An investigation of inflectional morphology in Igbo among university students in Anambra
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Background of the study
Inflectional morphology, which involves modifying words to express grammatical features such as tense, number, and case, is a critical aspect of Igbo language structure. In university settings in Anambra, Igbo is studied both as a first and second language, providing a fertile ground for examining how inflectional morphology is acquired and applied by students. This study investigates the patterns and usage of inflectional morphology in Igbo, focusing on how university students handle morphological variations in academic and everyday contexts (Ndukwe, 2023). Recent research indicates that exposure to formal education and the influence of English may impact students’ mastery of Igbo inflectional forms (Okafor, 2024). The study employs both qualitative and quantitative methods, including classroom observations, interviews, and morphological analyses, to document how inflectional morphemes are used and whether there is a decline or evolution in traditional patterns. Additionally, the research examines the pedagogical approaches used in teaching Igbo morphology and how these affect students’ proficiency. The findings are expected to contribute to improved curriculum design and language policy, ensuring that the rich inflectional system of Igbo is preserved and effectively taught in higher education institutions (Eze, 2025).
Statement of the problem
Despite the central role of inflectional morphology in Igbo, there is insufficient data on how university students in Anambra apply these morphological rules. Preliminary observations suggest that there may be inconsistencies and a potential decline in the accurate use of inflectional forms, possibly due to the dominance of English in academic settings (Ndukwe, 2023). The lack of focused research in this area poses challenges for educators aiming to reinforce traditional Igbo structures. Additionally, the influence of modern teaching methods on the mastery of inflectional morphology remains unclear (Okafor, 2024). This study seeks to address these gaps by providing empirical insights into the inflectional competence of university students, thereby informing targeted pedagogical interventions and language preservation strategies (Eze, 2025).
Objectives of the study:
To assess the inflectional morphological competence of Igbo among university students.
To identify patterns of error and variation in inflectional usage.
To evaluate the effectiveness of current pedagogical approaches in teaching Igbo morphology.
Research questions:
How accurately do university students use inflectional morphology in Igbo?
What common errors are observed in the application of inflectional rules?
How do teaching methods influence the mastery of inflectional morphology?
Research Hypotheses:
University students in Anambra demonstrate significant variability in the use of Igbo inflectional morphology.
The dominance of English negatively affects the mastery of traditional Igbo inflectional forms.
Improved pedagogical approaches enhance students’ inflectional competence.
Significance of the study:
This study is significant as it offers critical insights into the state of Igbo inflectional morphology among university students, with implications for curriculum development and language preservation. The findings will guide educators and policymakers in enhancing the teaching and learning of Igbo (Ndukwe, 2023; Eze, 2025).
Scope and limitations of the study:
The study is limited to investigating inflectional morphology in Igbo among university students in Anambra. It focuses solely on morphological analysis and does not extend to other aspects of language proficiency.
Definitions of terms:
Inflectional Morphology: The modification of words to express grammatical categories.
Igbo: An indigenous language spoken predominantly in southeastern Nigeria.
University Students: Individuals enrolled in higher education institutions in Anambra.
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