E-nglish-A mharic Dictionary Amsalu Akjilu, Ph. D. (Tubingen) Assistant Professor, Department of Ethiopian Languages and Literature, Addis Ababa University G. P. Mosback, M.A. (Cantab), M.A. (Essex) Associate Professor of English, Addis Ababa University OXFORD UNIVERSITY PRESS LONDON @ NEW YORKOxford University Press Oxford London Glasgow New York Torante Melbourne Sydney Wellington ( ape Town Delhi Bombay Calcutta Madras Karachi Dacca ‘Kuala Lumpur Singapore Jakarta Hong Kong Toksw Nairobi Dar Es Salaam Lusaka Accra Beirut COPYRIGHT OXFORD UNIVERSITY PRESS 1973 ‘ Reprinted in 1974 (twice), 1975, 1976, 1977 a Reprinted in 1978,1979 by the Ethiopia Book Cent re by permission of the Oxford University Press All rights reserved. No part of this publication may be re- Produced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Oxford University Press. 4 ANC AAP MELE LE btm = ‘ : i , nan PAM AeA # oni LAT AP AA ANA My it nF 4. rend) CAP FORAGE PATEKL LILPES 19 RdeE AAD AND exch BE PAU tar. a. say Aw. be. (RHA) PATON BIR PAGE TEAC + AAD ANG OLiCdt: ANNECS exch ‘PAN! WA, ) a ATIVAN -A7CE !INTRODUCTION The aim of this dictionary is to provide a handy guide to, the most common meanings of approximately 10,000. everyday English words. It is hoped it will be most useful to the secondary school student or the Ethiopian learning English by himself. Technical, uncommon and metapho- tical meanings have been avoided since it is felt that by the time a student feels the néed for these he will be of a sufficient standard to be able to use an English-English dictionary. Lit tA : NV, yy te HiteNOTE ON THE SELECTION OF THE ENGLISH VOCABULARY This dictionary is intended mainly to serve junior secondary and secondary school students, and throughout the constant revision over the eight years the work has taken, this group has been kept in mind. G.P. Mosback’s experience of teach- ing English in Ethiopia has been a great help in anticipating students’ needs, In addition, standard works on English word frequency were consulted = notably Michael West’s A General Service List of English Words (Longmans, Green, New York, 1965), Thorndike and Lorge The Teacher's Word Book of 30,000 Words (Columbia University Press), The Teacher's Handbook of Technical Vocabulary, (Luetia Cole, Public Schools Publishing Company, Bloomington Illinois, 1940.) Work with the Language Study Group of Ethiopia has also helped, particularly ESLC marking and analysis and the Dale Otto, Alison Andrews, Grover Hudson sample survey of spoken English wsed in secondary schools in Addis Ababa. For example, a deliberate policy hus been to include words which are particular sources of difficulty for Ethiopian students becauae of spelling, stress of meaning confustons caused by interference from Amharic. An eye has been kept on ordinary avery day needs and aison certain number of more literary words have been tnoluded which students tight come actoss in set books for literature courses or general reading, Words for foreign coricepte which have been taken over from Engilsh were omitted in cases where (a) the Bagilsh word has been totally accepted in common suse and (6) to Amharic equivatent has yet been devived, Grammatical variations of basic words have sotnetimes been omitted where the different parts of hate a quention of grammar rather than added manning. For unample, genuine ls not followed by genuineness, genuinely, 1 the nounadver! structure iu completely regular end the students will have learnt the rules for the formation of parts