The influence of luhya first language semantic notions in instruction and learning of the english second language article system among secondary school learners in Vihiga County, Kenya

Abstract

Articles rank among the five most frequently used words in the English language, therefore central to a well- developed language and its use. Consequently inaccurate use of the articles is an indication of poor mastery of the language and since English is a central language in Kenya’s education system, the decline in its effective usage affects the entire education system. Therefore the purpose of this study was to investigate the influence of Luhya first language semantic notions in the instruction and learning of the English second language article system among secondary school learners in Vihiga County. Guided by the following objectives the study : examined the systematic developmental features of L2 acquisition of English articles, explored the systematic errors among Luhya L1 learners of English L2 in the course of acquisition of the English article system, established the causes of systematic errors among Luhya L1 learners’ acquisition of the English L2 article system, identified the challenges teachers face when teaching the English article system and lastly found out the semantic challenges the Luhya L1 learners face when learning the English article system. The theoretical framework was based on four hypotheses: fluctuation hypothesis, full transfer/full access hypothesis, acquisition learning hypothesis and the natural order hypothesis. The study adopted a pragmatic paradigm and a case study design. A mixed method approach was employed to allow for the use of both quantitative and qualitative methodologies. The study population comprised of 24 students and 24 teachers from 6 secondary schools in Vihiga County selected using quota and purposive sampling techniques. Data generation techniques included: an interview schedule, a multiple choice, a story-telling task and a guided composition. The data was analysed using descriptive statistics and content analysis procedures. The findings revealed elements of systematic developmental features which included: fluctuation, overuse and underuse; systematic errors of confusion, omission and unnecessary insertion of articles; causes of errors including influence of learners’ L1 and L2 , scanty article content coverage in the English language curriculum and semantic challenges resulting from the notions of specificity and definiteness. It was concluded that both L1 and L2 negatively influence the acquisition and learning of English articles and that the pedagogy utilized in the instruction of the English article is flawed. Thus it is recommended that teachers adopt an eclectic approach in teaching of the syllabus so that it is given sufficient focus given its centrality in language use and development. The findings of this study have both theoretical and practical implications for the future of instruction of grammar in schools in Kenya. Theoretically the study contributes to the advancement of knowledge about the teaching of the article system. Practically, curriculum developers should find the study useful and reconsider revising the English language curriculum reconsidering content coverage at the various levels of learning factoring in elements that would facilitate L2 acquisition and learning.