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This study evaluates the impact of in-service education and training on Tanzanian foreign language teachers learning. The in-service training focused on equipping teachers with knowledge and skills in competency-based language teaching. The qualitative research approach and the Most Significant Change (MSC) technique were used to guide the research process. The data were collected from Manyara and Kilimanjaro Regions. Twenty-one respondents were purposely selected and interviewed in a one-to-one unstructured interview. Information from the interview was managed using ATLAS.ti and thematically analyzed using a thematic approach. The finding indicated that the in-service training effectively impacted teachers learning on subject knowledge, general knowledge, and pedagogical content knowledge relating to competency-based language teaching. Therefore, the Ministry of Education and Vocational Training and other education stakeholders need to sustain the knowledge gained to reflect it in English language teachers’ classroom practice by providing follow-up and support. Moreover, the discrepancy in some facets of knowledge gained and limited change stories related to the planning, teaching, and assessing grammar call for more in-service training so that teachers gain the correct information and appropriately teach and assess grammar by associating it with functional usage.

This is an exploratory account of English as a Foreign Language learning strategies used by Tanzanian secondary school students. Data were gathered from 70 EFL learners in two ordinary level secondary schools in Tanzania, through a questionnaire inventory adapted from Oxford (1990). The data were then analyzed and results tabulated. Findings show that the majority of the respondents were using social strategies and relatively few were using compensation and memory strategies. The most popular social strategy was plasticizing English with others. As for the affective strategies, the most popular was talking to someone else about how one feels about English. Among the memory strategies, using new English words in a sentence was most popular unlike in cognitive strategies where initiating conversations in English was the most popular learning strategy. It was concluded that EFL learners in Tanzania do not have learning one language learning strategy suitable for all learners.

This study is an application of Michael Halliday"s Transitivity theory in the depiction and portrayal of personality. The paper confined itself to the verbal transitivity process of two main characters-Xuma and Leah-of Peter Abraham"s "Mine Boy". The findings hope to reveal the fact that the words given to characters reveal a lot of who they are (as replica of human beings) and that the transitivity analysis of their verbiages and interactive nature of the receivers and targets of their verbiages are very telling of their epistemic, emotive and social nature.The essay consists of six sections. Section one is a brief introduction about linguistic analysis within the framework of social and functional construction of meanings to reveal speakers" personality. The second section is review of literature in which stylistic analyses have been carried out with transitivity theoretical framework as a guide. The third is the transitivity theoretical framework for this study as presented by various scholars. The fourth section is a brief account of Peter Abraham"s "Mine Boy" by different reviewers while section five is presentation of the findings featuring analysis of the verbal processes of Xuma and Leah. The sixth and last section is a conclusion to the study.

This study is a descriptive and interpretive account of indirect form of linguistic violence to teachers by their students in 72 males and 35 females) from assorted secondary schools in Dar es Salaam region the majority of whom were, by the time of data gathering, aged between 10 and 19 years. Data were gathered through a questionnaire and non-participatory observation. The findings indicate there the students are engaged in six forms of indirect linguistic violence, namely; sexualizing, pejorizing, stupidizing, feminizing, musculinizing, and animalizing. Further, female teachers are more victims of these forms of violence than their male counterparts at two levels: by being given comparably harsher expressions and by their body parts being referents for insults.