of speech in theif grammar lessons, This has given us room for sany more head words in the space available, The approximecsly 10,000 enteles are dosignad to give the students # basic working va ering ich thay will be able to ute subsequently tn understanding « basic ny, ShyBhgilth dlelidniity (vay The Advanced Learners Dtetionary rent Bngiiak) when they come on 1 the twelfth grade and first yeu univers To this extent, althobgy 1} will always be a useful work of reference for pronurelation tnd speliitg, Ag o not designed as a complete and definitive correlation of the two lunguaged, Gut in aimed specifically at the intermediate level learner, . ” , (a) “fy py NOTES ON THE USE OF THE DICTIONARY GRAMMAR 1, Verb roots. In the case of verbs, the infinitive is given, followed in square brackets by the third person singular of the perfect tense which gives the root of the verb and is the form in which an Ambaric verb is usually presented. Where compound verbs are given, both parts of the verb must be used to form the perfect tense, although only the main verb itself is repeated in the square brackets: 6g PAP NE -to molest perfect tense [AA] :2. Negative verbs, The positive root is given in square brackets for negative verbs Because of the grammatical difficulties involved with the Amharic negative prefix. For example, the verb AAeP®RAN Mmiscarry le given in the infinitive form with the negative prefix AA. But the perfect tense in square brackets ia given in the sitive form, dd with b dash (.) before it to indicate that a negative prefix required. PRONUNCIATION After each English word, an approximate indication of how the word 1s pro- nounced is given in Ambaric script, An international phonerle wlphabe would undoubtedly have been more accurate, but very few people can red) ly understand such # aystet without special training and this dictionary has been prepared with the ordinary reader very much ia und, Of courses no system of English pronunciation using Amharic letters can give tw eaact sounds of English, All that can be done is to give an approximate rendering of the English sourda that can be immediately understood by ati Amberle speaker, The ssrlous student should lletwn exrefully to English speukers or English radio Proxdcasts as much wa possible to find out exactly how the English rounds corresporid to the approximations in the guide. Consouanta: The only English sonsonante that present real difficulty to the Am: pe upaaker are the English 7A sourida, To allow for this, we have introduced wo modifications of exiating Amharic letters: fh for the shin words like thin (0,7) A for the sh in words like fazer (1g) (ii)To make these sounds the student simply says or H with the tongue resting lightly between the teeth, A few minutes’ practice, preferably with the help of a native English speaker, will be cnough to get the idea. Sixth form consonants in the Guide; It is most important that sixth form conso nants in the pronunciation guide should always be pronounced without any vowel sound followingthem. If we consider the Amharic word yf we notice that the fv and the 4} are pure consonant sounds without any noise in the throat, unlike AAG where, there is a slight sound in the throat following the 9 All the sixth form consonants in the pronunciation guide should be pronounced like the A and the 4 in yf} without any sound in the throat following them. This means that in certain places where the sixth form is normally used to represent an English sound we have been unable to use