This thesis is concerned with the analysis of the errors of Nigerian Yorùbá-students of German from two Nigerian universities namely the University of Ibadan in Ibadan and the Obafemi Awolowo University in Ile-Ife. The research is based on the cognitive theory of language acquisition with the major hypothesis, that the foreign language learner can transfer elements from languages, which he had earlier acquired into the new language he is learning. 26 respondents who were Yoruba native speakers acted as the study population in the production of essays which served as the primary sources of information for the research. The essays consist of 3 different topics of which the study participants were supposed to choose only one. Their chosen topic was then written in three languages ‒ namely German, Yorùbá and English. German came first, Yoruba second and English the third language. A quantitative analysis was then carried out whereby the errors of the students were identified and categorized. In addition, an attempt was made to discover the possible causes. 1874 errors were identified in the error identification process. These were categorised into 3 major groups consisting of 55 errors types. Apart from orthographical and punctuation errors, the highest number of errors were mostly morphological errors which included the choice of case and the inflexion of nouns, pronouns, adjectives and articles. The least errors were in the area of verb conjugation. Both intralingua and interlingua sources of errors were identified as possible causes of the errors. However, the results showed that there were less interlingua errors found in the essays of the Nigerian students of German than the intralingua ones. Concerning interference as a possible source of the errors, the L2 (nigerian English) had a greater influence on the acquisition of the new language (German) than the mother tongue (Yorùbá) had.
|School:||Universitaet Bayreuth (Germany)|
|Source:||DAI-C 81/1(E), Dissertation Abstracts International|
|Subjects:||Higher education, Foreign language education|
|Keywords:||Yorùbá, Morphology, Foreign language learners|
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