UTUNGAJI WA MASHAIRI
- Mashairi ya kale yanajulikana kama mashairi ya kimapokeo mashairi haya hutungwa kwa kufuata kanuni zifuatazo: -
- Kutokana na kanuni hizo shairi la kimapokeo litakuwa na
KICHWA
Shairi lazima liwe na kichwa, kichwa cha shairi hutokana na jambo linalojadiliwa katika shairi. Kichwa hicho huandikwa kwa kutumia maneno machache yasiyozidi matano.
BETI
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
Hii ni sehemu ndogo ya mada kuu ambayo ni matumizi ya lugha katika miktadha mbalimbali. Lengo la somo hili ni kumfafanulia mwanafunzi mtindo wa lugha unaotumika katika mazingira maalum.
UTUNGAJI WA MASHAIRI
- Mashairi ya kale yanajulikana kama mashairi ya kimapokeo mashairi haya hutungwa kwa kufuata kanuni zifuatazo: -
- Kutokana na kanuni hizo shairi la kimapokeo litakuwa na
KICHWA
Shairi lazima liwe na kichwa, kichwa cha shairi hutokana na jambo linalojadiliwa katika shairi. Kichwa hicho huandikwa kwa kutumia maneno machache yasiyozidi matano.
BETI
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
Hii ni sehemu ndogo ya mada kuu ambayo ni matumizi ya lugha katika miktadha mbalimbali. Lengo la somo hili ni kumfafanulia mwanafunzi mtindo wa lugha unaotumika katika mazingira maalum.
Hii ni makala ya uwasilishaji wa mada ya kukua na kuenea kwa Kiswahili. Mada hii itawafaa sana wanafunzi wa kidato cha tatu na nne katika shule za sekondari nchini Tanzania.
Uhakiki huu ni wa msingi wa Tamthiliya ya Ngoswe Penzi Kitovu cha Uzembe. Umezingatia zaidi kipengele cha maudhui.
Uhakiki huu umetumia picha kutoka katika mazingira yaliyotuzunguka ili kukazia maarifa kwa wanafunzi.
Mwalimu au mwanafunzi wa fasihi anakaribishwa kutumia uwasilishaji huu.
Kwa mawasiliano zaidi unaweza nitafuta kwa mawasiliano hayo hapo juu.
Uwasilishaji huu unajikita katika kufafanua chimbuko na asili ya Kiswahili. Umejitosheleza kwa mujibu wa mukhtasari wa Kiswahili kwa kidato cha tatu na nne.
Kwa maswali zaidi au kama unahitaji kujifunza na mimi usisite kunipigia kwa namba unazoziona hapo.
Linguistics and The Teacher
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
PDF created with pdfFactory Pro trial version www.pdffactory.com
What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
PDF created with pdfFactory Pro trial version www.pdffactory.com
u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
Transcreation combines the words Translation and Creation. In a way, you can think of Transcreation as “Translation Plus”. This Plus includes linguistic creativity, emotion, and cultural potency.
Hii ni makala ya uwasilishaji wa mada ya kukua na kuenea kwa Kiswahili. Mada hii itawafaa sana wanafunzi wa kidato cha tatu na nne katika shule za sekondari nchini Tanzania.
Uhakiki huu ni wa msingi wa Tamthiliya ya Ngoswe Penzi Kitovu cha Uzembe. Umezingatia zaidi kipengele cha maudhui.
Uhakiki huu umetumia picha kutoka katika mazingira yaliyotuzunguka ili kukazia maarifa kwa wanafunzi.
Mwalimu au mwanafunzi wa fasihi anakaribishwa kutumia uwasilishaji huu.
Kwa mawasiliano zaidi unaweza nitafuta kwa mawasiliano hayo hapo juu.
Uwasilishaji huu unajikita katika kufafanua chimbuko na asili ya Kiswahili. Umejitosheleza kwa mujibu wa mukhtasari wa Kiswahili kwa kidato cha tatu na nne.
Kwa maswali zaidi au kama unahitaji kujifunza na mimi usisite kunipigia kwa namba unazoziona hapo.
Linguistics and The Teacher
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
PDF created with pdfFactory Pro trial version www.pdffactory.com
What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
PDF created with pdfFactory Pro trial version www.pdffactory.com
u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
Transcreation combines the words Translation and Creation. In a way, you can think of Transcreation as “Translation Plus”. This Plus includes linguistic creativity, emotion, and cultural potency.
