Linguistics and Literature Studies 8(3): 73-82, 2020 [Link]

org
DOI: 10.13189/lls.2020.080301

Assessing Lexical Variations: The Case of Afan Oromo

and Literature's Department Research Course at
the 3 Public Universitiesi
Sileshi Berhanu

College of Social Sciences and Humanities, Arsi University, Ethiopia

Received January 2, 2020; Revised January 26, 2020; Accepted February 2, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract The main objective of this study was to change and development, general situations related to
assess lexical variations in the context of Afan Oro mo and linguistic society in context could be among the major one.
Literature Depart ment’s Research Methods course offered The expansion in mass communication in the eighteenth
at the three public universities (Adama Science and and nineteenth centuries, for instance, encouraged the
Technology-ASTU, Addis Ababa-AAU and Ambo-AU) in development of printing. In addition, industrialization
Ethiopia. In these universities, particular course offering processes in many arenas -social, political, economic,
instructors were among the participants on the one hand. manufacturing, and legal issues played pivotal roles in the
The research related books locally published ones, the development of languages. Enhancements of the scientific
relevant course outlines, including the modules prepared as findings and diverse academic studies also boosted
supportive materials and students’ thesis’s at the three language development parallel to the progress. Thus, new
public universities, “Wiirtuu”-magazines for Afan Oro mo words have been designed to exp ress new ideas and events1
Standardization Vo lu mes 1-11 (1995-2014) were including pertinent innovations.
considered were used as secondary data sources , on the Now embracing and learning different languages have
other hand. Instruments applied to gather data were the been considered as vital for further knowledge and
relevant document scrutiny, interviews and focus group economic develop ments. The COUNCIL OF THE
discussions. After the assessment made, significant lexical EUROPEAN UNION’s resolution, in this connection for
variations were portrayed as the research findings. The instance, states that “… linguistic diversity within Europe
course offering instructors and their respective students in constitutes an added value for the development of
the study sites were also lacked consistent use of these economic and cultural relations between the European
technical terms. And some of these varied terms create Union and the rest of the world; … mu ltilingualism
misunderstandings to the readers. Thus, it was suggested contributes to developing creativity by allowing access to
by the researcher that the instructors’ team work s pirit
other ways of thinking, interpreting the world and
within and among the universities need to be enhanced in
expressing the imagination.” 2
action so that standardized terms could be produced and
Intellectualizations of languages also contribute to
accessed in coherence to respective users. And a
language development. In this regard Garv in states the
responsible and working organ would also be in p lace to
following:
facilitate the creation of standard research methods course
Language intellectualization is an important dimension
related technical terms.
of language development (cf. Ferguson, 1968; Garvin,
Keywords Lexical Variat ions, Afan Oro mo, Research 1973). It is a dynamic process, characteristic of most
Methods languages which are developing an expanded range of
functions in their societies. In these developing
languages intellectualization is a way of providing
‘more accurate and detailed means of expression,

1. Background and Rationales

Among the many factors contributing to language 1 Andrean, Linda (ny :32)
2COUNCIL OF T HE EUROPEAN UNION (21 November 2008:4-5)
74 Assessing Lexical Variations: The Case of Afan Oromo and Literature's Department Research Course at the 3 Public Universities

