Patterns of Interference in English Tenses Among Hausa/ English Bilinguals in Institutions of Higher Learning in Jigawa State, Nigeria

Abstract

The study investigated the patterns of interference in English tenses among Hausa/English bilinguals in institutions of higher learning in Jigawa State, Nigeria. Nine research questions and eight hypotheses tested at 0.05 levels of significance guided the study. Descriptive survey and ex-post facto research designs were adopted. The population of the study comprised all the 2876 National Certificate in Education (N.C.E.II) and National Diploma (ND II) students in 2016/2017 academic session offering English and Communication Skills in the Jigawa State College of Education, Gumel, Hussaini Adamu Federal Polytechnic, Kazaure and Jigawa State Polytechnic, Dutse. Intact classes were used, 476 respondents were drawn and used for the study. Two instruments were used for data collection. They are English- Hausa Error Analysis Test (EHEAT) and English Verb-Tense Achievement Test (EVTAT).The instruments were face and content validated by five experts in Language Education and Educational Measurement and Evaluation units from University of Nigeria, Nsukka and Bayero University, Kano. Kudder-Richardson (K-R 20) method was used to test the internal consistency of the English Verb-Tense Achievement Test (EVTAT) and the reliability Coefficient of 0.89 was obtained. The reliability of English Hausa Error Analysis Test (EHEAT) was determined using different reliability estimates. Sections one and two were determined through test re-test method and estimate of temporal stability computed using Pearson Product Moment Coefficient. The reliability indices for the two sections were found to be 0.84 and 0.73 respectively. The reliability of section three of EHEAT consisting of 3 essay topics was determined through inter-raters using Kendal Coefficient of Concordance. The reliability indices of the three essay topics were found to be 0.78, 0.71 and 0.74 respectively. The data collected were analysed using frequency counts, percentages, means and standard deviations for answering research questions while the hypotheses were tested at 0.05 level of significance using t-test and Analysis of Variance (ANOVA). The findings of the study revealed that gender had influence on the interference errors made by male and female students in English verb-tenses. There was a significant difference in the mean interference errors committed by male and female students in English verb-tenses (t-val. = 5.15, P< 0.05); Location had influence on the interference errors committed by urban and rural students in English verb tenses. However, there was no significant difference in the mean interference errors committed by urban and rural students in English verb tenses (t-val .= -1.44, P> 0.05). Proprietorship of schools had influence on the interference errors made by Hausa learners of English in English verb- tenses. There was a significant difference in the mean interference errors committed by students in federal and state institutions of higher learning in English verb tenses; (t-val.= -5.00, P> 0.00). Female Hausa learners of English had a slightly higher mean achievement scores in English verb tenses than their male counterparts. There was a significant difference in the mean achievements scores of male and female Hausa/English bilinguals in English verb tenses (t-val. = -6.16, P< 0.00), amongst many other findings of this study. The educational implications of the findings were examined. Some recommendations among others were made that; Teachers/lecturers should identify areas of difficulties and interference errors common to Hausa learners of English and provide useful remedial drills and exercises to reduce these errors thereby promoting academic achievements of students in English Language. Textbooks Writers and Curriculum Planners should incorporate ideas and materials that would promote effective teaching of English verb tenses. Government should adequately equip institutions in both urban and rural locations so that students could perform alike.