1. Nordic Journal of African Studies 4(2): 73-79 (1995)
Dhima ya Kamusi Katika Kubainisha
Matumizi ya Vihusishi (Mfano: Kihusishi
KWA)1
ALBINA R. CHUWA
University of Dar es Salaam, Tanzania
Miongoni mwa madhumuni muhimu ya kamusi ni kumsaidia mtumiaji wa kamusi
kujua maana za maneno, pamoja na matumizi halisi ya maneno hayo. Kwa hali hiyo
maneno yanayopata kipaumbele cha kuingizwa katika kamusi ni yale
yanayowakilisha dhana fulani, yaani yenye maana leksika, katika lugha. Landau
(1984: 120), katika kufafanua maana leksika anataja nduni mbili muhimu. Ya
kwanza ni kategoria ya neno (genius), na pili ni kile kitu kinachotofautisha neno
hilo na maneno mengine yaliyomo katika kategoria moja (differentia). Pamoja na
nduni hizi mbili lipo sharti lisemalo kwamba maana leksika itolewayo inaweza
kutumika kama kibadala cha neno linalohusika katika tungo mbalimbali. Yapo
maneno kadhaa ambayo sharti hili linashindikana kiutekelezaji, kwa mfano istilahi.
Pamoja na maneno haya tunajua wazi kuwa lugha nyingi pia zina vineno2
ambavyo
havikamilishi masharti mawili yaliyobainishwa hapo juu, kwa maana ya kwamba
havina dhana dhahiri ambayo inaweza kuvitofautisha na vineno vingine vilivyomo
katika kategoria moja, na wala havina vibadala vinavyoweza kuviwakilisha katika
tungo. Lakini, pamoja na upungufu huu, mchango wa vineno hivi katika lugha ni
muhimu kwa vile vinashirikiana na maneno yenye maana leksika katika
kukamilisha tungo mbalimbali za lugha inayohusika. Kwa mujibu wa Zgusta (1971:
241) vineno hivi havipaswi kusahaulika katika kamusi, kwani pamoja na kwamba
haviwakilishi dhana yoyote utendaji wake una nafasi kubwa katika lugha.
Katika warsha ya kanda juu ya kusahihisha Kamusi ya Kiswahili Sanifu (KKS)
iliyoandaliwa na Taasisi ya Uchunguzi wa Kiswahili, (16-29/8/1993), Prof. A.M.
Khamisi alitoa makala yaliyoitwa 'Taarifa za Kisarufi Katika Kamusi ya Kiswahili
Sanifu', na moja ya pendekezo lake lilikuwa, kuwepo na 'uainishaji wa vihusishi
kisarufi na kimaana na kuvipa hadhi ya vidahizo' (uk. 16). Pendekezo hili lina
umuhimu mkubwa katika kurekebisha yale yanayoelekea kuleta utenge katika
matumizi ya Kiswahili. Vipo 'vineno' kadhaa ambavyo vimejikuta vimerundikwa
chini ya kategoria moja kwa kukosa uainishaji sahihi wa kisarufi. Kwa mfano
kategoria za kiunganishi, imebebeshwa mzigo mkubwa wa vineno ambavyo
1
Makala haya yametolewa katika kongamano 8 la 'Swahili-Kolloquium Bayreuth', tarehe 26 na
27 Mai, 1995.
2
vineno katika makala haya limetumika kuwakilisha vihusishi, kwa mfano na, kwa n.k.
ambavyo vinadaiwa kuwa havina maana leksika; maneno ni yale yenye maana leksika.
73
2. Nordic Journal of African Studies
kimatumizi havisadifu kategoria hiyo, mathalani vineno vinavyoundwa kwa -a
unganifu (ya, na, vya, kwa n.k.). Maneno mengine kwa mfano, baada, kati, mbele,
nyuma n.k. yameingizwa katika kategoria za kielezi, na nomino huku yakisahaulika
yanapotumika kama kiambata thabiti3
, kwa kushirikiana na -a unganifu, kwa
mfano, baada ya, kati ya, mbele ya, nyuma ya n.k. katika kategoria ya kihusishi.
