Language contact and interference in the acquisition of English proficiency by Bantu-speaking students

Abstract

This study analyses the causes of error in the written english of black senior secondary pupils and teacher trainees. Using Error Analysis and Contrastive Analysis in a form known as Interference Analysis and covering a full range of grammatical, syntactical and lexical issues! erroneous items in English are compared with the same items in the learners' first language in order to isolate an identify such errors. Analysis of these errors shows which are due to direct interlingual transfer which are not completely attributable to direct transfer, and which are intralingual, the result of idiosyncratic language usage or merely mistakes rather than errors. While recognizing the degree to which Black learners' language habits have become fossilized and the extent to which standerdized errors form part of the English used by Bantu-speaking students, this study sets out to improve proficiency in English by explaining the the causes of error and by suggesting possible remedial approaches.