Mitigating language transfer errors on English writing skills among students in Mahama refugee camp secondary schools-in Rwanda

Abstract

This study examines the mitigation of language transfer errors affecting English writing proficiency among students at Mahama Refugee Camp secondary schools in Rwanda. Especially, this dissertation investigate the language transfer errors that hinder writing proficiency in English language learning, to examine the extent to which language transfer impact negatively on leaners writing skills in English learning and to proposed effective strategies and interventions for mitigating language transfer errors on leaners writing skills in English. The current research is built on the Contrastive Analysis Hypothesis theory (Lado, 1957) and Inter-language Theory (Selinker, 1972). These theories guided the study to achieving the study objectives. A mixed research design was employed, combining qualitative and quantitative methods. The study population comprised 169 respondents, including school staff and students from named schools B, C and D and sample size of 152 respondents were drawn from the target population. Semi-structured interviews were conducted with school teachers, and questionnaires were designed for students to answer in essay form. The findings revealed that students primarily transferred from Kiswahili, Kinyarwanda, and Kirundi to English, with lesser transfers from French and Lingala; transfers made in English from different languages of Mahama Refugee Camp secondary schools were as follows: Kinyarwanda (30.31%), Kiswahili (39.38%), Kirundi (20.08%), French (6.56%), and Lingala (3.67%). The research at Mahama Refugee Camp secondary schools highlights significant language transfer errors that hinder writing proficiency in English among students. Language transfer errors, such as grammar and syntax interference, significantly impact English language (L2) writing proficiency. This study identifies specific errors, such as incorrect verb tenses and subject-verb agreement, which stem from transferring grammatical rules from learners' native languages to English. Language transfer challenges writing proficiency by introducing errors in direct translation, incorrect grammar application, vocabulary misuse, and overgeneralization of rules. Proposed effective strategies to mitigate language transfer errors include focused grammar instruction, contrastive analysis, error correction, and communicative practice. As a recommendation the government should provide support for professional development programs for teachers focused on addressing language transfer errors in English language writing; teachers should provide opportunities for students to read extensively in the English language to help them internalize correct language patterns