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The union between Tanganyika and Zanzibar: the challenges facing its sustainability
(University of Dar es Salaam, 2010) Abdalla, Moh'd Juma
The aim of this study was to describe errors made by English Language learners in the formation of wh-questions. The data for this study was collected through tests. The population studied was taken from five secondary schools in Tanga region, Tanzania. Each school was represented by 10 students. The choice of both schools and learners was done on random sampling basis. The error analysis and tabulation methods were used to analyse the collected data The study has shown that there are eight different types of errors that learners make in forming wh-questions. These errors are tied to three linguistic levels namely syntax, semantics and pragmatics. In comprehending wh-words it has been revealed that learners also fail to recognise the meaning of wh-words, a situation which leads to using wh-words interchangeably. The study has also shown that learners' acquisition (production and comprehension) of wh-words follows certain tendency, where simple and easy wh-words are acquired early and first. Lastly, from the findings of this study, it is recommended that the teaching of wh-words should reflect those three linguistic levels and the syllabus organisation of wh-words should begin from simple to complex use of wh-words.