especially in the domains of modern life, that is to say in the uses of Afan Oro mo. Using Afan Oro mo as a mediu m
the spheres of science and technology, of government of instruction, opportunities have been created to attend
and politics, of higher education, of contemporary formal education at primary schools (Grades 1-8) and
culture, etc.’ (Garvin, 1973: 43).3 including the TTIs’ (Teachers Training Institutes) and
TTCs’(Teachers Train ing Colleges). Also Afan Oro mo as a
The above passage, related to the South African subject continued to be offered at secondary schools both
languages, reveals that the process of language in the first and second cycles (Grades 9-10 and 11-12
intellectualization pro motes the use of language in an respectively). A particular Afan Oro mo and Literature
accurate and detail manner at higher education. In this and/or Folklo re Depart ments at some Ethiopian public
regard: “A lthough language intellectualization may occur universities have been established and emp loyed Afan
naturally, there is a growing consensus among language Oro mo as a mediu m of Instruction for first and Second
planning scholars that, in developing languages such as degrees, (BA and MA). The current Constitution of
those of Africa, there is a need fo r a conscious and Ethiopia, Article 39, No. 2 also states that “Every nation,
deliberate effo rt to accelerate the process and to make it nationality and people in Ethiopia has the right to speak, to
more effect ive.” 4 Here, the intended facilitation of write and to develop its language; to express and to
language use and its development has been favored. promote its culture; and to preserve its history.” 7 Based on
However, “The main cited problem is the lack of this legal situation, the above and some related endeavors
appropriate terminology that will enable these languages to regarding the develop ment of Afan Oro mo functions have
be used in modern do mains of language use such as science been made as sated below.
and technology.”5 Thus, “Term creation fo r the purpose of Attempts have been made to address lack of
modernizing the indigenous languages … falls under a standardized terms in Afan Oro mo by Oro mia Education
process called intellectualization. This is a process of Bureau (OEB) and Oro mia Culture and Touris m Bureau
accelerating the gro wth and develop ment of languages.”6 (OCTB). In this regard, a co mmittee, co mprising language
These efforts have been backed officially by the experts fro m these Oromia Regional State’s bureaus and
constitution of the South African Government. Addis Ababa University in 1995. And the committee’s
In the above passages, some situations regarding how activities manifested through a biannual journal called
the European and the South African languages practiced Wiirtuu. This journal has a t itle known as Afan Oro mo
development processes have been reflected in brief. And Standardization Research Journal (as ‘BA RRUULEE
here in the Ethiopian context, very brief information about QORMAATA WAALTINA AFAAN OROMOO’ in Afan
the processes and status of the Afan Oro mo development Oro mo). Pro f. Wolff (2012) also produced a lecture on title
has been reflected. “The Status, Prospects and Problems of Afan Oro mo in
The pioneering and succeeding writers in Afan Oro mo Present-Day Ethiopia” at ASTU. “There is no reason, why
emp loying varied local scripts and/or the abroad ones were bi- or trilingual co mmunicat ion, for instance, involving
opposed by the former regimes of the country until 1991. English, Amharic, and Afa n Oromo, should not work in
The current script won official recognition since 1991. all subjects taught at university level.” in context has been
Onesimos Nasib's most significant contribution was the among his experimental and observational research results
complete t ranslation of The Holy Bible known as “መጫፈ reflected.
ቁልቁሉ” – HOLY BIBLE which was printed in 1899 at St.
Chrischona in Swit zerland.” (Mekuria , 1995:40). The then
regimes did not allow the official uses of Afan Oro mo in Statement of the Problem
both the local and foreign scripts, Ge’ez and Lat in It is self-evident that currently Afan Oro mo has been
respectively, including the new A fan Oro mo script created playing an impo rtant role as a co mmun ication tool in the
by Shek Bakri Saphalo in 1956. But the subsequent social, economic and polit ics spheres of the country
Military Derg regime (as of 1974-1991), allowed the use of Ethiopia at large and in Oro mia Regional State in part icular.
Afan Oro mo in the national radio programs and printing Among these the following could be mentioned:
news (known as ‘BARIISAA’) and, together with 14 other administration, education and training institutions
Ethiopian languages, for non-formal basic education including some public and a few private universities in
purposes, employing Amharic (Ge’ez) scripts. Ethiopia. In this regard, the Oro mia Regional State bureaus,
After the Derg regime has been changed in 1991 and education and training institutions conduct research
numerous functional opportunities have been flourished to activities, workshops and conference including related
reports considering Afan Oromo as medium.
Among the revealed relevant centers and Institutions at
3 Rosalie Finlayson & Mbulungeni Madiba (2002) The public universities, the Oro mo Research Center (ORC),
Intellectualisation of the Indigenous Languages of South Africa:
Challenges and Prospects, Current Issues in Language Planning, 3:1,
40-61, DOI: 10.1080/14664200208668036
4 Ibid.
5 Ibid. 7 The Constitution of the Federal Democratic Republic of Ethiopia. (21st
6 Ibid. August, 995). Addis Ababa: (n. p.).
 Linguistics and Literature Studies 8(3): 73-82, 2020 75

formerly established at Adama Un iversity, the current found in the local bookshops were used as the secondary
Adama Science and Technology University, the ORC data sources. Relevant documents’ scrutiny, Interviews and
moved to now has been functioning at Arsi Univerity on Focus Group Discussion (FGD) were mainly used as tools
the one hand, and Institute of Oromo Study established at for data gathering while qualitative methods has been
Jima University with its extended tasks there could be cited mainly employed for this study.
as official organs aspired in enhancing the quality cultural
and academic and research tasks in Afan Oro mo and in
English as well.
4. Results and Discussions
The Oro mia Reg ional State’s Bureau of Cu lture and The collected data, using the above stated respective
Tourism has also been produced so far the standardized sources, have been assessed. Among the obtained research
terms nu mbered about 3506. The number of the research related terminologies, some major research methods
related lexis published in the journals (Vo lu mes 1-11 related, at large, and a research report writing related Lexes,
through 1995-2014) were limited since over 89% terms’ in particu lar have first been set in English language in t wo
content have been related to mixed fields of studies, i.e. not appendixes (Cf. Appendix A and Appendix B). Appendix
focusing on a specific field of study. Research related lexis A comprises 16 lexes and Appendix B contains 9 lexes, 25
have been only about 11% as per the researcher’s count lexes in total. And the data acquired from the three public
(Sileshi 2013:82; Silashii-PhD, 2014:194-195; Wiirtuu universities, the Oro mia Cu lture and Touris m Bureau’s
2006:215-225) from these documents. Wiirtuu in the volu mes 1-11 published journals & the
Albeit many encouraging works in the research related dictionary and other relevant sources of terminologies have
course have been underway, the researcher has been been considered, organized and arranged as an init ial
observing many lexical variat ions in context while offering system so that the variations could be depicted easily. In
the research methods course at one of the public
the similar approach, Appendixes C has been arranged to
universities he had been working. Thus, in this study only
portray the intended proposal as one of optional
three public universities: Adama Science and Technology
standardized lexes to the research methods course (Cf.
(ASTU), Addis Ababa University (AAU) and A mbo
Appendix C).
University (A U) were focused by the researcher. The
And the following brief results and discussions have
English terms have been served as the source knowledge
also been produced in line with the aforementioned
for the assessment in this study.
objectives of this study.

