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59-1103: Hailu ( Amharic : ኃይሉ), also spelled Haylu , is a male name of Ethiopian origin that may refer to: Hailu Shawul (born 1936), Ethiopian engineer and the chairman of the Coalition for Unity and Democracy Hailu Tekle Haymanot (1868–1950), Ethiopian army commander and nobleman Hailu Mekonnen (born 1980), Ethiopian long-distance runner and two-time World Cross Country medallist Aynalem Hailu (born 1986), Ethiopian footballer Hailu Negussie (born 1978), Ethiopian marathon runner and 2005 Boston Marathon winner Hailu Yimenu (died 1991), Ethiopian Prime Minister Meseret Hailu (born 1990), Ethiopian female long-distance runner and world half marathon champion Kassa Hailu (1818–1868), birth name of Ethiopian Emperor Tewodros II Haftamnesh Tesfay Haylu (born 1994), Ethiopian female long-distance runner See also [ edit ] Haifeng dialect of Hakka, also known as Hailu or Haiufeng Haile (disambiguation) Hailuoto Were Ilu ,

118-523: A holy language by the Rastafari religion and is widely used among its followers worldwide. Early Afro-Asiatic populations speaking proto- Semitic , proto- Cushitic and proto- Omotic languages would have diverged by the fourth or fifth millennium BC. Shortly afterwards, the proto-Cushitic and proto-Omotic groups would have settled in the Ethiopian highlands, with the proto-Semitic speakers crossing

177-524: A pidgin as early as the 4th century AD to enable communication between Aksumite soldiers speaking Semitic, Cushitic, and Omotic languages, but this hypothesis has not garnered widespread acceptance. The preservation in Old Amharic of VSO word order and gutturals typical of Semitic languages, Cushitic influences shared with other Ethio-Semitic languages (especially those of the Southern branch), and

236-415: A desired speech response), morpheme studies, behaviourism, error analysis, stages and order of acquisition, structuralism (approach that looks at how the basic units of language relate to each other according to their common characteristics), 1st language acquisition studies, contrastive analysis (approach where languages are examined in terms of differences and similarities) and inter-language (which describes

295-462: A few of the researchers who have dedicated time to this subject. They have worked to determine what qualities make a "good language learner". Some of their common findings are that a good language learner uses positive learning strategies, is an active learner who is constantly searching for meaning. Also a good language learner demonstrates a willingness to practice and use the language in real communication. He also monitors himself and his learning, has

354-425: A first language and with few exceptions, they will be fully successful. For second language learners, success is not guaranteed. For one, learners may become fossilized or stuck as it were with ungrammatical items. ( Fossilization occurs when language errors become a permanent feature.) The difference between learners may be significant. As noted elsewhere, L2 learners rarely achieve complete native-like control of

413-401: A more balanced approach to teaching and helps students of a variety of learning styles succeed. The defining difference between a first language (L1) and a second language (L2) is the age the person learned the language. For example, linguist Eric Lenneberg used second language to mean a language consciously acquired or used by its speaker after puberty. In most cases, people never achieve

472-427: A strong drive to communicate, and has a good ear and good listening skills. Özgür and Griffiths have designed an experiment in 2013 about the relationship between different motivations and second language acquisition. They looked at four types of motivations—intrinsic (inner feelings of learner), extrinsic (reward from outside), integrative (attitude towards learning), and instrumental (practical needs). According to

531-516: A town in north-central Ethiopia also known as Warra Hailu [REDACTED] Name list This page or section lists people that share the same given name . If an internal link led you here, you may wish to change that link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=Hailu&oldid=1179351255 " Categories : Given names Amharic-language names Hidden categories: Articles with short description Short description

590-454: Is learned/acquired is referred to as second-language acquisition (SLA). Research in SLA "...focuses on the developing knowledge and use of a language by children and adults who already know at least one other language... [and] a knowledge of second-language acquisition may help educational policy makers set more realistic goals for programmes for both foreign language courses and the learning of

649-751: Is a South Ethio-Semitic language, along with Gurage , Argobba , Harari , and others. Due to the social stratification of the time, the Cushitic Agaw adopted the South Ethio-Semitic language and eventually absorbed the Semitic population. Amharic thus developed with a Cushitic substratum and a Semitic superstratum . The northernmost South Ethio-Semitic speakers, or the proto-Amhara, remained in constant contact with their North Ethio-Semitic neighbors, evidenced by linguistic analysis and oral traditions. A 7th century southward shift of