it. Bole, for example, is usually represented in Amharic script as, (A, but since it is not permitted to use a sixth form with a throat sound after it in this guide, we have substituted a first form for such sounds as -bie, -ck/e, -tle. The actual sound for these combinations of letters is something between the first and second Ambaric forms and pronou- ned very lightly, but a few minutes with a native English speaker should be enough to get this sound correctly. Vowels; There are some sounds in English for which there is no really suitable Amharic equivalent. In order to indicate the difference between long and short vowel sounds, we have introduced the symbol (;) for the longer sounds: loa amb, rer pat part 2000 aw vb pot port 3. u 00 Hey FA full fool 4 e er NAA, 129 believe burn To some extent there is a distinction between these sounds in spoken Amharic, though there is no indication in the written forms. If we consider the following pairs of words: 1 Por | TCA 2,0 ferent 3. dee BA 4 Why are we will notice that in spoken Amharic the sounds indicated in the second of each pair are longer and of a different quality from those indicated by the same form of letter in the first. It would appear that a ¢ following a letter draws out its sound to some extent. However, we realize that many people will be unable to perceive this (i) difference and many Amharic speakers will indignantly deny that it exists. Perhaps" spectographic analysis will decide the question. In any case, readers to whom the above paragraph is no help, should, again, consult a native English speaker if possible. Even if this is not possible, no serious confusion should arise if the basic Amharic sound is used in both cases, though. it is obviously much better to make the difference. Diphthongs: These are indicated by the addition of a a or a g to the basic ‘Amharic sound: load Ams: (British English) pain TL scene ALLY _ but thew and the g should be pronounced very lightly, not as an entirely separate Jeter. Stress: In English words there is always one sound which is pronounced more strongly than the others. Unlike Amharic, this stress comes on the vowel sound, the sound in the throat. The syllable on which this stress comes is indicated by an apostrophe (’) before the syllable. Readers will note also that in a word with more than one syllable, the strong sound is often the only one which is given the pronunciation a foreign speaker would expect from the spelling. Other vowel sounds in the word tend to be reduced to as a sound rather like Amharic R. Thus the word objectionable is re- ndered as RAENTIAA in the pronunciation guide. This emphasis and the change jn unstressed vowels is very important in English and will amply repay careful study. SIGNS AND ABBREVIATIONS* ou English th (pronunciation guide) “; long vowel (pronunciation guide) >» stress (pronunciation guide) [.] encloses perfect tense of verbs [-] indicates root of negative verbs [] Separates related meanings [x] Separates unrelated meanings * indicates gemination of Amharic consonant () encloses elaboration of Amharic meaning Note: The stress (or gemination) in Amharic is indicated by a vertical stroke C) before the letter which must be held on to. * For the abbreviations sce page (fi) ()Pons uma wah 9ae7 1 PEAR NLOAT 07 eet 10,000 goz,pveeh? PRITATT oar anit FCT PEM RAPD PMD? Aunts 22% PRUCT Lt DICE BMP Thi FFAN YO # RY NTT FPL IAT PGE DiiL OLED SNE ATO NLL ON ROH MACA ONT REINS CONT PAP 2-007 0.24 DACLEA oe © (v) r DARTIANY Er FAP heed-ce TWINS