Baada ya maandiko mbalimbali kuhusu Kiswahili, kama vile Sarufi ya Maumbo
ya Kiswahili, iliyotayarishwa na Kapinga (1983), kuna haja ya kurekebisha kamusi
za Kiswahili ili zichukue dhima ya kurekebisha yale yanayojitokeza kutokana na
maandishi haya, hasa kwa kuzingatia umuhimu wa vineno hivi katika lugha.
Nia ya mada hii, ni kuangalia kineno KWA kwa kuzingatia matumizi yake katika
lugha, na kujaribu kupendekeza jinsi kamusi za Kiswahili zinavyoweza kushiriki
katika kukidhihirisha kineno hiki katika kategoria zake, yaani kama kiunganishi na
kihusishi, na kukitolea maana au maelezo yanayosadifu kutokana na matumizi yake
katika tungo mbalimbali za Kiswahili. Ni jambo linalokubalika kuwa maana za
vineno, pamoja na maneno ambayo yameambuliwa maana za kileksika,
ziorodheshwe kufuatana na matumizi ya maneno hayo katika tungo (Zgusta 1971:
258).
Kwa kipindi kirefu wanaleksikografia wa kamusi za Kiswahili wamekuwa
wakivifutika pembeni vineno ambavyo vinadhaniwa kuwepo katika lugha ili
kusaidia sintaksia tu, kwa vile havikuonekana kuwa na maana leksika ya moja kwa
moja. Vineno hivi pia, wakati wa kuviainisha katika kategoria za kisarufi,
vimekuwa vikifananishwa na maneno ya lugha za kigeni, kwa mfano Kiingereza,
na kupangwa chini ya kategoria ya kiunganishi, bila kutafakari kama kweli vineno
vyote hivyo vinafanya kazi ya kuunga vipashio katika tungo vilimotumika. Kwa
mfano KWA limeingizwa na kubainishwa katika Kamusi ya Kiswahili Sanifu (KKS)
(1981: 141) kama kiunganishi, bila shaka kwa kufuatia pia neno hilo
lilivyoainishwa katika Standard Swahili-English Dictionary ya Johnson (1939:
233). Lugha nyingi ambazo historia yake ya leksikografia si ya zamani zimejikuta
zikiainisha sarufi yake kwa kuifananisha na moja ya lugha ambazo tayari
zilishajikita katika uainishaji sarufi. Japo si wazo potofu, lakini kuna umuhimu wa
kubadilisha pale ambapo mifumo ya lugha hizi zinazohusishwa hazikubaliani
(Zgusta 1971: 126).
Tunapochukua kineno KWA kilivyoainishwa kama kiunganishi katika kamusi ya
KKS, na kuangalia matumizi yake katika lugha tunaona kuwa zipo tofauti za
kimsingi zinazotokana na uhusiano unaojidhihirisha kati ya vipashio
vilivyohusishwa katika tungo hizo. Kwa mfano, tukichambua maana tano
zilizoorodheshwa chini ya kidahizo KWA katika KKS tunapewa mifano ya tungo
zifuatazo hapa chini:
1. Amempiga kwa fimbo.
2. Amekwenda kwa siri.
3. Umekwenda kwa nani?
3
Nawashukuru Ridder Samson na Barwani Sheikh Sauda kwa majadiliano yaliyonifanya
nibadili neno tisti nililotumia katika makala ya mwanzo, kuwa thabiti katika makala haya.
74
3. Dhima ya Kamusi katika Kubainisha
4. Wamefungana mabao matano kwa mawili;
shilingi kwa ya pili (nh).
5. Amekula wali kwa kuku (KKS: 141).
Tofauti ambazo zimejitokeza katika mifano minne ya mwanzo iliyotolewa ili
kubainisha maana mbalimbali za KWA, zinadhihirisha wazi kuwa KWA
hakiunganishi vipashio vilivyomo katika tungo hizo. KWA kinaonyesha uhusiano
uliopo kati ya kiima na yambwa kwa kuhusishwa na kitenzi kilichotumika, mara
nyingine kikionyesha namna tendo lilivyotekelezwa. Kwa mfano, katika tungo
zilizonukuliwa hapo juu (1) KWA kinaashiria kifaa kilichotumika katika utekelezaji
wa tendo; (2) KWA kinaashiria jinsi tendo lilivyofanyika; (3) KWA kinaashiria
mahali palipoendwa; na (4) KWA kinatofautisha mabao yaliyofungwa na timu
zilizohusika. Maana ya tano iliyotolewa chini ya KWA ndiyo pekee ambayo
inasadifu kama kiunganishi.
