Lahaja za Kiswahili zimekuwa zikichanganya watumiaji wengi na watu wengi wanaojifunza lugha ya Kiswahili, hivyo matini hii imekusudia kuondoa mkanganyiko huo.
Lahaja za Kiswahili zimekuwa zikichanganya watumiaji wengi na watu wengi wanaojifunza lugha ya Kiswahili, hivyo matini hii imekusudia kuondoa mkanganyiko huo.
Mada ya Mjengo wa Tung ni moja kati kati ya mada yenye changamoto miongoni mwa wanfunzi wa kidato cha tatu.
Hapa mwanafunzi atapata fursa ya kujikumbusha aliyojifunza na mwalimu darasani.
asante.
This document discusses critical discourse analysis (CDA) and the relationship between power and language. It covers two major aspects: (1) power in discourse, which involves powerful participants controlling contributions from non-powerful participants, and (2) power behind discourse, including the hidden power of standard languages and mass media. CDA views discourse as where power relations are enacted and examines how social relations and ideologies are reflected and reproduced through language use.
Causal-comparative research aims to identify potential causes of existing differences between groups by comparing them without manipulation. It is used when experimental manipulation is not possible. Threats to internal validity like lack of randomization make causation difficult to infer. Analysis of covariance can statistically control for initial group differences, while frequency tables and t-tests are commonly used to analyze data. Results always require cautious interpretation due to limitations of the design.
This document discusses social semiotics as an analytical perspective for understanding everyday objects and their meanings. It explains key concepts in social semiotics, comparing it to structural semiotics. Social semiotics examines how people use signs and make meaning in social contexts, focusing on situated practices rather than abstract structures. It explores dimensions of social semiotic analysis like discourse, genre, style and modality. Research in this area looks at semiotic resources, rules, and transformations over time and across contexts.
The document discusses discourse analysis and related linguistic concepts. It defines discourse as language above the sentence level, including stretches of spoken language that are coherent and meaningful. It describes two approaches to analyzing discourse: structural, which looks at grammatical relationships between units, and functional, which examines how language performs different social functions. Recent approaches view discourse as a social practice shaped by and having implications for social structures. The document also discusses speech act theory, which proposes that utterances in dialogue perform actions, such as asking a question or making a promise.
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
The document discusses the use of English in social contexts and the variation in English according to different situations. It begins by looking at registers, which are variations in language use defined by the context. Registers are shaped by the context and purpose of communication. The document then examines varieties of English, which depend on factors like region, social class, occupation, and the medium of communication. Varieties include differences between spoken and written English as well as differences in participation like monologues versus dialogues.
Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP C...Abdeslam Badre, PhD
This is a descriptive article about the definition, value, and operational procedures of the design and implementation of needs analysis in foreign language teaching institutions.
This document provides an overview of discourse analysis and methodology for discourse analysis projects. It discusses what discourse analysis is, including that it is the study of language in text and conversation and aims to reveal hidden values and perspectives. It also discusses developing a discourse analysis project, including choosing a topic, refining the topic into a research question, and doing a literature review. Finally, it discusses methodology, including using a transdisciplinary approach to analyze political discourse, new capitalism, and systemic-functional linguistics.
This document discusses syllable structure in Modern Standard Arabic and colloquial Arabic. It defines a syllable as containing at least one vowel, and optionally beginning or ending with one or more consonants. It identifies different syllable types in MSA such as light (CV), heavy (CVV, CVC, CVVC), and super-heavy (CVCC). It notes that long syllables tend to occur in pre-final or final position in both MSA and colloquial Arabic. Examples of common syllable patterns are provided for each dialect. The document also provides notes on vowel phonology and changes between MSA and colloquial syllable structure.
This document discusses Critical Discourse Analysis (CDA). It begins by defining key terms like discourse, language, and the branches of linguistics. Discourse is described as consisting of sentences with cohesion and coherence. Language is defined as a symbol system that is arbitrary, complex, and constantly changing. CDA examines how language shapes social relations and power structures. The document outlines different definitions of discourse and the relationship between text, context, and meaning.
This document discusses the work of Australian linguist Michael Halliday and his theory of Systemic Functional Linguistics (SFL). [Halliday identified seven language functions that children acquire: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational.] Halliday's approach analyzes language in terms of context (field, tenor, mode), semantics, and lexico-grammar. Central to SFL is the use of "system networks" to represent linguistic choices. According to Halliday, language is a functional system organized to express three primary meanings: ideational, interpersonal, and textual.
