ABSTRACT
The study was carried out to find out the interference of Igbo tense and aspect patterns in English Language usage among secondary schools students in Abuja. Gender and school exposure or experience was used to find the level of interference. Six research questions were formulated and four null hypotheses were stated to guide the study. Then, a review of related literature which was followed by ex-post-facto design was determined by Inter-Rater Reliability or Scorer Reliability. The population of the study was made up of JS I and SS II Igbo students that were 2520 and 1720 respectively in 138 schools. Simple random sampling was adopted where 150 students were randomly selected from 10 schools – 76 male students and 74 female students. Essay question was given as instrument for data collection. The instrument was face validated by four experts. Mean and standard deviation for research questions were used to answer the research questions while t-test was used to test the hypotheses. The Kendals W method was used to determine the entire reliability and the result showed that the reliability value for tense was .022 and reliability value for aspect was 0.17. The major findings of this study were:
(1) There are more past tense errors than other tense errors.
(2) Gender played an important role on the types of tense errors committed in favour of the male students who committed less error.
(3) Also, gender was so significant on aspect errors committed in favour of the male students.
(4) School experience was of great help to the performance of the students. Despite the fact that so many did not write the essay in JS I, they still committed so much errors both in tense and aspect.
(5) It was observed also that both languages have the same rules of sequence of tense and aspect. The educational implications were discussed. The limitations of the study were also exposed and some recommendations made which include that students should be encouraged not to master only rules of tense and aspect patterns but also to master how to use them. Again, homes should also help students by not speaking pidgin. Trained teachers in the subject alone should teach the subject. And, teaching of this subject matter should start from the lower classes. Periodic refresher courses should be organized for English language teachers, etc.
| Review project details | Comments |
|---|---|
| Number of Pages | 99 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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