Justine, Elson Kimaro2020-05-182020-05-182019Justine, 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.http://41.86.178.5:8080/xmlui/handle/123456789/11180Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF P121.T34J87)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.enLinguisticsError analysisGoba secondary schoolUbungo municipalityThesis