Critical discourse analysis (CDA) focuses on analyzing written or spoken language to reveal power relationships in society. It is based on theories from Michel Foucault and the Frankfurt School. CDA examines how language constructs social realities in ways that maintain inequalities. The approach considers both what texts include and omit, and how power relations are expressed and reproduced through language and discourse. The goal is to uncover hidden assumptions and ideologies to challenge social injustices.
This document discusses 7 approaches to discourse analysis:
1. Conversation analysis examines the structure and organization of natural conversation.
2. Ethnography analyzes language use within social and cultural contexts through observation and interviews.
3. Corpus-based analysis uses large text databases to study language patterns and variations in genres.
4. Multimodal analysis views communication as involving multiple modes beyond just language.
5. Genre analysis describes conventional language patterns associated with academic and professional settings.
6. Critical discourse analysis critically examines how language relates to power and social inequality.
7. Mediated discourse analysis focuses on how social actions are carried out through discourse within cultural and historical contexts.
Discourse analysis is the study of written and spoken language use beyond the sentence level. It examines how language is used in a social context and how it relates to other factors like culture. There are different types of discourse including narrative, descriptive, persuasive, argumentative, and expository. Oral discourse involves spoken communication while written discourse conveys meaning through written language. Some key differences between oral and written discourse are that oral discourse allows for nonverbal cues and can be more spontaneous while written discourse provides more structure and cannot be changed once published.
The document discusses the concept of the phoneme and how it is defined and identified in linguistics. It explores different views of what constitutes a phoneme, from empiricist notions that it is a collection of sounds, to mentalist views that it is a mental category. The document also examines how phonemes are identified through methods like minimal pairs, complementary distribution, and contrastive distribution in phonemic analysis.
Mada ya Mjengo wa Tung ni moja kati kati ya mada yenye changamoto miongoni mwa wanfunzi wa kidato cha tatu.
Hapa mwanafunzi atapata fursa ya kujikumbusha aliyojifunza na mwalimu darasani.
asante.
This document discusses critical discourse analysis (CDA) and the relationship between power and language. It covers two major aspects: (1) power in discourse, which involves powerful participants controlling contributions from non-powerful participants, and (2) power behind discourse, including the hidden power of standard languages and mass media. CDA views discourse as where power relations are enacted and examines how social relations and ideologies are reflected and reproduced through language use.
Causal-comparative research aims to identify potential causes of existing differences between groups by comparing them without manipulation. It is used when experimental manipulation is not possible. Threats to internal validity like lack of randomization make causation difficult to infer. Analysis of covariance can statistically control for initial group differences, while frequency tables and t-tests are commonly used to analyze data. Results always require cautious interpretation due to limitations of the design.
This document discusses social semiotics as an analytical perspective for understanding everyday objects and their meanings. It explains key concepts in social semiotics, comparing it to structural semiotics. Social semiotics examines how people use signs and make meaning in social contexts, focusing on situated practices rather than abstract structures. It explores dimensions of social semiotic analysis like discourse, genre, style and modality. Research in this area looks at semiotic resources, rules, and transformations over time and across contexts.
The document discusses discourse analysis and related linguistic concepts. It defines discourse as language above the sentence level, including stretches of spoken language that are coherent and meaningful. It describes two approaches to analyzing discourse: structural, which looks at grammatical relationships between units, and functional, which examines how language performs different social functions. Recent approaches view discourse as a social practice shaped by and having implications for social structures. The document also discusses speech act theory, which proposes that utterances in dialogue perform actions, such as asking a question or making a promise.
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
The document discusses the use of English in social contexts and the variation in English according to different situations. It begins by looking at registers, which are variations in language use defined by the context. Registers are shaped by the context and purpose of communication. The document then examines varieties of English, which depend on factors like region, social class, occupation, and the medium of communication. Varieties include differences between spoken and written English as well as differences in participation like monologues versus dialogues.
Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP C...Abdeslam Badre, PhD
This is a descriptive article about the definition, value, and operational procedures of the design and implementation of needs analysis in foreign language teaching institutions.
This document provides an overview of discourse analysis and methodology for discourse analysis projects. It discusses what discourse analysis is, including that it is the study of language in text and conversation and aims to reveal hidden values and perspectives. It also discusses developing a discourse analysis project, including choosing a topic, refining the topic into a research question, and doing a literature review. Finally, it discusses methodology, including using a transdisciplinary approach to analyze political discourse, new capitalism, and systemic-functional linguistics.