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708-440: Is a hypothesis that when a child is going through puberty, that is the time that accents start . Before a child goes through puberty, the chemical processes in the brain are more geared towards language and social communication. Whereas after puberty, the ability for learning a language without an accent has been rerouted to function in another area of the brain—most likely in the frontal lobe area promoting cognitive functions, or in

767-579: Is an abugida , and the graphemes of the Amharic writing system are called fidäl . It is derived from a modification of the Ge'ez script . Each character represents a consonant+vowel sequence, but the basic shape of each character is determined by the consonant, which is modified for the vowel. Some consonant phonemes are written by more than one series of characters: / ʔ / , / s / , / tsʼ / , and / h / (the last one has four distinct letter forms). This

826-663: Is because these fidäl originally represented distinct sounds, but phonological changes merged them. The citation form for each series is the consonant+ ä form, i.e. the first column of the fidäl . The Amharic script is included in Unicode , and glyphs are included in fonts available with major operating systems. As in most other Ethiopian Semitic languages , gemination is contrastive in Amharic. That is, consonant length can distinguish words from one another; for example, alä 'he said', allä 'there is'; yǝmätall 'he hits', yǝmmättall 'he will be hit'. Gemination

885-501: Is called an abugida ( አቡጊዳ ). The graphemes are called fidäl ( ፊደል ), which means "script", "alphabet", "letter", or "character". There is no universally agreed-upon Romanization of Amharic into Latin script . The Amharic examples in the sections below use one system that is common among linguists specializing in Ethiopian Semitic languages. Amharic has been the official working language of Ethiopia, language of

944-536: Is different from Wikidata All set index articles Amharic Amharic ( / æ m ˈ h ær ɪ k / am- HARR -ik or / ɑː m ˈ h ɑːr ɪ k / ahm- HAR -ik ; native name : አማርኛ , romanized :  Amarəñña , IPA: [amarɨɲːa] ) is an Ethiopian Semitic language , which is a subgrouping within the Semitic branch of the Afroasiatic languages . It

1003-503: Is in Africa.' ልጁ Lǝǧ-u the boy ተኝቷል täññǝtʷall. asleep is ልጁ ተኝቷል Lǝǧ-u täññǝtʷall. {the boy} {asleep is} 'The boy is asleep.' ( -u is a definite article. Lǝǧ is 'boy'. Lǝǧu is 'the boy') አየሩ Ayyäru the weather ደስ däss pleasant Second language The distinction between acquiring and learning was made by Stephen Krashen as part of his Monitor Theory . According to Krashen,

1062-469: Is mostly heard as the affricate sound [ t͡sʼ ]. The rhotic consonant is realized as a trill when geminated and a tap otherwise. The closed central unrounded vowel ⟨ə⟩ /ɨ/ and mid-central vowel ⟨ä⟩ /ə/ are generally fronted to [ ɪ ] and [ ɛ ], respectively, following palatal consonants , and generally retracted and rounded to [ ʊ ] and [ ɔ ], respectively, following labialized velar consonants . The Amharic script

1121-416: Is not indicated in Amharic orthography, but Amharic readers typically do not find this to be a problem. This property of the writing system is analogous to the vowels of Arabic and Hebrew or the tones of many Bantu languages , which are not normally indicated in writing. Ethiopian novelist Haddis Alemayehu , who was an advocate of Amharic orthography reform , indicated gemination in his novel Love to

1180-582: Is spoken as a first language by the Amharas , and also serves as a lingua franca for all other populations residing in major cities and towns in Ethiopia . The language serves as the official working language of the Ethiopian federal government, and is also the official or working language of several of Ethiopia's federal regions . As of 2020, it has over 33,700,000 mother-tongue speakers and more than 25,100,000 second language speakers in 2019, making

1239-534: Is widely used in a variety of contexts in these countries, and signs are normally printed in both Arabic and French. A similar phenomenon exists in post-Soviet states such as Ukraine , Uzbekistan , Kyrgyzstan and Kazakhstan , where Russian can be considered a second language, and there are large Russophone communities . However, unlike in Hong Kong , English is considered a foreign language in China due to

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1298-571: The Nordic countries and the Netherlands is considered a second language by many of its speakers, because they learn it young and use it regularly; indeed in parts of South Asia it is the official language of the courts, government and business. The same can be said for French in Algeria , Morocco and Tunisia , although French is not an official language in any of them. In practice, French