2. Objectives 4.1. Some Lexes Variations in the Research Methods

Course including Their Sources
This study has the following two specific objectives: a)
to describe some major Afan Oro mo related lexical As per the data obtained through the document scrutiny,
variations in the research methods’ course offering context; the following data show the variations right fro m the name
b) to attempt to designate some reasons why these “Research”. In this regard the lexis in the Eng lish term
variations occurred and c) to propose some basic “Research” has got at least about six terms in pract ice in
standardized research related lexis. Afan Oro mo and has been provided including their
respective sources.
1. QO’ANNOO, as per Mr. Ashenafi and Mr. Mesfin
(2012:1, …); the research methods course Module
3. Methods prepared at Adama Science and Technology
The study sites have been three public Universities: University (ASTU);
Adama Science and Technology (ASTU), Addis Ababa 2. QORANNOO, M r. Leggese Geleta (2008:857); M r.
University(AAU) and A mbo university(AU). Pu rposive Addunyaa Barkeessaa(2011: on the book’s cover and
and available samp ling was considered for the study sites PP. I, II, …); M r. Dastaa Dassaalany(2013:VI, …) and
and informants and/or the intended participants of the data Ambo University (A U); And as per the d ictionary in
sources selections respectively. The above two public three languages Afan Oro mo, A mharic and English)
universities were considered for these are nearest and, by OCTB, means “Evaluation” and “Discussion”
easily accessed to the researcher working at ASTU. And (205:507), Ambo University (Cf. Appendix A).
these three universities have co mprised Afan Oro mo 3. QU’ANNOO/QORANNAA/QORMAATA, as per
Depart ment in wh ich research methods course has been the Addis Ababa University (AAU), The MA thesis
offered. Added to this, the Oro mia Cu lture and Tourism produced by: Mr. Lammeessaa (2007), M r.
Bureau printed standardized journals (1-11 volu mes in Shamsaddiin Yusuuf (1999E.C.), Mr. Kad iir(2007)
total, published from 1995) and the three universities’ respectively; and as per the dictionary by OCTB
respective related Materials (Modules, Course outlines and (205:511) and Wiirtuu (1993:194), Vo l. 6, also states
Thesis) and other published related materials the researcher as “Study”;
76 Assessing Lexical Variations: The Case of Afan Oromo and Literature's Department Research Course at the 3 Public Universities