Kumbe kinachojitokeza hapa si kushindwa kwa KKS kubainisha maana tofauti
za matumizi ya KWA, bali ni kushindwa kubainisha KWA katika kategoria
zinazosadifu matumizi yake.
Tukijaribu kuchukua kamusi nyingine ya Kiswahili, Kamusi ya Maana na
Matumizi (KMM) iliyotayarishwa na S. Bakhressa (1992) na kuangalia ufafanuzi
uliotolewa kwa kidahizo KWA tunakumbana na yafuatayo. Kwanza kabisa
matumizi ya kineno hicho yameainishwa kwa tungo sita (a - f). Mifano iliyo chini
ya (a), (b) na (c - sehemu ya kwanza ya tungo: tungo (c) kama inavyoonekana hapo
chini inatumia KWA kwa namna mbili tofauti), inaweza kuwekwa katika kundi
moja na mfano uliotolewa na KKS chini ya namba 1, yaani inaonyesha jinsi tendo
lilivyotekelezwa yaani;
a. Nilisafiri KWA basi mpaka kwetu mashambani.
b. Iandike barua KWA kalamu.
c. Walikwenda sare KWA kufungana...
Sehemu ya pili yaani '...kufungana bao moja kwa moja' inaweza kuwekwa pamoja
na maana iliyotolewa chini ya namba 4a katika KKS, yaani 'wamefungana mabao
matano kwa mawili'.
Mfano uliotolewa na KMM chini ya herufi (d) unahusu matumizi maalumu,
kwani KWA ni sehemu ya kiambata thabiti ambapo maana ya tungo inapatikana
kwa kuangalia kiambata thabiti kwa pamoja, bila kukigawa katika maana changilizi
za vipashio vinavyohusishwa. Mfano huu unaweza kufananishwa na ule uliotolewa
katika KKS chini ya namba 4, ukifuatiwa na kifupisho (nh) kwa maana ya nahau,
kama inavyonukuliwa hapa chini:
d. (KMM) Nilikuwa nikimdai pesa, naye aliiweka saa yake rehani kwangu:
tukalipana mkono kwa mkono.
4b.(KKS) shilingi kwa ya pili (nh).
Mfano uliopo katika KMM chini ya herufi (e) unaweza kuwekwa kundi moja na ule
wa 3 katika KKS - mifano hii inaonyesha mahali palipoendwa.
75
4. Nordic Journal of African Studies
e. (KMM) Nitakwenda KWA Juma leo kuongea naye.
3. (KKS) Unakwenda KWA nani?
Mfano wa mwisho katika KMM unafanana na ule uliopo chini ya namba 5 ya KKS,
ambao unaonyesha kategoria ya kiunganishi, tofauti na kategoria iliyowakilishwa
katika mifano iliyotangulia.
f. (KMM) Nikiwa nazo pesa hula wali KWA kuku (KMM 1992: 193).
5. (KKS) Amekula wali KWA kuku.
KWA kina matumizi mengi muhimu katika lugha ambayo hayajapatiwa nafasi
katika kamusi, na wala kubainishwa wazi katika maandishi ya lugha. Kupata
umahiri wa lugha ni pamoja na kujua matumizi mbalimbali ya vineno hivi ambavyo
mzawa wa lugha anaviona ni vya kawaida mno, na kwa hali hiyo, havistahili
kumshughulisha mchunguzi wa lugha. Kapinga (1983: 186) ameorodhesha
makundi sita ambamo KWA kinapotumika kinaeleza aina tofauti ya uhusiano kati
ya vipashio vinavyotumika. Katika makundi haya limesahaulika kundi la viambata
thabiti, ambamo ndani pia tunaweza kuingiza vitu kama nahau na methali. Ni
dhahiri kuwa viambata hivi haviwezi kuingizwa pamoja na maelezo yake yote chini
ya kidahizo KWA (kama tutafuata kanuni ya kuingiza viambata chini ya kipashio
kamili tu - yaani chenye maana leksika), ila, kanuni ya urejeleaji inaweza kutumika
ili viambata hivi viorodheshwe chini ya KWA na kupewa maelezo kamili chini ya
mojawapo ya vipashio vikuu vya kiambata kinachohusika.
