dc.description.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. |
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