4. QO’ANNAA, as per the Addis Ababa University-the accessed in some local bookshops .
MA thesis by Mr. Fiqaaduu (2007), These differences have been occurred by employing
5. QORMAATA, at Adama Science and Technology different vowels and d ifferent words as could be observed
University, Wiirtuu Vo l. 6 (1993:194); d ictionary by above. These variations appeared simply by the writers’
OCTB (205:508); (205:507) use of their dialect on the one hand and by the writers’ use
6. QORANNAA, as per the dictionary by OCTB of the standardized lexis as formerly published in Wiirtuu
(205:511) and by OCTB (205:507), it means “Study”; by OCTB. As observed above, the same bureau, after
establishing the standardized term could apply varied lexis
As can be read fro m the above 1-6 listed lexes in Afan to the article prepared in the same journal. The researcher
Oro mo, one could easily perceive the variations. For also observed that in a research conference this same lexis
instance, in the lexes QO’A NNOO, QU’A NNOO and has been presented in big variations. Among the collected
QO’ANNAA, the major variations have been on their lexes variations appeared about 90% of them have been in
respective vowels types used. These varied short vowels the 3rd International Oro mo Studies Conference Book of
are “O” and “U” as used in the beginning of the Abstracts (2018:25-66). The situation in such institute
lexes-“QO- …” and “QU- …,” and also long vowels entails technology assisted use of standardized lexis for
“…-OO” and “ … -AA” as used in the last phonemes of the future publications.
lexes “-NNOO” and “-NNAA.” These variations have been One more lexis, in the English language known as
created simp ly by respective writers’ “background of the study” has been presented with about
usage/dialects/idiolect of the language causing no major twelve variations in the eight components variations stated
meaning differences. below.
Lexes on the third listed above in one University but 1. Ka’i nsa, B u’uura ka’umsa, Duubee, Seenduubee,
emp loyed three varied termino logies: QU’ANNOO, Seen-duubee (Adama Science and Technology
QORANNAA and QORMAATA. It was at Addis Ababa University-ASTU)
University (AAU) that the three students used in their 2. Ka’iinsa (Dict ionary in Oro mo/ Galmee jechoota
respective research reports. The three reporters were Afaan Oromoo by OCTB, 2005:388)
accomplished their wo rk the same year at the same 3. Seen duubee/Seenduubee (Ambo University-AU)
university as indicated above. 4. Seenduubee/ duubbee/Duubee qormaataa (Addis
The researcher, on the other hand, provided the term Ababa University)
“Abstract” with its respective lexes variations in Afan 5. Seenduuba (Desta 2013:59)
Oromo including their respective sources. 6. Duubbee (Fiqaaduu 2007);
1. Axareera (3rd International Oro mo Studies 7. Ka’umsa qorannichaa (Kad iir 2007:ii; Lammeessaa
Conference 2018:31,48,54,62,64,65,) 2007:iii)
2. Axareeraa (3rd International Oro mo Studies 8. Ariirrata/Seen-duuba (Addunyaa 2011:III, 52, …)
Conference 2018:34,35,44,47,51,58)
3. Axereera (Kedir 2007:ii, Fikadu 2007; 3rd The above listed varied lexes have been obtained mainly
International Oro mo Studies Conference fro m the d ifferent written documents and through
2018:33,36,39); interviews and focus group discussions’ participants at
4. Axereeraa (3rd International Oro mo Studies ASTU and AAU relevant instructors , MA thesis reports
Conference 2018:25,27,40,56) and research work reference book locally published in
5. Axeerara (The first Wiirtuu, Afan Oro mo Research Afan Oro mo. The total variations obtained above are 12
Journal 1995:85; Wiirtuu, Vol. 6; 1993 E.C./ 2001:176; (Ka’insa, Ka’iinsa, Bu’uura, Ka’u msa, Duubee, Duubbee,
Vol. 9, 2001:222; Vol. 10. 2005:209;) Seenduubee, Seenduuba, Seen duubee, Seen-duubee,
6. Axeerera (3rd International Oro mo Studies Seen-duuba and Ariirrata).
Conference 2018:66) The first varied lexes (Ka’insa, Bu’uura ka’umsa,
7. Axeereraa (Lemessa 2007:iii; Desta 2013:60; 3rd Duubee, Seenduubee, Seen-duubee) were in use at the
International Oromo Studies Conference 2018:43) same one university-Adama Science and Technology
University. About seven varied lexes
8. Ariirrata (Wiirtuu, Vol. 10, 2005:1) (Seenduubee/ duubbee/ Duubee qormaataa/ Ka’umsa
qorannichaa /Ariirrata/ Seenduuba/Seen-duuba) were
The above listed varied lexes obtained fro m d ifferent observed at one same university-AAU.
written documents. The fifth and the eighth (Axeerara It was observed that during the different groups
and Ariirrata) were fro m the same Govern ment discussions in which 30 persons participated at the three
Bureau’s-the Oro mia Culture and Touris m Bureau. While identified Universit ies; only 3 instructors used the term
the second and the third (A xereera and Axeereraa) were “Ka’insa”.
obtained fro m Addis Ababa University’s MA thesis the On the other hand, the English terms “Background” and
same year-2007 and one person who privately published a “Statement of the problem” were used in Afan Oro mo as a
research course/work related book in 2013 (Mr. Desta) lexis known “Ka’u msa”. But such term could create a
 Linguistics and Literature Studies 8(3): 73-82, 2020 77