Ly ol FAT LNAM? PIAA Phe FAhNo- AerAnte oAtT SEAS NNSA KT RCH PUP E Oe 8 PEO ANIE Ob Rero- PAP” gt Foe} LAREM NAAT NAA AbMEEE MTPT NIRFINIA NENAT PFHODLA 8 LOAHIP SIR FO- ANIA LOLNTC #. PA OFC FPF SUA RII OATCRE OE Th erret? FACT FART ALF Arloe RET C&RA # PAV THY PeLtebeh anne PAY ASH howdcT KEW ELTPA * (Michael West A general Service List of English Words (Longmans, Green, New York 1965), Thorondike and Lorge The Teacher’s Word Boak of 30,000 Words (Columbia University Press), The Teacher's Hand-book of Technical Vocabulary, . (Luella Cole, Public School, Publishing Company, Bloomington, Illinois, 1940.) Nem CRATERS PRIX PTH IVI PEA Fo- SEE AP dO OTE ACHE UTOTA 1 APA OALARRS PUNT RCH OATES abt ORPIAAT PAA OLEH ACTH CARCI] Poh FF It FIG NAA ALNUHND FAA © MEALP MAAN AAT RPUCE LE TPE HIS HAT FILO NYUME PPLCIGe CAA ot RDANT AILGHT CICAC VLAI TH EE ANP CEPA 8 APA AAAPKIOL) PCP F OARS AEE t ALNT ! 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OAT UAT NAME LPF LAT mie te PALI LPO HA 8 LUT ceTeNES PANT | NIL ATCT ALT * hh GLO: $29 Tie LOLFA # AUP PLFIAIAG PANT ind PRA PA PE) pot OL OLIATT LIS MP Ate LOA KANT # AIS FANE HEA FA AG CPN AIRY PITNLLO PANT ANF TA Ado NEA FA AL AE coor 24 WIPE Nhat OAL ET LAM & EP ASIN, PE FE OLR FE tho-mPA # AFAR ‘objectionable’ for AG? FA A A CAEN TMA Prgae NAIM LP) TTAES TANT AME Aner HIE AAS LUT OTE TTPH AMP Lea Pankt : 2 ATH ONTIA TT th (PAA PCE) ve + €BP RIND. (Rhy opgre?) . > eMPnes PANT (PAIANN 099768) & [] CPATB ATER PIE : ~ PR IY PC TANF 1 YVEDE INF ON) SAT COMP 4 TYEE ChAT ard FAT OPAL pPAdP(ANICT 247) . () PNEES TOTP OPAL wy © ANC¥a FAT Ohe PITNeLO PANT FL eet oPherc ( jue NLMASar UY ME TREAD # (e)-o9p- -a=4- -or-b)- soma a0} >. -Ph- Pat PAt PATPEE PATITC menE> +o-Am he mne> boa a” PLP PRA 4A PRA a PAT ara term he te-Ah 9" hemaht team he he@mant ora ANTE tAm AP AIH, to-Am hy 1 hat bo-am ay PPONY PHMPC fAton: PAhMPC errs. (a) > preposition - conjunction - interrogative pronoun + interrogative adverb - intercogative adjective - present participle -noun + interjection - adjective - pronoun adverb . - demonstrative pronoun - demonstrative adjective - relative pronoun + possessive pronoun -verb + reflexive pronoun - definite article - indefinite article etcetera RPA ofbew AIL abandon Rsk? -7- NOE ACD owtor [rey eongt (h'A) abandoned Rawk A tere immoral “BAP 10'S (Ama) abasament PALA SE -D GCLE abate Rage -1 xin tar [Aa] (aev0ne owl) 1 eth (ha eee [fhe] abbey AN, -- WAP LAC abbreviate a aii 1 TA'e [hae] (04 4% abbreviation Race enya Tale FA4) abdicate "AARED eee NFR ombar (tal abdomen aRAILOry -te UE abduct Kavene - ras [m'ad)] | oe TA [24'24] (Ade) abet Rar ae rab Av EEE [N Raided) | ome 4t [04-6] abetter Rat -t- novne ee teonie'ee tt s'24/80 abeyance RAC -f- Nee AL NABER Ob Ser a4 abhor. Rare 1 eae [n'a (Are) 1 ate [ta't2)] abide Rae -- tc [84] § MF Pee om'genn [rt on) 1 ear [a 'n] abiding | Wagaya + Ad Ke wt cews's ability . Raat che Flee abject RAENT -- eeTenre'd's ahlaze vy Raraen = CLs ma eA OA (at ont) able . "MENA -® Fie singe | tun‘ * ny abnormal PVT -e FAtA RR. | RIM (AP ac) : aboard Rak -F deecht | Adee | dae! “TAT AL (bree) abods KNOL -t tes 0s abolish Riaah oneran [Rom Aa) we! én [went . abolition VATE he SRON abominable . Rena A Nelse se ceasna’at NRSe abomination Roevneny -a- Aw’ st 11C aboriginal . AVERSA -B- TIFT HPS (FFE MC fowwet ane) aborigine AVERL “De SUE MIC TIPE HPS he abortion Ready -h AE tha'eeabound abusive! abound absolve Rae.e 4 wrcece (rres'ed] FUAN Ab TIRe [ASR] Ok tee about m> [h@'m) (hes EA nc) Rawr -t- 