A CONTRASTIVE ANALYSIS OF NOUNS AND VERBS INFLECTIONAL PROCESSES OF ENGLISHAND C’LELA LANGUAGES WITH TEACHING IMPLICATION
A CONTRASTIVE ANALYSIS OF NOUNS AND VERBS INFLECTIONAL PROCESSES OF ENGLISHAND C’LELA LANGUAGES WITH TEACHING IMPLICATION
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Date
2016-01
Authors
TAMBA, Musa Fatimah
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Abstract
This study aims at contrasting the nouns and verbs inflectional processes of English and C‟Lela
languages with teaching implication in details to pinpoint any similarities and differences
between them. To do the contrastive analysis, descriptive design was used to describe the
elements of contrast in the study.4000 nouns and 4000 verbs were taken as the population for the
study because the universe is heterogeneous and infinitive. Stratified sampling technique was
used in arriving at the sample size of 50 nouns and 50 verbs marking a total of 100 words. The
instruments used in collecting data for the study are some nouns and verbs.Four research
questions are answered to achieve the objectives of the study.An inventory of nouns and verbs
inflectional processes of English and C‟Lelalanguages are listed to highlight their similarities and
differences. Result revealed that, there are restricted numbers of inflectional processes in each
language and are used to indicate aspects of grammatical function of a word. Result reveals that
there are more varieties of inflectional processes in C‟Lela language than in English language. It
also reveals that they shared some properties as well as dissimilarities. English represents more
irregularities in terms of plurality for nouns and affixation for verbs. C‟Lela language
exhibitsdistinct plural markers for animate and inanimate nouns. The differences are the major
source of difficulties for a native speaker of C‟Lela language to learn English language and vice
versa, to overcome this, teaching should be effectively and efficiently managed at these different
points to smooth the path for learners. Based on the findings of this study, some implications can
be drawn for textbook writers, syllabus designers, learners and instructors involve in language
pedagogy. Based on the findings the following recommendations were made: teachers should
pay more attention to areas that exhibit points of differences, students should be taught the
inflectional processes of the second language in differentiation from the first language, textbook
writers should include in their text, the items identified as different and allocate more exercises
and practice time during teaching and learning and curriculum designers should include the items
identified as problems/difficult to the second language learner in the syllabus and allocate
enough time for proper treatment of the items.
Description
A RESEARCH THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE
STUDIES IN PARTIALFULFILMENT OF THE DEGREE OF MASTER’S OF
EDUCATION IN TEACHING ENGLISH AS A SECOND LANGUAGE (TESL)
DEPARTMENT OF ARTS AND SOCIAL SCIENCE, FACULTY OF EDUCATION.
AHMADU BELLO UNIVERSITY, ZARIA
Keywords
CONTRASTIVE ANALYSIS,, NOUNS,, VERBS INFLECTIONAL PROCESSES,, ENGLISHAND C’LELA LANGUAGES,, TEACHING IMPLICATION,