An assessment of complex sentence formation in Hausa language among secondary school teachers in Kano
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- NGN 5000
Background of the study
Complex sentence formation is a critical aspect of linguistic competence, reflecting the ability to express intricate ideas through subordinate and coordinate clauses. In Kano, secondary school teachers who instruct in Hausa play a pivotal role in modeling and maintaining high standards of grammatical proficiency. This study assesses the extent and nature of complex sentence formation among these educators. Classroom observations and written tests indicate that teachers vary in their use of complex constructions, with some demonstrating mastery of subordinate clause embedding and others relying on simpler structures (Usman, 2023). The investigation explores factors such as teacher training, exposure to standard language norms, and the influence of bilingualism on syntactic competence. By analyzing lesson transcripts, teacher interviews, and student feedback, the study aims to identify common patterns and deviations in complex sentence formation. Such an analysis is essential for developing targeted professional development programs that enhance instructional quality and support the effective teaching of Hausa grammar (Abdul, 2024).
Statement of the problem
Despite the importance of complex sentence formation for academic and professional communication, many secondary school teachers in Kano exhibit variability in their syntactic proficiency. Preliminary findings reveal that insufficient training and inconsistent exposure to standardized language contribute to suboptimal complex sentence construction (Bello, 2023). This study seeks to systematically document these deficiencies and propose strategies for improvement.
Objectives of the study
- To document patterns of complex sentence formation among teachers.
- To identify factors influencing syntactic proficiency.
- To recommend strategies for enhancing complex sentence construction.
Research questions - What complex sentence structures are commonly used by secondary school teachers?
- How do educational practices affect these structures?
- What interventions can improve syntactic competence in Hausa?
Significance of the study
This study is significant as it provides critical insights into the syntactic competence of educators, directly impacting language instruction quality. Its findings will inform teacher training and curriculum development, ensuring that complex sentence formation in Hausa is effectively modeled and transmitted to future generations (Ibrahim, 2024).
Scope and limitations of the study
This study is limited to examining complex sentence formation among secondary school teachers in Kano. It does not extend to other age groups or regions.
Definitions of terms - Complex Sentence Formation: The construction of sentences that incorporate subordinate clauses.
- Syntactic Proficiency: The ability to produce grammatically complex sentences.
- Hausa Language: A major language spoken in northern Nigeria.
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