communicat ion barrier in that the original concepts convey production at the remain ing two public universities
different meanings unless specified in details with context. were considered among the factors to the creations
Furthermore, for the English language research and sustaining of lexes variations.
8. As has been observed in the aforementioned results
related tern such as “Appendix” still variations and discussions, the OCTB itself did not either
in Afan Oromo have been observed. Such consistently apply the standardized lexes ones
variations include: Maxxantuu, Dabalee, established nor explain reasons for the inconsistent
Miiltoo …. The OCTB had been published as uses of these lexes. For instance, for the English term:
Wiirtuu, (The first Wiirtuu, Afan Oro mo Research
standard term as “Miiltoo” for it in Wiirtuu Journal 1995:85; Wiirtuu, Vol. 6; 1993 E.C./ 2001:176;
1995:91; Wiirtuu Vol. 10, 2005:225. But, what Vol. 9, 2001:222; Vo l. 10. 2005:209; ) and Wiirtuu,
the researcher personally encountered or Vol. 10 (2005:1) emp loyed “Axeerara” and “Ariirrata”
respectively used in such vivid variation of lexis.
experienced in this regard was that individual 9. Individual p roducers and publishers of research
instructor forces his respective students to methods related book also did not consider the former
use his own term, Dabalee, disregarding the standardized lexes and simp ly use their local dialects
in their respective works, thus, encourage lexes
standardized term in their respective research variations.
report. 10. Absence of Oromo language academy with qualified
human and required resources that could lead the task
4.2. Some Reasons for the Emerging Lexes Variations and develop an increasing standardized lexes were
among the contributing factors to sustain the
Based on the participants’/instructors’ opinions reflected variations.
in the interviews and focus group discussions, the
following points were identified as causes contributing to 4.3. Some Basic Standardized Research Methods
the current lexical variat ions. The results were summarized
Related Lexes Proposed Optionally
under ten major points:
1. The publications of research journals (Wiirtuu), As part of the results of this study, the researcher has
published with standardized Afan Oro mo terms was provided a research methods lexes proposal on the
not found in the Universities. Appendi xes C and D o f this study optionally. The
2. Very limited number of publication of the pertinent researcher sees and has been considered mainly the
Wiirtuu was available in the book shops. OCTB’s publications of the standardized terminologies.
3. There was no advancement and/or imp roved and Over 80% of the proposed alternative lexes (Cf. Appendix
republications of the Wiirtuu pertinent to the research C and Appendix D) have been fro m the published
methods’ lexes. documents of the OCTB. The main reason for his
4. Presence of some reject ions of the standardized terms consideration is that he knows about the members of the
produced and published by the OCTB-Wiirtuu. These respective committee in action. Thus, the committee
rejections were ascribed with the academic staffs’ the members were educated in their respective fields also
universities that the producers of the standardized relevant to the production of these terminolog ies. They are
terms were not qualified enough. also equipped in the indigenous knowledge of the Oro mo
5. Concerned university staff did not have access to people. Their respective experiences have also need to be
participate on relevant workshops, seminars and any valued too, as to the researchers’ knowledge and
other team works organized for standardization perspective.
committee by OCTB. Added to this the researcher considered economical
6. The instructors of the research methods course have lexes as one of the important factors as well. In this regard,
been used different terms to refer to those identified a lexis containing less number of phonemes had been
lexes based on their o wn personal knowledges or selected than those more phonemes containing lexes since
linguistic backgrounds. conveying the same meaning in context. For instance,
7. Among the three public un iversities under this study, among the Afan Oromo alternative lexes for the English
Ambo Un iversity had established a working team to term “Background,” we have: “Seen duubee,” or “Seen
produce standardized lexes for use in various courses duubbee” or “Seen-duubee.” Here the researcher preferred
offered within the department. Instructors in the the lexis known as “Ka’insa” standardized by the OCTB in
remain ing two universities did not practice the same that it requires less space and lesser time to use that hold
nor had no other better way observed to minimize the same meaning in any way.
these lexes variations. Thus, lack of established Thus, the detailed proposed alternative standardized
academic staffs’ wo rking team for standardized lexes lexes pertinent to the research methods have been provided
78 Assessing Lexical Variations: The Case of Afan Oromo and Literature's Department Research Course at the 3 Public Universities

on the Appendix C of this study. and Oro mia Culture and Touris m Bureau including
the Oromia Education Bureau and others need to
come together with their respective resources to
5. Conclusions and Recommendations understand the problems and plan to act and to
produce better standardized lexes optionally.
The lexical variations found mainly in written 3. All public Universit ies located in Oro mia Regional
documents on the one hand and the data obtained fro m the State and pertinent higher education institutes need to
interviews and the focus group discussions on the other work to understand pertinent problems and call
hand were co llected and assessed. In this regard, the international research conferences and sustain
English language terminologies , including respective
facilitating production and a more developed use of
concepts, in context were used as the major guide and
standardized lexes.
sources of knowledge.
Accordingly, significant lexes variations were detected
among and within the public universities at large. More
lexes variations observed in ASTU and AAU than in A mbo Acknowledgements
University in particu lar.. The main reason for fewer lexes Above all I would like to praise the Almighty GOD who
of variations found at A mbo Un iversity was that the
sustains my life and enabled me to develop and produce
respective Afan Oromo depart ment academic staff
this article . I also would like to thank the two reviewers and
members established a working team to create standardized
two of my many pertinent professional colleagues
terms in their respective fields of studies. And agreed up
Hailemariam Kekeba (PhD) and Mekonin Gemechu (PhD)
lexes had been used consistently and practices observed at
Ambo Un iversity portray min imized lexical variat ions. who helped me to take this form.
Also, the course outlines, module prepared and the Then, I would like to exp ress my heartfelt gratitude to
candidate thesis work all revealed standardized use of lexes the academic staff at the three public universities for their
in the research methods course at AU at large. active participation in the study in terms of providing data
Therefore, the fo llo wing reco mmendations of the sources and secondary data document and the Oro mo
researcher are thought in some way to enhance the use and Research Center for the financial support in the course of
establishment and development of standardized lexes for the study.
the research methods course: Mr Dejene Geleta also deserves many thanks for his
1. Respective Depart ment of Afan Oro mo and cooperation in the data gathering tas ks mainly fro m A mbo
Literature/Folklo re at the three public Universities University and subsequent report and comments forwarded
need to share experiences, identify their respective to the researcher. Last but not least, my wife M rs. Lelise
gaps and work together to address the problems. Awas for her co mmitted all rounded supports provided
2. Respective organizations such as the Institutes of throughout the work.
Oro mo Studies (IOS), the Oro mo Research Center
 Linguistics and Literature Studies 8(3): 73-82, 2020 79

