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Distiction between Homonymy and Polysemy in Kimasaku Within Sense Relations Approach

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Date
2013-04-19
Author
Mulwa, Rufee N.
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Abstract
Thepurposeof this study was to determine the distinction between homonymy and polysemy in Kimasakuwithin the Sense Relations approach. On the background of the study, we expored the historyof the Kamba people and their language.This was followed by the research objectives wherebythe study sought to identify words with multiple meanings and determine which of the multiplemeanings are related and that which were not. The third objective was to determine the extentto which Sense Relations Theory is useful in the distinction between homonymy and polysemy.By looking at the rationale of the study, we explained the importance of the study to variousgroups like the Ministry of Education, book writers, bible translators and linguists. Inliteraturereview and theoretical framework, we discussed in indepth perspective homonyms and polysemes,their distinction and also looked at discussion by other scholars. We also explained whywesought to use the Sense Relations Theory and not any other theory like the Semantic theoryor Componential Analysis. On methodology, we chose the descriptive method of the - qualitativeresearch design. The area of study Was Kangundo District in three locations: Kawethei, Mbiuniand Matungulu. A Kikamba dictionary by Mwau was the source of words with multiple meanings.Respondents and a Kikamba - English by Mutisya were also used to provide more meanings.Samplingprocedures included purposive complemented by systematic random sampling and snowball. Data collection involved getting words from a dictionary in form of nouns and verbs,meanings got from the two dictionaries as well as from the respondents. Instruments used wereaninterview schedule and a pilot survey. Later, interpretation of the data and discussion was donefollowedby summary of findings. Recommendations and suggestions for further research weregivenby the researcher.
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http://ir-library.ku.ac.ke/handle/123456789/6621
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