The effects of first language interference on sentence transformation among Grade 12 English second language leaners from a Xitsonga High School Community in Malamulele

Abstract

The research reported in this study firstly sought to examine the effects of First Language (L1) on sentence transformation among grade 12 learners studying English First Additional Language (EFAL). Secondly, it endeavoured to recommend possible measures that could be implemented to eliminate the consequences of such effects, since available research on errors, resulting from L1 interference, offers no feasible classroom solutions to this problem. The significance for this study rests in the sense that it pursued to provide a meaningful soluble contribution to the problem, taking into cognisance South Africa’s multilingual and multicultural realities. Thirdly, the study also attempted to ensure that the recommendations made, acknowledged the reality of the fact that a majority of South Africa’s EFAL teachers are themselves Second Language (L2) speakers. To achieve the above, the study employed the mixed method model of research design to answer the question ‘What are the effects of L1 interference on sentence transformation among grade 12 EFAL learners?’ The findings of this study revealed that learners, who participated in this study are exposed to various sources of language input. In addition, the results indicated that a majority of the learners listen to a predominantly Xitsonga language radio station. Thus, there is very little exposure to English L2 input from this media. With regards to television, however, most of the learners watch SABC 1 and in particular, Generations, a multilingual soapie (localism for soap opera) dominated by the use of Black South African English (BSAfE). On the issue of the effects of L1 on sentence transformation, the findings showed a number of levels at which sentence transformation is affected by L1. Given the findings of this study, the researcher strongly recommends that in order to relieve the problem underlying this study, the education system should consider responding to the call by authors in this field, that BSAfE be accepted as an institutionalised variety, which offers an innovative and unique identity to the South African linguistic context. Thus, the study is of practical importance to various sectors. It contributes invaluable information for curriculum developers and implementers. It also contributes vital knowledge for teacher training programmes.