Error analysis of yes-no interrogatives among learners of English: a case of Goba secondary school in Ubungo municipality
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Date
2019
Authors
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Journal ISSN
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Publisher
University of Dar es Salaam
Abstract
This study offers a description of kinds and explanation of sources of errors committed by Form Three students at Goba Secondary School in their formation of yes-no interrogatives. Guided by Error Analysis and Interlanguage Theory as theoretical framework, this descriptive study employed a case study design to purposively examine the selected learners’ competence in asking yes-no questions. The analysis of written data is based on content and interpretive analysis methods presented both in tabular and textual forms. The findings reveal a prevalence of grammatical errors, followed by punctuation errors, lexical errors and finally semantic-pragmatic errors. These errors are largely attributed to the inherent complexity of language rule learning (intralingual), fairly to the influence of the learners’ L1 – Kiswahili (interlingual) and minimally on the context and strategies of learning. Drawing from the findings, it is concluded that the learners are yet to be able to appropriately form yes-no questions, as 80% of the formed ones were erroneous. The study raises a need for more attention to be paid in achieving the competence of asking yes-no questions among the learners of English, by stressing it in the syllabus as well as by employing adequate and competent teachers of English.
Description
Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF P121.T34J87)
Keywords
Linguistics, Error analysis, Goba secondary school, Ubungo municipality
Citation
Justine, E.K(2019) Error analysis of yes-no interrogatives among learners of English: a case of Goba secondary school in Ubungo municipality.Master dissertation, University of Dar es Salaam, Dar es Salaam.