127) fun 1 war's | absorb wnu (#¥h) above Rat he agi nag abrasion . Rave? fe ange abreast Raene <0 AP's abridge Favee 4 9A'me [AA'nd) (nD) Baekeoth te onh'ne i f'me wan abroad Rete ee hep hat ne A abrupt Raver en's acs fh (ADN ache ae) Pas marian ote wen aioe PA (AY 99) 1 Reeve (Ana) TAA fs NEP NIE (emma Pi ( ma) Rate ott wan Wace (444 Sane TS RY'ABAG TRAM ty hawt | soba absent . “aaa se Paa'T Chea AB) | ea ionee : > han fite'? abventes Atay hs he Reed Port abel “wane eae pee’ (Am aboolution Magid ah A (HA) er: Faroe erm [nm] WIE #9) absorbent AVON Pomp + na, (4A anh) absorbing FAQ ome rhage eh, abstain BAN4A? A ot) haha that NDE Hic WIRE bh “11'e (NAR abstemious Ran’arth beer tte eat won't CR abstinence *rORIA fe hewn ote: abstract ‘hahah me enpsalin Pa ‘Aft 1 eile o surnmery oft RNR Rete abetract RANE ae tem [no'm] | hy By apy Pha Ayn) eos (NA) abatruse Bane Eh “en ne'ad pet's teas eet abourd ‘Reh i FT AOORA TEFEN abundance ROTA ote Nh Perea ee abundant Wiarton abuee Att ee AmeR na men (hen) AND | OMA cuit) ourse oe on'nna (waar) abuslve RAR PAAR Reet AE (e'fan) abyemal accordingly en Ra.n3ce 2 aor re: Ariche-Tt) Ran - bath fas raeh t dvac ht Bie FARA scademio AWacth -b tear (PPC ont) + treed (0c) not practical 2: 1s 4B PATA (Oe?) RRA ote NRE Se. brut nb + coe hisee'e euch oe accede An bh onetet te [hnaT'eD) fine lt oa oepit LPH} accelerate Rhianent + enh oma [a 6) acceleration haa edith te wrt waa! og sei ment aecont Y ' ANE ta air ene iene Pe ie No Ll accept ! . ana my ena tee'nal bie : : Ravina ob tte aad eneten eoceas : ‘ahaa ah ASAGH PRENIA eryaset eeceseery RWnd Ne tele aA * ote tiie oma 'enons, Jewellery she thn a P TRAD ote ele unpienrent ‘fh: AAD ARAVRItA Be 8904'F acoidentally AnIVRPA ~ anne acclaim veer ONAAe ena [ne na acolamation AnaReitD fe PR NPA accommodate Rrreepth a eae NORE Ia'e a'r mone | [e'a] scoommodation Brew AT? te eae (ed) accompaniment ape ste nate ela (om scsompaniot Reta ot tid ett accompany Bh ANE ome wegeyed ae go with: > tie ob IBA) acsomplise cn she fg a'a tb Md ih i a ae ta Ep at, aie saconvplished here ohn Peon aceompllahment Aaeratoth on nee er fight pamutt aeserd Athi oe AM” accordingly RiaAgA, ope wat hakeaocost accost Rpt 7 Prone [Asoc] (CaF one ho) eae hor eet [m's) account . Fert fe att credit tr AD story + 7m accountable Rnereaa -3- e (te e'8 A Cote) accountant Reset te CAA om Fie accumulate Fwereae® + monen [aa'aa] | er hewes [nner el] And’ te [Tn Rwersace tr anARDEH Le ants accuracy PAREGAL te RE A accurate heat - AER Rha 2: thelr oe Nore ' ath'ar anenem -ir hit accusative Knewew 3 140, (fehe) | ecouse Rrra <7 onan [h'an}) enka lor'za) secustom Wee 7 onek [a'ek] | oho mar (na'ek) ace The te AND GH NIE er STC very good > gar te) tea'm (Ae'C aT NEEL RP OHS ID tr eheet Ree SR TTT [ary] * ened mn ween [ec] achievement Rregwert ctr ted Hyer Ne rnc eR acid "RA “te RAE NER 2 amarpra'an NAAR te SCIEATR TY mee | me rae acknowledge RTA A #2 eam [a'n) (0 Gt AASE EE) 1 Sn eer ye APS har [Am] © etAh oF Rete? avcove (a'co'1a} ee Ryeakert tf Pe Ae LCN AMS Ob TCA greeting tr mre acousties « Rivtnn fe tke THT EMS aD 2 wT PSPS TAT INy OCH acquaint Reet 7 fe THtTOd [Ant eee] | Taree [s'ae7 ee) OL vet 2c} intense RHE eT -te LF eet heed oo te bret NReeh ee eoeterh LNT”) (FA mem) acquiescence 5 adhere acquiescence actual ANerena -t AEeST (1LFk FY) ANBA BAR'S | ROTTH (ate acquire PP AGH Maer Ub Pia Ree teh [A7'5) actually acquisition REA, -t- Now NAHE? -f A'AN WIT acumen acquit TAMPORY D+ Pel 9198. 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