SYNTACTIC INTERFERENCE IN THE WRITTEN ENGLISH OF AFIZERE LEARNERS IN JOS-EAST LOCAL GOVERNMENT AREA PLATEAU STATE

ABSTRACT
This research work is an analysis of syntactic interference in the written English of Afizere learners in Jos-East Local Government Area of Plateau state. The purpose of the study is to identify and systematically analyse the errors in the written English of senior secondary school students in Jos-East local government area of Plateau state, with a view to finding out those areas of difficulty that pose challenges to the students and also to propose workable strategies for dealing with the errors. The population and sample of this study consisted of the senior secondary school students in Jos-East. Five schools were randomly selected to cover the widespread area of the locality and twenty (20) students were selected from each school for the research. The researcher used a test which was carefully constructed to reflect the research. The students supplied the data through written essays. The errors identified after marking the essays were classified into error types and were systematically analysed using Corder’s (1974) five steps in error analysis. The result of this research work showed that this category of students, though already in the senior secondary school, still lacked some fundamental knowledge of the English language for effective communication.
On the basis of the findings, sequence of tense ranks highest in occurrence among other error types analysed meanwhile, faulty parallelism was least of occurrence. The reason was based on misinformation (wrong form of word) and it was also as a result of developmental error than interference because 81 out of the 101 errors were developmental. As a result, the researcher made some recommendations which if effected, will go a long way to remedy the problem of poor English expressions.
TABLE OF CONTENTS
Title Page …………………………………………………………………………… i
Declaration …………………………………………………………………………. ii
Approval Page ……………………………………………………………………… iii
Dedication ………………………………………………………………………….. iv
Acknowledgement ………………………………………………………………….. v
Abstract …………………………………………………………………………….. vi
Table of Contents …………………………………………………………………… ix
CHAPTER ONE
1.1 Background of the study …………………………………………… ….1
1.2 Statement of the Problem …………………………………………………… 3
1.3 Purpose of the Study ……………………………………………………….. 3
1.4 Significance of the Study ……………………………………………………4
1.5 Scope of the Study …………………………………………………………. 5
1.6 Research Questions ………………………………………………………… 6
1.7 Definition of Terms ………………………………………………………… 6

CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction …………………………………………………………………. 9
2.2 The Role of English Language in Nigeria …………………………………. 9
2.3 The General principles of Interference: Transfer and Translation ………… 11
2.4 Types of Syntactic Errors ………………………………………………….. 13
2.4.1 Subject-Verb Agreement …………………………………………………… 14
2.4.2 Faulty Parallelism ……………………………………………………………19
2.4.3 Transliteration ………………………………………………………………. 22
2.4.4 Pitfalls of Plurality …………………………………………………………. 22
2.4.5 Sequence of tenses …………………………………………………………. 24
2.5 Syntactic Errors in the Written English of Second Language Learners ……. 25
2.6 Causes of Syntactic Errors …………………………………………………. 29
2.7 Steps in Error Analysis …………………………………………………….. 30
CHAPTER THREE: METHOD AND PROCEDURE
3.1 Introduction ………………………………………………………………… 36
3.2 Research Design …………………………………………………………… 36
3.3 Population and Sample …………………………………………………….. 37
3.4 Sample Technique ………………………………………………………….. 37
3.5 Instrument for Data Collection …………………………………………….. 38
3.6 Validity and Reliability of the Instrument …………………………………. 38
3.7 Method of Data Collection ………………………………………………… 38
3.8 Method of Data Analysis …………………………………………………… 39
CHAPTER FOUR: DATA ANALYSIS
4.1 Introduction ………………………………………………………………… 41
4.2 Presentation of Errors Discovered ………………………………………….. 41
4.3 Analysis of Errors …..………………………………………………………. 42
4.3.1 Sequence of Tenses …………………………………………………………. 42
4.3.2 Concord Errors ……………………………………………………………… 58
4.3.3 Pitfalls of Plurality ………………………………………………………….. 71
4.3.4 Errors of Transliteration ……………………………………………………. 81
4.3.5 Faulty Parallelism …………………………………………………………… 87
4.4 Statistical Presentation of the Errors ……………………………………….. 90
4.5 Presentation of Results ……………………………………………………… 92
4.6 Discussion of Findings ……………………………………………………… 94
CHAPTER FIVE: SUMMARY AND CONCLUSION
5.1 Introduction ………………………………………………………………… 97
5.2 Implications of the Study …………………………………………………… 97
5.2.1 Implications for the Students ………………………………………………. 97
5.2.2 Implications for Teachers of English ………………………………………. 98
5.2.3 Implications for Textbook Writers …………………………………………. 98
5.2.4 Implications for Syllabus Designers ………………………………………… 98
5.3 Summary of Findings ………………………………………………………. 99
5.4 Recommendations ………………………………………………………… 100
5.5 Conclusion ………………………………………………………………… 102
Reference ………………………………………………………………………….. 104
Appendix A ……………………………………………………………………….. 108
Appendix B ………………………………………………………………………… 109

CHAPTER ONE
1.1 BACKGROUND TO THE STUDY
English language originated in England and is now widely spoken throughout the continents of the world. English language is a second language in Nigeria because it plays a very key function in the social, professional and educational life of Nigerians. According to Banjo (1989), some level of proficiency in English is needed in Nigeria.
