An evaluation of sentence formation in Hausa language among secondary school students in Kano
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- NGN 5000
Background of the study
Sentence formation is a critical aspect of language competence, encompassing the ability to construct grammatically coherent and semantically meaningful utterances. In Kano, secondary school students learning Hausa face challenges in mastering complex sentence structures, including clause embedding, inflection, and coordination. This study evaluates sentence formation skills among these students, examining how educational practices, exposure to Hausa in informal settings, and interference from dominant languages like English impact their syntactic abilities. Classroom observations, language tests, and error analysis indicate that students often struggle with sentence complexity, resulting in frequent morphological and syntactic errors. The research aims to identify common error patterns, determine underlying factors, and propose instructional strategies to improve sentence construction. By providing a comprehensive analysis of Hausa sentence formation among secondary students, this study seeks to contribute to more effective language teaching methodologies and curriculum reforms that enhance overall linguistic proficiency.
Statement of the problem
Despite its importance, sentence formation in Hausa among secondary school students in Kano remains under-researched. Preliminary observations suggest that learners frequently produce syntactic errors, including improper clause integration and inaccurate inflection, which hinder their communication skills. This lack of systematic analysis complicates efforts to develop effective pedagogical interventions and language policies tailored to students’ needs.
Objectives of the study:
To assess sentence formation skills in Hausa.
To identify common syntactic errors among students.
To propose targeted instructional strategies.
Research questions:
What are the prevalent sentence construction errors?
How do instructional practices affect sentence formation?
What interventions can improve syntactic accuracy?
Research Hypotheses:
Students exhibit significant syntactic challenges in sentence formation.
Educational practices influence error frequency.
Targeted interventions enhance syntactic competence.
Significance of the study (100 words):
This study is significant as it highlights the challenges in Hausa sentence formation among secondary students, informing educators and policymakers in developing targeted curricula and interventions to improve linguistic competence.
Scope and limitations of the study:
The study focuses on sentence formation in Hausa among secondary students in Kano and excludes other language skills.
Definitions of terms:
Sentence Formation: The process of constructing coherent sentences.
Secondary School Students: Learners in high school education.
Hausa: A Chadic language widely spoken in Northern Nigeria.
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