Error Analysis of English Narrative Essays of Secondary School Learners in Kirinyaga Central Sub-County, Kenya

Beth Muthoni Kangangi, Catherine Waithera Ndung’u, Peter Kinyanjui Mwangi

Abstract


The study examined the types of language errors made by learners in the English narrative essays. It also assessed the feedback techniques employed by teachers of English in the handling of language errors in the English narrative essays. A descriptive research design was employed to examine errors of English narrative essays of 181 form two learners obtained through stratified random sampling and simple random sampling techniques. The eight teachers of English selected through purposive and simple random sampling completed interview schedules. Qualitative data generated from the essays of the learners was analyzed using Error Analysis and Content Analysis. The findings reveal that a total of seven categories of language errors which include: word order, verb tense and form, subject – verb agreement, spelling, plurality, word choice, and capital letter errors were made by the learners in their English narrative essays. The most preferred corrective technique was to involve the learners actively by encouraging them to read extensively and write severally on various narratives in the target language. The findings will provide reliable feedback to teachers of English because it will guide on the development of teaching methods and evaluative measures to narrative essays. The study will also be useful to curriculum developers in designing materials for teaching English language in secondary schools. It will also be of invaluable benefit to learners of English as it will guide on the way narrative essays need to be written.

Keywords


Error Analysis, Narrative Essays, Corrective Technique, Language Errors, Secondary Schools

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DOI: https://doi.org/10.7575/aiac.ijels.v.12n.2p.3

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