Appendi x A: Some Research Course Related English Lexes with Some Revealed Variations in Afan Oromo Lexes

The 3 Universities Standardization Committee for Afan

Some Re se arch Related
Oromo-OCTB’s –WIIRTUUs and its Dictionary,
Le xis in English Adama Science and Technology Addis Ababa Ambo and … we re main sources
Q O RANNOO QORMAAT A, QORANNOO (Wiirtuu Vol. 6 1993:194;
Re search Q O ’ANNOO, QORMAATA, … Q O RANNOO
/Q U’ANNOO Galmee Jechootaa/dictionary by OCT B (205:507, 508)
Baafata/Qabeentaa 1995:84; Jildii-2, 1989:122; Jidii 11,
Table of Contents Baafata Qabeentaa Baafata
2006:iv/Qabiyyee Jildii 9, 2001:224-5
Acknowledgements Galata Galata Galata Galata
Abstracts Axeereraa/Axeerara Axeerara/Axereera/Axeereraa/ Axeerara Axeerara (1995:85)
CHAPTER O NE: BOQONNAA TOKKO:
BOQONNAA T OKKO: SEENSA BOQONNAA T OKKO: SEENSA Seensa (1995:82)
INTRO DUCTIO N SEENSA
1.1 Background Ka’insa/seen-duubee Seenduubee/duubbee Seen duubee/Seenduubee Ka’iinsa (Galmee 2005:388)
1.2 Statement of the problem Ka’umsa qo’annoo Hima rakkoo qo’annichaa Ka’umsa qorannichaa Ka’umsa (Galmee 2005:383)
1.3 O bjective Kaayyoo Kaayyoo Kaayyoo Kaayyoo (Galmee 2005:386)
1.4 Significance of the study Barbaachisummaa/Faayidaa Barbaachisummaa/Faayidaa Barbaachisummaa Faayidaa (Jildii 2, 1989:123)
1.5 Scope of the study Daangaa Daangaa Daangaa Daangaa (Galmee 2005:149)
1.6 O rganization of the
Ijaarama Qindaa’ina Qindoomina Ijaaramaa (Galmee jechootaa 2005:348)
study
CHAPTER TWO: BOQONNAA LAMA: BOQONNAA LAMA: SAKATTA’A BOQONNAA LAMA:
LITERATURE REVIEW SAKAT T A’A BARRUU BARRUU/OGBARRUU SAKAT T A’A BARRUU
CHAPTER THREE: MALLEEN
MALLEN MALAWWAM T OOFTAA (Jildii 11, 2006:221)
METHO DS QORANNICHAA
3.1 Data source Madda raga Madda raga Madda raga Madda (Wiirtu 6, 1993:190;
3.2 Sample Iddattoo Iddattoo Iddattoo Iddattoo (Jildii. 10, 2005:220)
3.3 Tools Maashaalee Maashaalee Maashaalee ? Argachuu hindandeenye?
3.4 Data analysis Mala qaaccessuu Mala seeccaatii Mala qaaccessuu Xiinxaluu (Wiirtu V. 11, 2006:222)
80 Assessing Lexical Variations: The Case of Afan Oromo and Literature's Department Research Course at the 3 Public Universities

Appendi x B: Some Research Course Related English Lexes with some revealed Variations in Afan Oromo Lexes (Continued)

The 3 Universities Standardization Committee for Afan Oromo

Some Research Related Lexis in English Adama Science and OCTB’s -WIIRTUUsand and its Dictionary, and …
Addis Ababa Amboo we re main sources
Technology
DHIYEESSA, DHIYEESSA, DHIYEESSA, Dhiyeessuu, ibsaafi … ragaa
CHAPTER FO UR: DATA PRESENTATO N,
QAACCESSAAFI HIIKA QAACCESSAAFI HIIKA QAACCESSAAFI HIIKA (Galmee Jechoota AO…. 2005:520, 622; ICT TERMS
ANALYSIS AND INTERPRETATIO N
RAGAALEE RAGAALEE RAGAALEE IN Oromo 2005:98)
4.1 Data presentation Dhiyeessa ragaalee Xiinxala ragaalee Dhiyeessa ragaalee Ragaa dhiyeessuu (Galmee jechootaa 2005:520, 622)
Balballoommii/ibsa ragaa (Wiirtuu Jildii 2 1989:119)
4.2 Data analysis & interpretation Qaaccessaafi Hiika Ragaalee? Qaaccessaafi Hiika Ragaalee?
Xiinxalu, Jildii 11, 2006:222
CHAPTER FIVE: CO NCLUSION XUMURA GUDUNFAA GUDUNFA XUMURA 1995:82
5.1 Summary Cuunfaa Cuunfaa Cuunfaa Gumeessa/goolaba, (Wiirtuu 1995:84)
5.2 Finding Argannoo Argannoo Argannoo Argannoo (Galmee jechootaa 2005:41)
5.3 Re commendation Yaboo Yaada Yaada furmaataa Yaada/Yaboo (Galmee jechootaa 2005:606)
Madda/Wabii (Wiirtuu Jildii 6, 1993:190;199; Wiirtuu
Re fe rence/Bibliography Wabii Kitaabilee wabii Wabiilee
Jildii 9, 2001:222)
Appe ndix Miiltoo Dabalee/Miiltoo Dabalee Miiltoo (Wiirtuu, 1995:91; Jildii10, 2005:225)
 Linguistics and Literature Studies 8(3): 73-82, 2020 81

