Learning Kiswahili as A Second Language for Iraqw speaking People: Explaining The Reasons for Error
Abstract
Learning Kiswahili as a second language among the Iraqw community has been influenced by various errors committed by the learners. This situation causes various learners of Kiswahili in this community not to achieve native-like competence in the target language. However, the sources of these errors are not explicitly identified. Many studies draw on different perspectives to describe the sources of errors for L2 learners. For instance, Lado (1957) explains that many errors for L2 learners are due to the interference of L1 while Corder (1967) explains that many errors for L2 learners are caused by the learners themselves since they wrongly use rules of their L2. The findings revealed that the Kiswahili learners among the Iraqw community commit different errors in various contexts, namely concordial agreement marking, insertion and deletion of affixes. It has also been revealed that the causes of those errors include the environments that the learners encounter, the structural difference between L1 and L2, the effects of L1 on L2, lack of enough learning and teaching facilities for Kiswahili as L2, and teachers are not well equipped with Kiswahili content and methodologies for teaching and learning Kiswahili as L2.
Key words: First language (L1), Second language (L2), Errors
IN SWAHILI
Ujifunzaji wa lugha ya Kiswahili ikiwa lugha ya pili (kuanzia sasa Lg2) katika jamii ya Wairaki umekuwa ukikabiliwa na ufanyaji wa dosari mbalimbali. Jambo hili limesababisha wajifunzaji wengi wa lugha ya Kiswahili katika jamii hiyo kushindwa kufikia umilisi wa wazungumzaji wazawa wa lugha wanayojifunza. Hata hivyo, chanzo cha dosari hizo si bayana kwani tafiti nyingi zilizofanyika zimekuwa zikibainisha sababu tofautitofauti za dosari hizo. Kwa mfano Lado (1957) anaeleza kwamba dosari nyingi za wajifunzaji wa Lg2 zinatokana na mwingiliano wa Lg1 ilhali Corder (1967) anaeleza kwamba dosari nyingi za wajifunzaji wa Lg2 zinatokana na wajifunzaji wenyewe kutumia kimakosa kanuni za Lg2 wanayojifunza. Aidha, matokeo ya ujifunzaji huo yamedhihirisha kwamba, wajifunzaji wa lugha ya Kiswahili katika jamii ya Wairaki, wanafanya dosari mbalimbali kama vile dosari za upatanisho wa kisarufi, udondoshaji wa viambishi na upachikaji wa viambishi. Halikadhalika, imebainika kwamba dosari hizo zimesababishwa na sababu kadhaa ambazo zinamfanya mjifunzaji atumie kimakosa kanuni za lugha anayojifunza. Sababu hizo ni kama vile mazingira ya ujifunzaji wa lugha ya Kiswahili, tofauti za kimuundo kati ya Lg1 na Lg2, athari ya Lg1, walimu kutokuwa na ujuzi wa kufundisha Kiswahili ikiwa Lg2 kwa wajifunzaji hao na uhaba wa vifaa vya kujifunzia na kufundishia.
Maneno ya Msingi: Lugha ya kwanza (Lg1), Lugha ya pili (Lg2), Dosari
References
Baker, C. 2003. Foundations of Bilingual Education and Bilingualism. 5th ed. Clevedon: Multilingual Matters.
Chaochuan, Y. 2005. Second Language Learning: Conscious or Unconscious? CELEA 28(4): 24-31.
Corder, S. P. 1967. The Significance of Learner ' s Error. International Review of Applied Linguistics 5: 161-170.
Fauziat, E. 2011. Interlanguage and Error Fossilization: A Study of Indonesian Student Learning English as a Foreign Language". Indonesian Journal of Applied Linguistics 1(1): 25-40.
Jackendoff, R. 1994. Patterns in the Mind: Language and Human Nature. New York: Basic.
Joy, M.S. 2012. Causes of Syntactical Errors in Kiswahili Second Language Learning among Western Kenya ' s Kiidakho First Language Speakers. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 3(6): 921-928.
Krashen, D.S. 1981. Second Language Acquision and Second Language Learning. Oxford: Pergamon.
Lado, R. 1957. Linguistics across Cultures: Applied Linguistics for Language Teachers. Ann Arbor: University of Michigan Press.
Lenneberg, E. 1967. Biological Foundations of Language. New York: Wiley.
Massamba, D. P. B. 2016. Kamusi ya Isimu na Falsafa ya Lugha. Dar es Salaam: TUKI.
Matinde, R.S. 2012. Dafina ya Lugha: Isimu na Nadharia. Mwanza: Serengeti Educational Publishers.
McDonald, J.L. 2006. Beyond the Critical Period: Processing-Based Explanation for Poor Grammaticality Judgement Performance by Late Second Language Learners. Journal of Memory and Language 55: 381-401.
Mramba, T.P. 2015. Uchunguzi wa Athari za Kirombo katika Ujifunzaji wa Kiswahili. Tasnifu ya Uzamili haijachapwa. Chuo Kikuu cha Dar es Salaam.
Mtesigwa, P.C.K. 2009. Utayarishaji wa Vitabu vya Kufundishia Kiswahili kama lugha ya Kigeni: Haja ya Kuzingatia Mkabala wa Mawasiliano. Kiswahili 72: 52-67.
Ng ' ang ' a, W. 2002. Makosa ya kisarufi katika insha za wanafunzi na jinsi yanavyoshughulikiwa na walimu katika tarafa ya Ndaragwa Tasnifu ya M.A haijachapwa. Chuo kikuu cha Nairobi.
O ' Grady, W. 2008. How children learn language. Fifth edition. Cambridge: Cambridge University Press.
Saville-Troike, M. 2006. Introducing Second Language Acquisition. New York: Cambridge University Press.
Schadeberg, T.C. 1996. Uo Moja hautiwi Panga Mbili: Aina za Yambwa na Maana zake. Afrikanistische Arbeitspapiere 47: 63-71.
Stern, H. H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Taasisi ya Uchunguzi wa Kiswahili [TUKI]. 2013. Kamusi ya Kiswahili Sanifu. Nairobi: Oxford University.
UNESCO. 2003. Education in a Multilingual World. Paris UNESCO (UNESCO Education Position Paper)
http://unesdoc.unesco.org/images/0012/001297/129728e.pdf. Accessed 25th September 2018.
Wei, X. 2008. Implication of IL Fossilization in Second Language Acquisition. English Language Teaching 1(1): 127-131.
