The influence of Sheng on Composition Writing among Pupils in public primary schools in Eldoret Municipality, Kenya

Abstract

This study sought to establish the influence of Sheng on composition writing among pupils in public primary schools in Eldoret Municipality. The objectives of the research study were to: determine the effects of Sheng on sentence structure patterns, the influence of Sheng on the use of correct spelling, word formation processes and patterns used in composition writing and establish how Sheng influences the choice and use of vocabulary in composition writing. The Language transfer theory by Chang informed the study. The researcher used the descriptive research design. The study targeted 3,460 class seven pupils and 56 Teachers of English. Sample size was determined by use of Krecjie and Morgan formula. The sample size for teachers of English was 56 and while for pupils was 168. The institutions under study were selected using simple random sampling. The questionnaires and a writing task were used as instruments of data collection. Quantitative data was analyzed by use of frequencies and percentages while qualitative data was analyzed thematically as per the objectives of the study and presented in a narrative form. The study found out that Sheng influenced negatively sentence construction and at the same time it affected the grammar of the sentences in composition writing. Further, Sheng influenced the use of correct spelling in composition writing by distorting the structure of words in English making it difficult for learners to distinguish between English vowel sounds and their qualities thus leading to inaccurate pronunciation and spelling of English words. Similarly, Sheng influenced negatively word formation processes and patterns used in composition writing. Pupils used a lot of cutting-off of the final syllables of words and fixed coined syllables to complete the words, by so doing, they changed the meaning of words. Moreover, Sheng influences the choice and use of vocabulary in composition writing. Pupil's used words from other languages in their composition writing affecting the choice and use of vocabulary in composition writing. Further, pupils also used vocabulary from sheng to explain a concept in English making grammatical errors. Teachers faced some challenges in curbing the use of Sheng in composition writing. These challenges included; lack of proper language policy in most schools, lack of proper guide books provided by KICT on teaching composition writing, lack of technical knowhow by teachers on tackling composition writing, large classes, inadequate time and the acceptance of sheng as a language to be used in the society. It was recommended that KICT should come up with a standard book on composition writing and schools to provide an English language policy. The results of this study hopefully will be used to enhance the learning of writing composition by minimizing the negative effect of Sheng. Policy makers will use the results of this study to come up with the necessary strategies to curb this worrying trend.