Appendi x C: Proposed Research Course Related Lexes in Afan Oromo for the English Language Lexes

Some Research Related Proposed Lexes have been selected and collected from the Oromia Culture and Tourism Bureau’s Publication, ie. The WIIRTUUs’ (Magazines,
Remarks
Le xis in English mentioned in the table 1.1 of this study) and Galmee Jechootaa-Galmee (Dictionary) as indicated under as sources.
Table of Contents Baafata (Wiirtuu 1995:84; Vol. 2, 1989:122; including AST U & Ambo University)
Acknowledgements Galata (Accepted in practice by all sources as seen on Appendix A)
Abstracts Axeerara (WIIRTUU, 1995:85)
CHAPTER O NE: INTRO DUCTIO N BOQONNAA T OKKO: SEENSA (WIIRTUU, 1995:82)
1.1 Background Ka’insa ykn Ka’iinsa (Galmee 2005:388)
1.2 Statement of the problem Himrakkoo/Ka’umsa (Galmee 2005:383)
1.3 O bjective Kaayyoo (Galmee 2005:386)
1.4 Significance of the study Faayidaa (WIIRTUU, Vol. 2, 1989:123)
1.5 Scope of the study Daangaa (Galmee 2005:149)
1.6 O rganization of the study Ijaarama (Galmee jechootaa 2005:348)
CHAPTER TWO : LITERATURE REVIEW BOQONNAA LAMA: SAKAT T A’A BARRUU
CHAPTER THREE: METHO DS BOQONNAA SADII: MALLEEN
3.1 Data source Madda (WIIRT UU, Vol. 6, 1993:190;
3.2 Sample Iddattoo ( WIIRTUU, Vol. 10, 2005:220)
Meeshaalee (Not found in the three
3.3 Tools
Universities documents)
3.4 Data analysis Xiinxaluu (Wiirtuu, Vol. 11, 2006:222)
CHAPTER FO UR: DATA PRESENTATO N,
BOQONNAA AFUR: DHIYEESSUU, XIINXALAAFI IBSAA RAGAA
ANALYSIS AND INTERPRETATIO N
4.1 Data presentation Dhiyeessa raga (Galmee jechootaa 2005:520, 622)
4.2 Data analysis & interpretation Xiinxala ragaafi ibsa (Wiirtuu Vol. 11, 2006:222)
CHAPTER FIVE: CO NCLUSION BOQONNAA SHAN: XUMURA (WIIRTUU, 1995:82)
5.1 Summary Cuunfaa
5.2 Finding Argannoo (Galmee jechootaa 2005:41)
5.3 Re commendation Yaboo (Galmee jechootaa 2005:606)
Re fe rence/Bibliography Madda/Wabii (WIIRTUUs, Vol. 6, 1993:190,199; & Vol. 9, 2001:222)
Appe ndix Miiltoo (Wiirtuus 1995:91; and Vol.10, 2005:225)
82 Assessing Lexical Variations: The Case of Afan Oromo and Literature's Department Research Course at the 3 Public Universities

Biiroo Aadaafi Beeksisa Oromiyaa. Finfinee: Commercial

Printing Enterprise.

[16] Gumii Qormaata Afaan Oromoo (1995/2003). Wiirtuu:

REFERENCES barruulee Qormaata Waaltina Afaan Oromoo, Jildii 7.
Finfinne: Biiroo Aadaafi Turizimii Oromiyaa. Commercial
[1] Abdallaa Shaafii et. al. (1996). Barnoota Afaan Oromoo, Printing Enterprise.
Siilabasii, kutaa 9ffaafi 10ffaa. Finfinne: Biiroo Barnoota
Oromiyaa. [17] Gumii Qormaata Afaan Oromoo (1999). Wiirtuu: barruulee
Qormaata Waaltina Afaan Oromoo, Jildii 8. Finfinne:
[2] Adama Science & Technonolgy University (June 2012). Biiroo Aadaafi Turizimii Oromiyaa. Commercial Printing
OROM O RESEARCH CENTRE. SCHOOL OF Enterprise.
HUM ANITIES and LAW. DEPARTM ENT OF AFAN
OROM O and LITERATURE. [18] Gumii Qormaata Afaan Oromoo (2001). Wiirtuu: barruulee
Qormaata Waaltina Afaan Oromoo, Jildii 9. Finfinne:
[3] Addunyaa Brkeessaa (2011). AKKAMTAA: Yaadrimee Biiroo Aadaafi Turizimii Oromiyaa. Commercial Printing
Qorannoo Hujoo. Finfinnee. Enterprise.