Kwa kuongezea makundi sita yaliyotolewa na Kapinga ningependekeza kundi la
7 (saba) ambalo lingebeba viambata thabiti, miongoni vikiwemo pia nahau na
methali. Jambo hili ni muhimu kwa sababu tunapomfikiria mfasiri wa lugha au
mwanafunzi wa lugha tunashindwa kujua ni kwa njia gani zaidi anaweza kupata
haya matumizi maalumu ya KWA. Hapa chini imeorodheshwa mifano michache
pamoja na tafsiri zake kwa Kiingereza ili kuonyesha umuhimu wa viambata hivyo
kupatiwa nafasi katika kamusi za Kiswahili.
a. kwa desturi naturally, usually, generally
kwa hiari voluntarily
kwa hiyo/hivyo so, in that case
kwa kawaida usually, generally, naturally
kwa makusudi intentionally
kwa nini why
b. -enyewe kwa -enyewe by oneself
mara kwa mara often
moja kwa moja directly, permanently; one by one
papo kwa papo instantly
c. kwa ajili -a for (the sake of)
kwa hisani -a for (the sake of); with apology
76
5. Dhima ya Kamusi katika Kubainisha
kwa sababu (-a) because (of)
kwa madhumuni -a for the purpose of
d. kwa hali na mali morally and materially
kwa mapana na marefu in great detail
kwa sauti moja in unison, together
e. ana kwa ana face to face
bega kwa bega together
Tunapoangalia mifano ya viambata vilivyoorodheshwa hapo juu (a) - (e), tunaona
kwamba makundi hayo yamepishana katika kiwango cha uribiti kutokana na jinsi
KWA kilivyoshirikiana na vipashio vingine katika kuunda viambata hivyo.
Viambata hivi tunaweza kusema kuwa vipo kati ya viambata huru na viambata
thabiti. Kwa mfano katika kundi (a) kila kipashio kinashiriki katika kuchangia
maana inayopatikana. Lakini tunapofikia makundi (d) na (e) tunaona kuwa vipashio
vinashirikiana kuunda maana iliyo tofauti na maana ambazo zingepatikana kwa
kuangalia maana ya kila kipashio kilichoshirikishwa. Viambata hivi kama
vinavyojidhihirisha hapa vinatumika katika miktadha ambayo si rahisi kwa mwenye
kujifunza Kiswahili kuvijua bila msaada wa aina fulani. Kimbilio la kwanza la
mwenye kutaka kujua maana au matumizi yake ni kwenye kamusi. Lakini
tukijaribu kuchunguza tunaona kuwa kamusi za Kiswahili bado hazijazingatia
swala la viambata vya aina hii, na pale ambavyo vinaorodheshwa, mara nyingi
vinapatikana bila maelezo ya kutosheleza na wala mifano ya matumizi.
Tukizingatia maelezo yaliyotolewa tunaweza kuafikiana kwamba vineno hivi si
kwamba havina maana leksika, ila maana zake haziwezi kuelezeka kwa kufuata
mfumo wa utoaji maana wa maneno ya kawaida katika lugha. Maana zake
zinaelezeka kwanza kwa kubainisha kategoria zake, na pili kwa kueleza wajibu
vinavyotekeleza katika muundo wa sentensi (Landau 91-2). Kwa vile makala haya
ni kama kichocheo cha kujaribu kupata mchango wa namna ya kushughulikia
vineno hivi ambayo vipo katika lugha na ambavyo kwa muda mwingi vimekuwa
havijatazamwa kwa undani, ningependekeza kwanza kineno KWA kiingizwe katika
kamusi kikiwa na maelezo yanayosadifu matumizi yake. Kionyeshwe katika
sehemu tatu, yaani (1) kama kategoria ya kiunganishi (2) kama kategoria ya
kihusishi. Chini ya kila kategoria mifano michache itolewe ili kubainisha matumizi
yake sahihi. Baada ya kategoria hizi mbili, (3) yatolewe maelezo mafupi kuonyesha
kuwa kineno hiki KWA kinatumika pia katika uundaji wa viambata thabiti.
