LINGUIST List 26.3377

Tue Jul 21 2015

Diss: Niger-Congo, Swahili; Applied Ling: Alex U. Kevogo: 'Ushughulikiaji wa Makosa ya Kisarufi na Athari zake katika Ujifunzaji wa Kiswahili: Mfano wa Wanafunzi wa Tarafa ya Rarieda'

Editor for this issue: Ashley Parker <ashleylinguistlist.org>


Date: 18-Jul-2015
From: ALEX KEVOGO <umbima2000gmail.com>
Subject: Ushughulikiaji wa Makosa ya Kisarufi na Athari zake katika Ujifunzaji wa Kiswahili: Mfano wa Wanafunzi wa Tarafa ya Rarieda
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Institution: Egerton University
Program: M.A. in Kiswahili
Dissertation Status: Completed
Degree Date: 2007

Author: Alex U. Kevogo

Dissertation Title: Ushughulikiaji wa Makosa ya Kisarufi na Athari zake katika Ujifunzaji wa Kiswahili: Mfano wa Wanafunzi wa Tarafa ya Rarieda.

Linguistic Field(s): Applied Linguistics

Subject Language(s): Swahili (swh)
Language Family(ies): Niger-Congo

Dissertation Director:
Mukuthuria Mwenda

Dissertation Abstract:

This study dealt with teachers’ treatment of learners’ grammatical errors in Kiswahili composition in Rarieda division of Bondo district. The need for this research arose from the fact that Rarieda division performs poorly in Kiswahili examination at national level. This problem has persisted for several years. This research therefore investigated teachers’ treatment of standard eight learners’ written grammatical errors in Rarieda division. The research had two objectives. The first one was to investigate standard eight learners’ written grammatical errors and how teachers treated them within Rarieda division in Bondo district. The second one was to find out if there were differences in the way teachers treated similar grammatical errors. The Error Analysis Theory formed the theoretical framework of the research. Both library and field research were employed for this study. Chapter one of this study was an introduction to the research. Chapter two dealt with literature review. Literature on treatment of learners’ written errors and other relevant studies on error treatment were reviewed. Chapter three dealt with the methodology. In this chapter, the procedure used to collect data from the field was explained. The description of subjects, research design, study location and procedures were also dealt with. Chapter four dealt with data presentation and analysis. This chapter describes how data collected from learners’ compositions, questionnaires and oral interviews with their teachers was analysed and presented. Chapter five on the other hand provides a summary of research findings, and the researcher’s recommendations and conclusion.



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