ERROR ANALYSIS OF IGBO LEARNERS OF CHINESE IN CLASSROOM INTERACTIONS

Ebele Nwamaka Anajemba

Abstract


Learning a second language (L2) has always been challenging for a number of reasons of which interference from the first language (L1) is counted as one of the major contributing factors. This study investigates the interference that L2 learners of Chinese encounter which results to erroneous constructions. The framework of Error Analysis is used to analyse the constructions as generated by these L2 learners while relying on their L1 linguistic knowledge. Qualitative approach was used for this study as the work is purely descriptive. The data were realized from classroom participatory observation of students undergoing Chinese proficiency course - Hànyǔ Shǔipíng Kǎoshì (HSK) at levels1 and 2. It was revealed that some syntactic structures necessitated the use of interlanguage which resulted in the omission, insertion, misordering and overgeneralization strategies. These were noticed in use of null subjects, word order and use of negative markers. Learners’ understanding will be greatly improved if they are aware of these challenging situations while teachers will be better prepared to guide the learners through these interfering areas for improved pedagogy.

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