An interlanguage study of fossilisation in a multilingual Namibian classroom: A case study of Karundu Secondary School in Otjozondjupa Region
No Thumbnail Available
Date
2024-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Namibia University of Science and Technology
Abstract
The study sought to investigate the interlanguage fossilisation phenomenon in a multilingual Namibian classroom. English language performance has consistently been among the lowest in Namibia’s National Senior Secondary School leaving examinations, highlighting persistent challenges. In multilingual classrooms, learners often develop an interlanguage that is transition linguistic system shaped by their first language(s) and the target language. However, this interlanguage can become fossilised, where certain linguistic errors persist despite exposure to and practice with the target language. The objectives of the study were to investigate the causes of lexical interlanguage fossilisation in a Namibian multilingual high school classroom, to analyse interlanguage fossilisation at the level of sentences as well as to examine grammatical interlanguage fossilisation in the high school learners’ essays. The study adopted an explanatory research design, and data were collected through a Focus Group Discussion with English teachers, as well as through documentation by conducting an Error Analysis of the errors that the learners committed in the essays. Through the stratified sampling method 68 learners’ essays were analysed for errors. Data was analysed qualitatively, and through a thematic analysis approach, as well as through explications of Corder’s (1976) Error Analysis Theory. The study observes that lexical interlanguage fossilisation results from the mispronunciation of words, mother tongue influence, overgeneralisation of the target language rules, lack of appropriate feedback and lack of interest to learn appropriate language rules. The results from the Error Analysis (EA) conducted on the learners’ essays evinced that learners fossilised errors of lexical, grammatical and syntactical aspects such as spelling, omission, auxiliaries, word order, verb tense, word choice,punctuation, concord, fragmentation, coherence, and cohesion. The study concludes by submitting that interferences from mother tongue, overgeneralisation of TL rules, developmental issues, ignorance of TL rules and limited vocabulary prompted error fossilisation in learners’ writing. Therefore, these findings underscore the need for target instruction strategies to address fossilised errors in multilingual classrooms.
Description
THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENGLISH AND APPLIED LINGUISTICS
SUPERVISOR: PROF. HAILELEUL ZELEKE WOLDEMARIAM
Keywords
Interlanguage, fossilisation, multilingual(ism), writing, second language, error, error analysis
Citation
Moshana, A. L. (2024). An interlanguage study of fossilisation in a multilingual Namibian classroom: A case study of Karundu Secondary School in Otjozondjupa Region [Master's thesis, Namibia University of Science and Technology].