English language has several stipulated functions and purposes which its serves in Nigeria. It is the language of education, government, commerce and industry, international communication, mass media, law and legal drafting, science and technology and the language of social interaction.
In view of the functions and purposes of the English language, it has been observed by the researcher that there is tremendous interference in the use of the language by learners especially Afizere learners of English language.
Language plays a very important role in human lives. It is a social phenomenon. One of the main goals of language is to communicate with people and to understand them. When someone speaks, he intends a specific purpose. He wants to convey a message through that language. A person uses his language for many different purposes for example, to express his feelings, to ask for help, to apologize etc.
Ukessays.com (2015) stated that we use language in many different ways. Some of these are: to provide information, for expression, for direction and for aesthetic values. We use language and that language is part of the society. Actually, language varies according to the nature of the society, the kind of people, and their situation. The social background of any person can play an important role in the way he uses language.
The aim of this study is to identify such areas where the Afizere learners in Jos-East are with a view of looking at majority of structural areas of the Standard English such as concord, faulty parallelism, transliteration and others in their written work. It has been observed that the Afizere learners perform woefully in both examination and daily usage of English language. One of the factors that contribute to that is the problem of translation and transfer. Most of the students are being taught by the Afizere teachers they also learn English language as their second language.
Daniel, I.E. (2005) language is typically said to be a group of unspoken rules. One of such is syntax. These rules shaped the way language is written, spoken and interpreted. People create communication not language, phrases or letters. As the Afizere learners learn and use the English language, they are bound to encounter some problems in their grammatical constructions. This research work is aimed at identifying such areas of weaknesses especially among secondary school students in Jos-East local government.
1.2 STATEMENT OF THE PROBLEM
It has been a difficult task for Afizere learners to attain a reasonable degree of competence ability in the use of English language. The major cause of syntactic interference in the written English of Afizere learners of English language can be primarily attributed to the fact that before an average Afizere person learns the language, he/she has already acquired his mother tongue. He/she tends to depend on his knowledge at anytime he/she faces difficulty with the systems of the new language.
The researcher has always observed that most Afizere learners cannot differentiate the fact that singular subjects go with singular verbs while plural subjects go with plural verbs. They also have difficulty in using parallel structures in the writing work thereby causing faulty parallelism.
It is therefore, necessary for English language teachers, curriculum developers and the government especially in Jos-East to be acquainted with the rules of sentence structure and be able to detect areas of sentence structure and be able to detect areas of convergence and divergence in both systems to acquire a high level of competence to be able to eradicate the difficulties encountered by the students wherever it occurs.
1.3 PURPOSE OF THE STUDY
The purpose of this research work is to examine the effect and the extent to which mother tongue has interfered with English language concord, parallel structures, plurality, and translation. It will also determine the extent to which the interference has affected the learners. It will equally aim at the following:
(a) Identify and systematically analyse the errors in the written English of senior secondary school students in Jos-East with a view of finding out those areas of difficulty that pose challenges to the students.
(b) To classify the errors into various error types and critically explain the reasons that might have occasioned the errors made by the students.
(c) To determine the negative impact to effective communication caused by the errors and the frequency of their occurrence.
(d) To propose workable strategies for dealing with the errors.
1.4 SIGNIFICANCE OF THE STUDY
An investigation into the phenomenon of errors committed by this category of students is relevant because it will provide a feedback to the students in their language performance. Awareness of these errors will eventually empower them in making serious efforts to learn the correct usage.
