An investigation of question formation strategies in Hausa language among secondary school students
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- NGN 5000
Background of the study
Question formation is a critical aspect of syntactic competence, reflecting a speaker’s ability to manipulate language for effective communication. In Hausa, question formation involves specific syntactic strategies that may vary among learners. This study investigates how secondary school students construct questions in Hausa, focusing on the strategies they adopt and the challenges they face (Aliyu, 2023). Research suggests that formal education and exposure to standardized language practices influence students’ approaches to question formation (Sani, 2024). In many classrooms, traditional methods of forming questions are being reinterpreted due to modern pedagogical influences and language contact. This study will analyze classroom interactions, written examinations, and informal speech to document prevailing strategies and common errors in question formation. It also examines the roles of curriculum design, teacher feedback, and peer interaction in shaping these syntactic patterns (Musa, 2025).
Statement of the problem
There is a noticeable gap in research regarding the specific strategies used by secondary school students for question formation in Hausa. Preliminary observations indicate that students struggle with the correct placement of interrogative markers and auxiliary verbs, resulting in syntactic inconsistencies (Bello, 2023). The absence of focused study on these strategies hampers the development of effective teaching methods to enhance syntactic proficiency. This study seeks to document and analyze question formation strategies, addressing the challenges faced by students and proposing solutions to improve language instruction.
Objectives of the study
- To identify and classify question formation strategies used by secondary school students in Hausa.
- To examine common syntactic errors in question construction.
- To recommend pedagogical approaches to enhance syntactic competence in question formation.
Research questions - What are the predominant strategies for question formation in Hausa among secondary students?
- What syntactic errors are most common in their question constructions?
- How can educational practices be improved to address these challenges?
Significance of the study
This study is significant as it provides a focused analysis of question formation in Hausa, a vital component of syntactic competence. The findings will assist language educators and curriculum developers in refining teaching strategies and improving student performance, thereby contributing to enhanced language acquisition and effective communication (Kabiru, 2024).
Scope and limitations of the study
This study is limited to investigating question formation strategies in Hausa among secondary school students. It does not extend to other age groups or linguistic structures outside of question formation.
Definitions of terms - Question Formation: The process of constructing interrogative sentences.
- Interrogative Markers: Words or particles that indicate a question.
- Syntactic Competence: The ability to use and understand grammatical rules for sentence structure.
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