1357-534: The Sinai Peninsula into Asia . A later return movement of peoples from South Arabia would have introduced the Semitic languages to Ethiopia. Based on archaeological evidence, the presence of Semitic speakers in the territory date to some time before 500 BC. Linguistic analysis suggests the presence of Semitic languages in Ethiopia as early as 2000 BC. Levine indicates that by the end of that millennium,

1416-405: The acquisition of a language is a natural process; whereas learning a language is a conscious one. In the former, the student needs to partake in natural communicative situations. In the latter, error correction is present, as is the study of grammatical rules isolated from natural language. Not all educators in second language agree to this distinction; however, the study of how a second language

1475-504: The total number of speakers over 58,800,000. Amharic is the largest, most widely spoken language in Ethiopia, and the second most spoken mother-tongue in Ethiopia (after Oromo ). Amharic is also the second most widely spoken Semitic language in the world (after Arabic ). Amharic is written left-to-right using a system that grew out of the Geʽez script . The segmental writing system in which consonant-vowel sequences are written as units

1534-661: The Andaman Association and creator of the encyclopedic andaman.org Web site, made a report in December 1997 about the number of secondary speakers of the world's leading languages. Weber used the Fischer Weltalmanach of 1986 as his primary and only source for the L2-speakers data, in preparing the data in the following table. These numbers are here compared with those referred to by Ethnologue,

1593-469: The Ethiopianist tradition they are often transcribed with a dot below the letter. The notation of central vowels in the Ethiopianist tradition is shown in angled brackets. The voiced bilabial plosive /b/ is phonetically realized as a voiced labial approximant [β̞] medially between sonorants in non- geminated form. The fricative ejective / sʼ / is heard as a fricative ejective [ sʼ ], but

1652-523: The Grave by placing a dot above the characters whose consonants were geminated, but this practice is rare. Punctuation includes the following: One may construct simple Amharic sentences by using a subject and a predicate . Here are a few simple sentences: ኢትዮጵያ ʾItyop̣p̣ya Ethiopia አፍሪካ ʾAfrika Africa ውስጥ wǝsṭ in ናት nat is ኢትዮጵያ አፍሪካ ውስጥ ናት ʾItyop̣p̣ya ʾAfrika wǝsṭ nat {Ethiopia} {Africa} {in} {is} 'Ethiopia

1711-461: The L1 group. The inability of some subjects to achieve native-like proficiency must be seen in relation to the age of onset (AO). Later, Hyltenstam & Abrahamsson modified their age cut-offs to argue that after childhood, in general, it becomes more and more difficult to acquire native-like-ness, but that there is no cut-off point in particular. As we are learning more and more about the brain, there

1770-456: The L2 learner's language as a rule-governed, dynamic system). These theories have all influenced second-language teaching and pedagogy. There are many different methods of second-language teaching, many of which stem directly from a particular theory. Common methods are the grammar-translation method , the direct method , the audio-lingual method (clearly influenced by audio-lingual research and

1829-399: The age of 5 have more or less mastered their first language with the exception of vocabulary and a few grammatical structures, and the process is relatively very fast because language is a very complex skill. Moreover, if children start to learn a second language when they are seven years old or younger, they will also be fully fluent with their second language in a faster speed comparing to

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1888-449: The alphabet used for writing the Geʽez language. There are 34 basic characters, each of which has seven forms depending on which vowel is to be pronounced in the syllable. There are also 49 "wa" letters, which form compound sounds involving "w." All together, the alphabet has some 280 letters. Until 2020 Amharic was the sole official language of Ethiopia. The 2007 census reported that Amharic

1947-539: The behaviourist approach), the Silent Way , Suggestopedia , community language learning , the Total Physical Response method , and the communicative approach (highly influenced by Krashen's theories). Some of these approaches are more popular than others, and are viewed to be more effective. Most language teachers do not use one singular style, but will use a mix in their teaching. This provides

2006-435: The capacity to figure out the grammatical rules. Error correction does not seem to have a direct influence on learning a second language. Instruction may affect the rate of learning, but the stages remain the same. Adolescents and adults who know the rule are faster than those who do not. In the learning of a second language the correction of errors remains a controversial topic with many differing schools of thought. Throughout

