይቻላል፡፡ ደራሲው በዚህ መልክ ለመጻፍ የቻለው አንድም የሀገሪቱን ተጨባጭ ሁኔታ በማወቁ ሲሆን በስልት ረገድ በመጽሐፍ ቅዱስ ታሪክ ምሳሌ መጻፉ ደግሞ የኃይማኖት ትምህርት እወቀቱን በመጠቀሙ ነው፡፡ ከዚህም ደራሲና ድርሰት በዘመኑ ባህል፣ ማህበራዊ፣ ኢኮኖሚያዊና ፖለቲካዊ ሥርዓት እንደሚቀረጹ ሁሉ በተቃራኒው ደራሲውም ሆነ ድርሰቱ ዘመኑን በመቅረጽ ረገድ የሚጫወቱት ሚና መኖሩን መገንዘብ እንችላለን፡፡ አንተነህ አወቀ ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2022-04-12 2022-04-12 1 1 53 71 ልጅነት በ“ዘላን” እና “አለንጋና ምስር”፤ ሥነ ልቡናዊ ንባብ https://journals.bdu.edu.et/index.php/EJLCC/article/view/349 ይህ ጥናት የአዳም ረታ ስራ ከሆነው “አለንጋና ምስር” የአጫጭር እና ኖቬላ ልቦለዶች መድበል ውስጥ በተመረጡ ሁለት ቴክስቶች (“ዘላን” እና “አለንጋና ምስር”) ላይ የሥነ ልቡና ንድፈ ሃሳቦችን ምቹ በሆነ ስልት በማልመድ የተደረገ ነው፡፡ በቴክስቶቹ ውስጥ የተቀረጹ ልጅ ገፀ ባህሪያትን ከማኅበረ-ልቡናዊና ‹‹ሳይኮሴክሿል›› ማንነት፣ ‹‹ኤዲፐሳዊ ቅዠት›› (Oedipus complex) እና ‹‹ፍቅዓተ-ኢጎ›› (splitting of the ego)፣ የጨቅላነት ‹‹ግንትሮሽ›› (fixation) እና የሁለት ሰብዕናዎች መቃየጥ አንጻር ለመመርመር ተሞክሯል፡፡ እንዲሁም ከልዩ ልዩ ሚቶሎጂዎች የተቀዱ መባያዎች ሰብዕናን መርምሮ ለማሳየት ትኩረት ተደርጎባቸዋል፡፡ ጥናቱ ወዲህ በቴክስቶቹ ውስጥ የተቀረጹ ልጅ ገፀ ባህሪያት የብቸኝነት፣ የመከዳትና የመጣል ስሜት የሚስተዋልባቸው እንደሆኑ፣ ወዲህ ደግሞ የአሳዳጊዎቻቸው ሚና አፍራሽ መሆኑ፣ የጨቅላነት ‹‹ሳይኮሴክሿል›› ዕድገት የ‹‹ግንትሮሽ››ና የ‹‹ሣቃዪ ፍለሳ›› (sadistic displacement) ማደሪያዎች እንደሆኑ ተብራርቷል፡፡ ስለሆነም፣ በእነዚህና በትንተናው ውስጥ በ“ተዘነቁ” ሃሳቦች ልጆቹ ማኅበረ-ባህላዊ ኃላፊነትን መሸከም የማይችሉ እንደሆኑ ለማጠቃለል ተሞክሯል፡፡ በመጨረሻም በቴክስቶቹ ውስጥ ልጆቹ የተቀረጹት፣ ማኅበረ-ባህላዊ ስርዓቶችና ተፈጥሯዊ ማንነቶች በመጎራበት ነው ብሎ ማጠቃለል ይቻላል፡፡ ቴዎድሮስ አለበል ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2022-04-12 2022-04-12 1 1 71 98 Texting is Not a Bane of ELT: A Reflection https://journals.bdu.edu.et/index.php/EJLCC/article/view/350 <p>Teaching writing in an undergraduate class at Mekelle University, I once instructed students to write a well-developed paragraph, and I came across a paragraph written with all kinds of unusual of abbreviations, punctuation, capitalization and spelling. Looking at the paragraph, at first, I was a bit irritated, but I decided to carry on reading. The incident, however, caused me to ponder and marked the inception of my concern about the effects of texting on students’ writing skill. Since then, I have been sharing ideas with my colleagues who have had similar experiences and expressed their beliefs that texting is negatively affecting students’ language learning in general and writing skills in particular. I have also heard some parents expressing worries that their children's writing skill has been decimated by text messaging. However, is texting really a bane or a boon to ELT? I began looking into this matter very closely (at least at a theoretical level) for I wanted to know whether it is really harming or supporting the development of students’ writing skill. Hence, this paper is a reflection on this endeavour.</p><p>Recently, Ethiopian students have been immersing themselves in text messaging as they acquire and use mobile phones and become exposed to the Internet. Text messaging is the practice whereby users of mobile and other electronic devices exchange brief written messages via networks. The act of sending a text message is termed “texting”, and the sender is also called a “texter” (Ross, 2004). Texting involves the use of pictograms and logograms in addition to words. Words might be either shortened through the use of symbols or symbols whose names sound like a syllable of the word are used (Ross, 2004). Put simply, a text may consist of words or an alphanumeric combination. For example, texting “you” could be represented as “u”; “to be” as “2b”; and “laughing out loud” as “lol”. So with all these kinds of unusual features what would be the impact of texting on students’ writing skill?</p> Tesfamichael Getu ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2022-04-12 2022-04-12 1 1 99 102