This document discusses syllable structure in Modern Standard Arabic and colloquial Arabic. It defines a syllable as containing at least one vowel, and optionally beginning or ending with one or more consonants. It identifies different syllable types in MSA such as light (CV), heavy (CVV, CVC, CVVC), and super-heavy (CVCC). It notes that long syllables tend to occur in pre-final or final position in both MSA and colloquial Arabic. Examples of common syllable patterns are provided for each dialect. The document also provides notes on vowel phonology and changes between MSA and colloquial syllable structure.
This document discusses Critical Discourse Analysis (CDA). It begins by defining key terms like discourse, language, and the branches of linguistics. Discourse is described as consisting of sentences with cohesion and coherence. Language is defined as a symbol system that is arbitrary, complex, and constantly changing. CDA examines how language shapes social relations and power structures. The document outlines different definitions of discourse and the relationship between text, context, and meaning.
This document discusses the work of Australian linguist Michael Halliday and his theory of Systemic Functional Linguistics (SFL). [Halliday identified seven language functions that children acquire: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational.] Halliday's approach analyzes language in terms of context (field, tenor, mode), semantics, and lexico-grammar. Central to SFL is the use of "system networks" to represent linguistic choices. According to Halliday, language is a functional system organized to express three primary meanings: ideational, interpersonal, and textual.
Critical discourse analysis (CDA) focuses on analyzing written or spoken language to reveal power relationships in society. It is based on theories from Michel Foucault and the Frankfurt School. CDA examines how language constructs social realities in ways that maintain inequalities. The approach considers both what texts include and omit, and how power relations are expressed and reproduced through language and discourse. The goal is to uncover hidden assumptions and ideologies to challenge social injustices.
This document discusses 7 approaches to discourse analysis:
1. Conversation analysis examines the structure and organization of natural conversation.
2. Ethnography analyzes language use within social and cultural contexts through observation and interviews.
3. Corpus-based analysis uses large text databases to study language patterns and variations in genres.
4. Multimodal analysis views communication as involving multiple modes beyond just language.
5. Genre analysis describes conventional language patterns associated with academic and professional settings.
6. Critical discourse analysis critically examines how language relates to power and social inequality.
7. Mediated discourse analysis focuses on how social actions are carried out through discourse within cultural and historical contexts.
Discourse analysis is the study of written and spoken language use beyond the sentence level. It examines how language is used in a social context and how it relates to other factors like culture. There are different types of discourse including narrative, descriptive, persuasive, argumentative, and expository. Oral discourse involves spoken communication while written discourse conveys meaning through written language. Some key differences between oral and written discourse are that oral discourse allows for nonverbal cues and can be more spontaneous while written discourse provides more structure and cannot be changed once published.
The document discusses the concept of the phoneme and how it is defined and identified in linguistics. It explores different views of what constitutes a phoneme, from empiricist notions that it is a collection of sounds, to mentalist views that it is a mental category. The document also examines how phonemes are identified through methods like minimal pairs, complementary distribution, and contrastive distribution in phonemic analysis.
Uhakiki wa riwaya ya usiku utakapokwisha. Katika vipande-picha hivi utajifunza kuhakiki riwaya hii iliyoandikwa kwa ustadi wa juu na mwanishi Mbunda Msokile.
Structural semantics examines the relationships between the meanings of terms within language. It views meaning as composed of smaller structural units that are defined through social interactions, and may become meaningless without such contexts. Structuralism studies the underlying systems of signification that occur wherever there are meaningful events or actions, such as discussions, texts, or social practices, and views meaning as a product of shared signification systems rather than private experience. Ferdinand de Saussure's semiotic theory analyzed how elements of language relate synchronically in a system, with the basic unit of the sign composed of the signifier and signified.
SYNONYMS, ANTONYMS, POLYSEMY, HOMONYM, AND HOMOGRAPHLili Lulu
definition and examlple SYNONYMS,
defintion and example ANTONYMS,
Definition and example POLYSEMY,
Definition and example HOMONYM, AND Definition and example HOMOGRAPH
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.
Karibu
Huu ni uwasilishaji wa nadharia ya Pijini na Krioli. Kwa upande mwingine uwasilishaji huu unatathimini asili ya kiswahili katika mrejeo wa nadharia hii.