2065-537: The center of gravity of the Kingdom of Aksum and the ensuing integration and Christianization of the proto-Amhara also resulted in a high prevalence of Geʽez sourced lexicon in Amharic. Some time after the 9th century AD, Amharic diverged from its closest relative, Argobba , probably due to religious differences as the Argobba adopted Islam. In 1983, Lionel Bender proposed that Amharic may have been constructed as

2124-432: The classroom than the cognitive processing of the students. He contested that the affective side of students and their self-esteem were equally important to the teaching process. In the 1980s, the strict grammar and corrective approach of the 1950s became obsolete. Researchers asserted that correction was often unnecessary and that instead of furthering students' learning it was hindering them. The main concern at this time

2183-498: The core inhabitants of Greater Ethiopia would have consisted of dark-skinned agropastoralists speaking Afro-Asiatic languages of the Semitic, Cushitic and Omotic branches. Other scholars such as Messay Kebede and Daniel E. Alemu argue that migration across the Red Sea was defined by reciprocal exchange, if it even occurred at all, and that Ethio-Semitic-speaking ethnic groups should not be characterized as foreign invaders. Amharic

2242-782: The corrective processes. According to Noam Chomsky , children will bridge the gap between input and output by their innate grammar because the input (utterances they hear) is so poor but all children end up having complete knowledge of grammar. Chomsky calls it the Poverty of Stimulus . And second language learners can do this by applying the rules they learn to the sentence-construction, for example. So learners in both their native and second language have knowledge that goes beyond what they have received, so that people can make correct utterances (phrases, sentences, questions, etc) that they have never learned or heard before. Bilingualism has been an advantage to today's world and being bilingual gives

2301-574: The courts, the language of trade and everyday communications and of the military since the late 12th century. The Amhara nobles supported the Zagwe prince Lalibela in his power struggle against his brothers which led him to make Amharic Lessana Negus as well as fill the Amhara nobles in the top positions of his Kingdom. The appellation of "language of the king" ( Ge'ez : ልሳነ ነጋሢ ; "Lǝssanä nägaśi," Amharic : የነጋሢ ቋንቋ "Yä-nägaśi qʷanqʷa") and its use in

2360-497: The fluency, it is better to do foreign language education at an early age, but being exposed to a foreign language since an early age causes a "weak identification". Such issue leads to a "double sense of national belonging," that makes one not sure of where they belong to because, according to Brian A. Jacob, multicultural education affects students' "relations, attitudes, and behaviors". And as children learn more and more foreign languages, children start to adapt, and get absorbed into

2419-520: The foreign culture that they "undertake to describe themselves in ways that engage with representations others have made". Due to such factors, learning foreign languages at an early age may incur one's perspective of his or her native country. Acquiring a second language can be a lifelong learning process for many. Despite persistent efforts, most learners of a second language will never become fully native-like in it, although with practice considerable fluency can be achieved. However, children by around

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2478-415: The initial stage of foreign language education. Gauthier and Genesee have done research which mainly focuses on the second language acquisition of internationally adopted children and results show that early experiences of one language of children can affect their ability to acquire a second language, and usually children learn their second language slower and weaker even during the critical period. As for

2537-479: The lack of opportunities for use, such as historical links, media, conversation between people, and common vocabulary. Likewise, French would be considered a foreign language in Romania and Moldova , even though both French and Romanian are Romance languages , Romania's historical links to France, and all being members of la Francophonie . George H. J. Weber, a Swiss businessman and independent scholar, founder of

2596-583: The last century much advancement has been made in research on the correction of students' errors. In the 1950s and 60s, the viewpoint of the day was that all errors must be corrected at all costs. Little thought went to students' feelings or self-esteem in regards to this constant correction. In the 1970s, Dulay and Burt's studies showed that learners acquire grammar forms and structures in a pre-determined, inalterable order, and that teaching or correcting styles would not change that. In 1977, Terrell"s studies showing that there were more factors to be considered in

2655-472: The latter is being learned for use in an area where that language is originally from another country and not spoken in the native country of the speakers. And in other words, foreign language is used from the perspective of countries; the second language is used from the perspective of individuals. For example, English in countries such as India , Pakistan , Sri Lanka , Bangladesh , the Philippines ,

2714-649: The majority language by minority language children and adults." SLA has been influenced by both linguistic and psychological theories. One of the dominant linguistic theories hypothesizes that a device or module of sorts in the brain contains innate knowledge. Many psychological theories, on the other hand, hypothesize that cognitive mechanisms , responsible for much of human learning, process language. Other dominant theories and points of research include 2nd language acquisition studies (which examine if L1 findings can be transferred to L2 learning), verbal behaviour (the view that constructed linguistic stimuli can create