[4] Amio, Rey Carlo L. (NY). The Intellectualization of Filipino [19] Gumii Qormaata Afaan Oromoo (2005). Wiirtuu: barruulee
through English: Spanish as an Intermediary Language Qormaata Waaltina Afaan Oromoo, Jildii 10. Finfinne:
(PDF) Biiroo Aadaafi Turizimii Oromiyaa. Commercial Printing
Enterprise.
[5] Andrean, Linda (ny :32). A Brief History of the German
Language. The Language of Austria, Germany, and Parts of [20] Gumii Qormaata Afaan Oromoo (2006). Wiirtuu: barruulee
Switzerland Qormaata Waaltina Afaan Oromoo, Jildii 11. Finfinne:
Biiroo Aadaafi Turizimii Oromiyaa. Commercial Printing
[6] Ashannaafii Tarrafaa fi M asfin Oliiqaa (2012). M ALA Enterprise.
QU’ANNOO (RESEARCH M ETHODS). SAGANTAA
BARNOOTA FAGOO YUUNIVARSIITII [21] ICT Development Office & Ethiopian Languages and
TEEKNOOLOJII ADAAMAA, M UUMM E AFAAN Research Centre of Addis Ababa University (October 2005).
OROM OOFI OGUMAA. ICT Terms in Afaan Oromo. Addis Ababa, Ethiopia ICT
Development Agency.
[7] COUNCIL OF THE EUROPEAN UNION (21 November
2008). Council Resolution on a European strategy for [22] M EKURIA BULCHA (1995). Onesimos Nasib's Pioneering
multilingualism. Brussels. Contributions to Oromo Writing. Sweden: University of
Uppsal. Nordic Journal of African Studies 4(1): 36-59
[8] Council of Europe (2008). Language Education Policy
Profile. Austria: M inistry of Education, the Arts and Culture [23] Rosalie Finlayson & M bulungeni M adiba (2002). The
and M inistry of Science and Research Language Policy Intellectualization of the Indigenous Languages of South
Division. Africa: Challenges and Prospects, Current Issues in
Language Planning, 3:1, 40-61, DOI:
[9] Dastaa Dassaalany (2013). Bu’uura Qorannoo. M axx 2ffaa. 10.1080/14664200208668036
Addis Ababa Yunivarsiitii. Far East Treding PLC.
[24] Sileshi Berhanu (2013). OPPORTUNITIES AND
[10] Gumii Qormaata Afaan Oromoo (1997/1995). CHALLENGES IN TEACHING AND LEARNING AFAN
Wiirtuu-Barruulee Qormaata Waaltina Afaan Oromoo. OROM O AS A SECOND LANGUAGE: OROM IA IN
Finfinnee: Biiroo Aadaafi Ispoortii Oromiyaa. Artistic FOCUS. PhD Dissertation. ASTU. School of Postgraduate
Printers. Studies. Afan Oromo and Literature Department.
[11] Gumii Qormaata Afaan Oromoo (1989/1997). [25] The Constitution of the Federal Democratic Republic of
Wiirtuu-Barruulee Qormaata Waaltina Afaan Oromoo, Ethiopia. (21st August, 1995). Addis Ababa: (n. p.).
Jildii 2. Finfinnee: Biiroo Aadaafi Beeksisa Oromiyaa.
Commercial Printing Enterprise. [26] The Transitional Government of Ethiopia, M inistry of
Education (1994). Education and Training Policy. Addis
[12] Gumii Qormaata Afaan Oromoo (1990/1998). Wiirtuu: Ababa.
Barruulee Qormaata Waaltina Afaan Oromoo. Jildii
[Link]: Biroo Aadaafi Beeksisa Oromiyaa. [27] Wolff, Ekkehard-Prof. Dr. (2012). Public Lecture at Adama
Commercial Printing Enterprise. Science and Technology University.

[13] Gumii Qormaata Afaan Oromoo (1991/1999). Wiirtuu:

Barruulee Qormaata Waaltina Afaan Oromoo, Jildir
[Link]: Biiroo Aadaafi Beeksisa Oromiyaa. Artistic i Presented By The Researcher On The 1 st National Research Conference
Printing Enterprise. (June 24 – 25, 2016) Organized By Arsi University-Ethiopia, Asella

[14] Gumii Qormaata Afaan Oromoo (1992/200). Wiirtuu:

Barruulee Qormaata Waaltina Afaan Oromoo, Jildii 5.
Finfinne: Biiroo Aadaafi Beeksisa Oromiyaa. Commercial
Printing Enterprise.
[15] Gumii Qormaata Afaan Oromoo (1993/2001). Wiirtuu:
Barruulee Qormaata Waaltina Afaan Oromoo, Jildii 6.