Mahususi kwa wanafunzi wa kidato cha tano na sita.
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.
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.
This document provides 10 tips for effective public speaking. The tips include knowing your subject matter well through research, understanding your audience and their expectations, practicing your presentation, relaxing and using positive body language, focusing on your key message, and gaining experience through regular public speaking. Mastering these elements can make one an effective public speaker in motivating, influencing, or informing an audience.
Hii ni Tahakiki ya msingi ya tamhiliya ya Orodha. Mwalimu au mwanafunzi wa kiswahili anaweza itumia kazi hii kujiandaa na mtihani wa kidato cha nne.
Inajumuisha sehemu ya maudhui tu. Sehemu ya pili ya uhakiki huu itajumuisha vipengele vya fani.
Karibu.
Sarufi Matamshi (Fonolojia). Hii ni sehemu ya mada ndogo katika mada kuu ya Matumizi ya Sarufi kwa kidato cha Tano na Sita nchini Tanzania. Jisikie huru kutoa maoni yako na ushauri. Nitafurahi kama ukinipigia simu au ukinitumia barua pepe kunikosoa au kunirekebisha pale nilipokosea. Asante na karibu sana.
Uwasilishaji huu ni juu ya uhuru wa mtunzi wa kazi za fasihi. Ni nukuu muhimu kwa ajili ya walimu na wanafunzi wa kidato cha tano na sita nchini Tanzania
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.
2. Kufikia mwisho wa somo yafuatayo yawe
yamejadiliwa kwa kina:
Maana ya Semantiki
Maana ya Maana
Fahiwa za maana/makundi ya maana
Malengo ya somo
3. Semanitiki ni utanzu wa isimu
unaojishughulisha na uchambuzi wa maana ya
maneno au viambajengo vya maneno au
sentensi katika lugha.
Taaluma hii inashughulikia maana katika
viwango vyote; kuanzia fonimu, mofimu,
maneno hata sentensi.
Katika hatua hii tutaiangazia semantiki katika
kiwango cha neno au kiwango cha kileksika.
Hapa sementiki inajikita zaidi katika kuchambua
maana katika kiwango cha neno.
Semantiki ni nini?
5. Maana za kileksika ni maana za maneno.
Maana hizi huweza kufafanuliwa katika makundi
makuu matano, ambayo ni:
Homonimia
Polisemia
Sinonimia
Antonimia
Hiponimia
Aina za maana kileksika
6. Homonimia
Hizi ni maana mbili tofauti
kabisa lakini
zinawasilishwa na umbo
moja.
Mfano
[vua] umbo hili ni
homonimu kwa kuwa
linasimamia maana
zifuatazo:
Toa samaki baharini au
ziwani
Toa nguo mwilini
7. Polisemia
Ni hali ya neno au kikundi cha
neno kuwa na maana zaidi ya
moja.
Mfano,
[kichwa] – lina maana ya:
Sehemu ya mwili
Sehemu ya juu ya habari
(muhtasari)
Injini ya gari moshi
N.k
8. Tofauti kati ya Hominimia na
polisemia
Ukiweza kujibu swali la
punda milia huyu utaweza
ifahamu tofauti kati ya
homonimia na polisemia
9. Sinonimia
Ni neno moja kati ya
maneno mawili au zaidi
yenye maana
zinazokaribiana au
kufanana.
Mfano
Masikini/fukara
Pesa/ Fedha
Askari/ Polisi
Mara nyingine sinonimia
hutegemea muktadha wa
matumizi.
10. Antonimia
Ni neno ambalo maana yake
linauelekeo kinyume na
lingine.
Kimsingi hapa ni istilahi mbili
lakini zenye mwelekeo
unaokinzana kimaana.
Mfano
Usiku /mchana
Kubwa/ndogo
Juu/chini
Mke/mme
11. Hiponimia
Ni maneno yenye uhusiano
wa kiujumla.
Misamiati mingi huingizwa
katika kundi moja la
kiuhusiano kimaana na
kutengeneza msamiati
mmoja.
Mfano:
Mnyama
Simba
Paka
Chui
bata
12. Lugha ya kiswahili ina maneno
yanayokuwa na maana zaidi ya
moja. Eleza namna ya kuainisha aina
hizo za maana kwa kutumia mifano
mitano.
Swali