A Comparative Study of Errors in Written English Among Learners: a Case of Gatimu and Koros Secondary Schools

Abstract

The purpose of the study was to compare the language errors in the writing of English among form one learners of Gatimu and Koros secondary schools. These learners have acquired Kikuyu and Nandi as their first language (L1) before learning English (L2). The specific objectives were to determine the nature of errors in spellings, grammar and word choice in written English attributed to mother tongue influence among learners whose L1 is Nandi and those whose L1 is Kikuyu and to establish the frequency in errors observed among learners. The research was pegged on interlanguage theory by Larry Selinke (1972) and explained on the basis of linguistic fossilization, simplification and overgeneralization. The study used both qualitative and quantitative methodology to collect and analyze data where the creative composition writing of 30 students were collected and analyzed. The researcher obtained data from 15 F1 students from each school in the study. All the errors were identified and categorized systematically. The data was analyzed, presented in tables and discussed along the study objectives. Results showed that the most frequently committed errors were spelling on sounds articulation. The study found that limited knowledge of English grammar and vocabulary and first language interference were the major causes of errors. The research recommended that extensive practice in writing of creative compositions should be used by learners to improve their competence in learning English grammar. Learners should be encouraged to read widely to acquire English vocabulary. It is also suggested that listening and speaking skills should be given more time in teaching and learning process in order to reduce the negative transfer of learners’ L1. In conclusion, the English language learner needs to make efforts through practice and willingness to learn and minimize first language phonological and orthographical errors in the process of learning. Lastly, the study recommends further investigation into the influence of teachers’ mother-tongue to teaching of English as a second language.