The study will be a valuable material for English coordinators and teachers. It will give them an insight into the areas of difficulty that obstruct the students’ progress and guide them in adjusting their teaching strategies for better results since an error analysis exposes the area of weaknesses of the students, it will be a source of information for the teachers on the places to lay emphasis on, in the course of the students’ study. In terms of planning, it will provide veritable information for designing a remedial syllabus. Textbook writers in English will find the research useful because it will help them to identify the area of problems for students and to focus attention on these areas in their publications.
Subsequently, it will help the Afizere learners to deliberately and properly use their syntax elements in their correct order and with care. It is strongly expected that the students, books writers will benefit immensely from the findings and recommendations of this work. This work will go a long way to enhance the English expressions of our students.
1.5 SCOPE OF THE STUDY
The Afizere people occupy the northern region of Plateau State which is in the middle belt of Nigeria. They are also located in the central Plateau and some parts of Bauchi state. They share boundary with Mangu, Jos-South, Barki-Ladi, Jos-North, Toro and Tafawa Balewa local government areas respectively. This therefore, means that the Afizere people have a large constituency.
The researcher will however, consider Jos-East local government area to conduct this research. The researcher will also consider five (5) randomly selected senior secondary schools in the local government and then confine it to twenty (20) ss2 students each from the randomly selected secondary schools. The researcher will also consider the Afizere speakers in Jos-East. The following are the randomly selected secondary schools:
Government Secondary School, Fobur
Government Secondary School, Kerker
Afizere Community Secondary School, Doss
All Saints High School, Nitseng
Government Secondary School Maijuju
The research work is limited to five secondary schools because of time, nature of the study and familiar constraints.
1.6 RESEARCH QUESTIONS
The aim of the research is to look at how the first language has interfered with the process of writing English of Afizere learners. For the researcher to find out the solutions to this problems here are some research questions that this research hopes to answer:
(a) What are the syntactic errors committed by the Afizere learners?
(b) What are the causes of such errors?
(c) What are the possible solutions to the causes of such errors?
(d) Do the students manifest area of mother tongue into the English language they speak?
1.7 DEFINITION OF TERMS
Syntax: The study of the rules formation of grammatical sentences in a language. It is the way words and phrases are put together to form sentences in a language.
Izere: A language spoken by people of northern Plateau with a peculiar culture and identity. They are located in Jos-East and its neighboring local governments in Plateau and Bauchi state respectively.
First language: It is the language a child first acquired after birth. It is also refer to as mother tongue.
1.8 HISTORICAL BACKGROUND OF THE AFIZERE PEOPLE
Abok (1988) confirmed the name “Afizere” and not Jarawa as the people are generally known and called by the neighboring ethnic groups. This is to distinguish them from their thirteen (13) groups called Jarawa. These other related groups of the Afizere (Jarawa) include Jarawan Dass. Dugun and Dengi in Kanam local government and Bauchi state. In any case, the people refer to themselves as ‘Afizere’ and they speak the ‘Izere’ language.
Abok (1988) stated that the name ‘Izere’ is a derivative from ‘Izere’ which is a high-scented yellow edible herb that grows round households. Usually around the months of May and October, it dries up. It is called ‘Abanacha’ in Hausa language.
The language of the people is ‘Izere’. However, like other tribes with many dialects, there are about five (5) dialects and many intonations in Izere land. These dialects are according to the five districts as follows:
Federe District dialect is Idirek
Shere District dialect is Igarak
Fursum District dialect is Afisum
Fobur District dialect is Ibur
Maigemu District dialect is Iquo
The dialects are spoken and understood by all the five districts as Izere language. The Ibur dialect is seen and used as the standard dialect.
Gun (1953), cited in Abok (1988) traces the root of the Afizere people from Chawai (Kaduna state) in three successive migrations involving three patrimonial family groups. The first group comprised of the Shere/Fobur group. These two brothers first settled at Shere and due to their rapid ‘muturu’ (cattle) expansion, the Fobur ‘patriarch’ moved southward to ‘Afuwozi’ and latter to fobur plains while Shere kin remained occupying what is now Shere district.
The second group to migrate from Chawai according to Harold Gun, was the Jarawa Kogi/Fursum family groups. Due to their present habitat latter they expanded to the Foron Afizere speaking areas of Kakpis and other related villages.
The third and final group of Afizere migrated from Chawai to meet their other Afizere kith and kins. They founded Federe District. This group later expanded occupying what is now Febas, Nabar, Zigam, Febaza, and so many other villages.