An evaluation of inflectional patterns in Igbo language among secondary school students in Anambra
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Background of the study
Inflectional morphology, which involves altering words to express grammatical categories such as tense, number, and case, is a core component of Igbo language structure. This study evaluates the inflectional patterns exhibited by secondary school students in Anambra, where Igbo is taught both as a first and second language. Recent pedagogical reforms and increased exposure to English have raised concerns about the retention of traditional inflectional forms among young Igbo speakers (Ndukwe, 2023). In the classroom, students encounter both formal instruction in Igbo and informal language use that may be influenced by external linguistic models. This environment creates a dynamic space where traditional inflectional morphology coexists with innovative usage patterns. The study will analyze common errors and deviations in inflectional patterns, exploring factors such as teaching methodologies, curriculum design, and peer interaction (Okafor, 2024). Through a combination of classroom observations, language tests, and interviews with educators, the research aims to document the current state of inflectional morphology among secondary students and to propose strategies for enhancing linguistic competence. The findings are expected to contribute to better educational practices and policy formulation, ensuring that traditional Igbo inflectional patterns are maintained amidst modern influences (Eze, 2025).
Statement of the problem
Despite the importance of inflectional morphology in Igbo, there is limited empirical data on how secondary school students in Anambra apply these patterns. Observations indicate that errors in inflectional forms are common, possibly due to the dominance of English in academic and social settings (Ndukwe, 2023). The lack of systematic research on student performance in inflectional tasks hampers educators from addressing these issues effectively. This gap in knowledge makes it difficult to develop targeted interventions aimed at reinforcing traditional Igbo grammatical structures (Okafor, 2024). Consequently, there is an urgent need for a comprehensive investigation into inflectional patterns among secondary students to inform curriculum development and teaching practices (Eze, 2025).
Objectives of the study:
To assess the inflectional morphological competence of Igbo secondary students.
To identify common inflectional errors and their causes.
To propose pedagogical strategies to improve inflectional accuracy.
Research questions:
What are the prevalent inflectional patterns among Igbo secondary students?
What factors contribute to inflectional errors?
How can educational practices be improved to support inflectional learning?
Research Hypotheses:
Secondary students exhibit significant variability in inflectional morphology.
English dominance negatively affects Igbo inflectional competence.
Targeted teaching methods can enhance inflectional accuracy.
Significance of the study:
This study is significant as it offers critical insights into the inflectional competence of Igbo secondary students, guiding curriculum reforms and teaching practices. Its findings will support educators in preserving traditional Igbo grammatical structures and enhancing language proficiency (Ndukwe, 2023; Eze, 2025).
Scope and limitations of the study:
The study is limited to evaluating inflectional patterns in Igbo among secondary school students in Anambra. It focuses solely on morphological aspects and does not extend to other linguistic competencies.
Definitions of terms:
Inflectional Morphology: The modification of words to express grammatical functions.
Igbo: An indigenous language spoken in southeastern Nigeria.
Secondary School Students: Learners enrolled in high school education.
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