Viambata hivi viorodheshwe na kila kimoja kirejelewe katika moja ya vipashio
vyake vikuu. Chini ya vipashio hivi ndipo viambata hivi vinaweza vikatolewa
maana pamoja na mifano yake ya matumizi. Kwa kufanya hivyo tutakuwa
tumempunguzia mjifunzaji Kiswahili adha ya kurejea katika kitabu cha sarufi kila
anapokutana na tatizo la aina hii.
Kwa mfano kidahizo KWA kinaweza kikapewa umbo lifuatalo katika kamusi ya
Kiswahili:
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6. Nordic Journal of African Studies
KWA [A] ku4
hutumika kuonyesha uhusiano kati ya vitu viwili au zaidi
vinavyokwenda pamoja: amekula wali KWA kuku.
[B] kh5
(1) hutumika kuonyesha kifaa/chombo kilichotumika: amesafiri KWA
gari; alimpiga KWA jiwe (2) hutumika kuonyesha mahali palipoendwa:
amekwenda KWA dada; ametoka KWA wazazi (3) hutumika kuonyesha
sababu: alihudumiwa KWA hisani yako; walikufa KWA njaa, (4) hutumika
kuonyesha mahali jambo lilipotukia: aliiba KWA mwenyeji wake; anaishi
KWA mjomba, (5) hutumika kuonyesha jinsi jambo lilivyotendeka: alilia
KWA huzuni; tuliondoka KWA hiari yetu wenyewe, (6) hutumika kuonyesha
tofauti ya mambo mawili: walifungana mabao mawili KWA sita.
[C] hutumika katika nahau na misemo mbalimbali: -enyewe kwa -enyewe
(ona -enyewe); moja kwa moja (ona moja); kwa hali na mali (ona hali); bega
kwa bega (ona bega).
Chini ya vidahizo -enyewe, moja, hali na bega misemo iliyoandikwa kwa italiki
chini ya kidahizo KWA inaweza kupatiwa maelezo au mifano ya matumizi kama
inavyoonekana hapa chini:
-enyewe kv ... -enyewe kwa -enyewe (ms) walipigana wenyewe KWA wenyewe;
moja ji ... moja kwa moja (ms) aliposikia taarifa ya habari aliondoka moja
KWA moja hadi kwa wazi wake;
hali ji ... kwa hali na mali (ms) marafiki zake waliungana naye kwa hali na
mali wakati wa matatizo yake;
bega ji ... bega kwa bega (ms) wanakijiji walishirikiana bega kwa bega
katika kufanya kazi za maendeleo ya kijiji chao.
MSAMIATI
ainisha - classify
akisi - reflect
ambua - deplete
dhima - obligation
jikita - be established
urejeleaji - reference
kiambata - collocation
kiambata huru - free collocation
kiambata thabiti - fixed collocation
kibadala - substitute
4
ku = kiunganishi
5
kh = kihusishi
78
7. Dhima ya Kamusi katika Kubainisha
kidahizo - an entry
kipashio - constituent
maana changilizi - compositional meaning
maana leksika - lexical meaning
nduni - characteristic(s)
uribiti - fixity
utenge - irregularity
MAREJEO
Bakhressa, S.K. 1992.
Kamusi ya Maana na Matumizi. Nairobi: Oxford University Press.
Johnson, F. 1939.
A Standard Swahili-English Dictionary. Nairobi, Dar es Salaam: Oxford
University Press.
Kamusi ya Kiswahili Sanifu. Taasisi ya Uchunguzi wa Kiswahili. Chuo Kikuu cha
Dar-es-Salaam. 1981.
Kapinga, M.C. 1983.
Sarufi ya Maumbo ya Kiswahili. Dar es Salaam: Taasisi ya Uchunguzi wa
Kiswahili.
Khamisi, A.M. 1993.
Taarifa za Kisarufi Katika Kamusi ya Kiswahili Sanifu. Warsha ya Kanda
Juu ya Kusahihisha Kamusi ya Kiswahili Sanifu: Kibaha, 16-20 Agosti 1993.
Landau, S.I. 1984.
Dictionaries - The Art and Craft of Lexicography. New York: The Scribner
Press.
Zgusta, L. 1971.
Manual of Lexicography. The Hague: Mouton.
79