EXPLORING CHICHEWA-INFLUENCED ERRORS IN LEARNERS’ WRITTEN ENGLISH: A CASE STUDY OF ZOMBA RURAL COMMUNITY DAY SECONDARY SCHOOLS

Abstract

This study was carried out following concerns that the influence of Chichewa undermined the quality of English written by secondary school learners in Malawi. The study aimed at exploring the Chichewa-influenced errors which learners made in their written English. Specifically, the study was set to find out the errors influenced by Chichewa which learners made in written English, factors that contributed to the learners’ making of such errors and how teachers dealt with such factors to assist learners to overcome the errors. A total of four teachers of English and 40 learners were purposively selected from four rural public Community Day Secondary Schools (CDSSs) to participate in this qualitative case study. Document analysis, classroom observations, in depth interviews and focus group discussions were used to generate data. The study revealed that learners made six types of Chichewa-influenced errors: use of Chichewa words, literal translation, word order, subject-verb agreement, spelling and omission. The study found that excessive use of Chichewa in English lessons, inadequacy of English textbooks and learners’ poor background from primary schooling contributed to the learners’ making of Chichewa-based errors. The researcher concludes that learners had low English vocabulary. Therefore, from the study findings, the implication is that only English be used in the teaching and learning of English and that teachers should assist learners to develop English vocabulary and proficiency.