Abstract:
This thesis sought to unravel the influence of the native language (Twi) of the students of
Kumasi Senior High Technical School (KSHTS), on English language, the L2 of the
students, as in the manner in which they speak and write English Language. This research
adopted a qualitative approach where interview and written essays were used to obtain data
for the study. The population of the study consisted of all the teachers and students of
Kumasi Senior High Technical School as a case study. The researcher used non-probability
(purposive) sampling technique in selecting the participants of the study. The researcher
interviewed some of the teachers. The essays of the students were also sampled using nonprobability
sampling technique. The data generated was analyzed using percentage
frequency tables and charts. The figures and percentages obtained through the analysis
were complemented with the qualitative analysis of the interviews based on the research
objectives. The study revealed that students do not think in the L2; their thoughts are always
in the L1 and then translate them to the L2. This direct translation leads to errors in their
L2 language. The study showed that some teachers speak the native language with their
students. All the teachers responded that they encourage their students to speak English
and ensure that the students speak good or standard English. In the areas where the L1
interferes with the L2, as observed in the essays of the students, it occurred that direct
translation from Twi to English, concord and proposition are main areas the deviations
have been observed in the essays of the students. The study established that the errors
observed in the essays of the students as revealed in their essays and the views of the
teachers are negative transfers from the native language to the L2. The study recommends
therefore, that the students should be encouraged to speak English on campus among
themselves. Reading habit should also be inculcated in the students to help them improve
upon their English.
Description:
A dissertation in the Department of Applied Linguistics, Faculty of Languages
Education submitted to the School of Graduate Studies in partial fulfillment
of the requirement for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language)
in the University of Education, Winneba
JULY, 2020
