A morphosyntactic interlanguage analysis of grade 12 English second language learners at Mafwila Senior Secondary School

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dc.contributor.authorMwiya, Sinte Laty
dc.date.accessioned2021-09-08T08:44:33Z
dc.date.available2021-09-08T08:44:33Z
dc.date.issued2021-03-19
dc.descriptionThis thesis was submitted by Sinte Laty Mwiya towards partial fulfillment of the Master of English and Applied Linguistics degree.en_US
dc.description.abstractThe study analyses the morphosyntactic interlanguage of grade12 English Second language learners at Mafwila Senior Secondary School. The study is significant for the reason that only a few studies in Namibia had been conducted focusing on the interlanguage of English L2 learners, hence a study on the process of language learning in both the written and oral skill. This thesis brings to light the Morphosyntactic interlanguage practices of English second language learners at Mafwila Senior secondary school, looking at the fact that they all claimed to have Silozi as their first language and having English as their second language. The study therefore covers the influence to interlanguage, the morphosyntactic features, as well as looking at whether these features occur more in written or spoken language. They were about 110 grade 12 English Second language learners at the school, but only 86 of them were able to participate in the research. Half of the learners took part in the written composition, while the other was involved in the oral test. All the participants claimed that Silozi is their L1, and English is their L2. The study made use of both Qualitative and Quantitative methods. For Qualitative method, the researcher was able to discover the influence of morphosyntactic interlanguage as well as the features of morphosyntactic interlanguage. With Quantitative method, frequent counts of the language mistakes were done from both the oral and written compositions. The study found that, Interlanguage varies, it may change anyhow over a period of a short time. Secondly, interlanguage is distinct from one learner to the other, even though there may be common routes of development within learners from either different or same language background. Interlanguage is a process in which each and every L2 learner goes through, it is natural and it helps learners improve in the Target language (TG). Each and every L2 learner have their version of interlanguage depending on different factors, hence it should not be seen as something negative but rather a positive way of learning as it will keep on changing. Interlanguage studies 3 plays a very big role as it can help everyone involved in the field of language to better understand the overall needs of a Second language learners.en_US
dc.identifier.citationMwiya, S. L. (2021). A morphosyntactic interlanguage analysis of grade 12 English second language learners at Mafwila Senior Secondary School [Master's thesis: Namibia University of Science and Technology].en_US
dc.identifier.urihttp://ir.nust.na:8080/jspui/handle/10628/801
dc.language.isoenen_US
dc.publisherNamibia University of Science and Technologyen_US
dc.subjectMaster's thesisen_US
dc.subjectNamibiaen_US
dc.subjectmorphosyntactic interlanguageen_US
dc.subjectEnglish L2 learnersen_US
dc.subjectwritten skillsen_US
dc.subjectoral skillsen_US
dc.subjectTarget languageen_US
dc.titleA morphosyntactic interlanguage analysis of grade 12 English second language learners at Mafwila Senior Secondary Schoolen_US
dc.typeThesisen_US

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