2773-424: The meaning of words clearly. The emotional distinction between L1 and L2 indicates that the "effective valence" of words is processed less immediate in L2 because of the delayed vocabulary/lexical access to these two languages. Success in language learning can be measured in two ways: likelihood and quality. First language learners will be successful in both measurements. It is inevitable that all people will learn

2832-410: The neural system of hormone allocated for reproduction and sexual organ growth. As far as the relationship between age and eventual attainment in SLA is concerned, Krashen, Long, and Scarcella, say that people who encounter foreign language in early age, begin natural exposure to second languages and obtain better proficiency than those who learn the second language as an adult. However, when it comes to

2891-482: The number of geographically distinct Cushitic languages that have influenced Amharic at different points in time (e.g. Oromo influence beginning in the 16th century) support a natural evolution of Amharic from a Proto-Ethio-Semitic language with considerable Cushitic influences (similar to Gurage, Tigrinya, etc.). The Amharic ejective consonants correspond to the Proto-Semitic " emphatic consonants ." In

2950-407: The opportunity to understand and communicate with people with different cultural backgrounds. However, a study done by Optiz and Degner in 2012 shows that sequential bilinguals (i.e. learn their L2 after L1) often relate themselves to the emotions more when they perceive these emotions by their first language/native language/L1, but feel less emotional when by their second language even though they know

3009-444: The relationship between age and rate SLA , "Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant)". Also, "older children acquire faster than younger children do (again, in early stages of morphological and syntactic development where time and exposure are held constant)". In other words, adults and older children are fast learners when it comes to

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3068-639: The royal court are otherwise traced to the Amhara Emperor Yekuno Amlak . It is one of the official languages of Ethiopia , together with other regions like Oromo , Somali , Afar , and Tigrinya . Amharic is an Afro-Asiatic language of the Southwest Semitic group and is related to Geʽez , or Ethiopic, the liturgical language of the Ethiopian Orthodox church; Amharic is written in a slightly modified form of

3127-501: The same level of fluency and comprehension in their second languages as in their first language. These views are closely associated with the critical period hypothesis . In acquiring an L2, Hyltenstam found that around the age of six or seven seemed to be a cut-off point for bilinguals to achieve native-like proficiency. After that age, L2 learners could get near-native-like-ness but their language would, while consisting of few actual errors, have enough errors to set them apart from

3186-563: The second language. For L2 pronunciation, there are two principles that have been put forth by Levis. The first is nativeness which means the speaker's ability to approximately reach the speaking pattern of the second language of speakers; and the second, understanding, refers to the speaker's ability to make themselves understood. Being successful in learning a second language is often found to be challenging for some individuals. Research has been done to look into why some students are more successful than others. Stern, Rubin and Reiss are just

3245-407: The speed of learning by adults who start to learn a second language later in their life. In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language, which is a significant difference between input and output. Children are exposed to a language environment of errors and lack of correction but they end up having

3304-418: The teacher repeating a student's incorrect utterance with the correct version, are not always the most useful because students do not notice the correction. His studies in 2002 showed that students learn better when teachers help students recognize and correct their own errors. Mackey, Gas and McDonough had similar findings in 2000 and attributed the success of this method to the student's active participation in

3363-404: The test results, the intrinsic part has been the main motivation for these student who learn English as their second language. However, students report themselves being strongly instrumentally motivated. In conclusion, learning a second language and being successful depend on every individual. In pedagogy and sociolinguistics , a distinction is made between second language and foreign language,

3422-469: Was relieving student stress and creating a warm environment for them. Stephen Krashen was a big proponent in this hands-off approach to error correction. The 1990s brought back the familiar idea that explicit grammar instruction and error correction was indeed useful for the SLA process. At this time, more research started to be undertaken to determine exactly which kinds of corrections are the most useful for students. In 1998, Lyster concluded that "recasts",

3481-475: Was spoken by 21.6 million native speakers in Ethiopia. More recent sources state the number of first-language speakers in 2018 as nearly 32 million, with another 25 million second-language speakers in Ethiopia. Additionally, 3 million emigrants outside of Ethiopia speak the language. Most of the Ethiopian Jewish communities in Ethiopia and Israel speak Amharic. Furthermore, Amharic is considered

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