http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6485 2026-04-05T17:37:17Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6907 An Analysis of Prepositional related errors in English Composition of Upper Primary Learners in Kieni East Sub County in Nyeri County Ngugi, Beth N.; Wairimu, Rosepaulah The research sought to investigate prepositional errors on English usage. There has been a big outcry in the field of English language learning about the falling levels of proficiency in English among students, particularly in upper primary level. This problem was attributed to inadequate mastery of linguistic skills and incomplete acquisition of English language. Therefore, the current paper investigated preposition errors as manifested in written compositions of upper primary learners. Prepositional rules in English language are inconsistent; that is certain prepositions can be applied in one form, but not in another. More so, prepositions are polysemous. Thus, learners often become frustrated when they have to determine prepositional meanings and when to use them appropriately. The research was guided by the following objectives; identifying prepositional related errors in learners' composition and describing the errors. The study applied Corder’s(1974, 1976) Error Analysis Theory. The study adopted a descriptive research design in order to vividly describe various errors encountered in the usage of English prepositions. The target population was 52 primary schools,168 teachers of English, and 408 pupils from Public Primary Schools in Kieni-East Sub County in Nyeri County. Data was collected using interview guides for the teachers and composition test for pupils. The study showed four main prepositional errors; errors of omission, addition, substitution and misordering. The study concludes that prepositional errors are more of lexical errors since they affect the meaning of the entire sentence. Thus, the study recommends that learners should be taught rules of prepositions systematically and that a revision of course books should provide specific rules that may lead to proper acquisition of prepositions. 2021-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6906 Linguistic Strategies According to Gender as Reflected in the Kenya National Assembly Owuor, Boswell Omondi; Ngugi, Beth N. Gender is ever present in our conversation. It is used to explain everything and is embedded in our institutions, our actions, thoughts and beliefs. In this research, we set out to establish the linguistic strategies employed by the male and female members of the Kenya National Assembly to drive their agenda and to achieve successful communication. This research sets out to establish assembly members’ manner of speaking and general adherence to speaking norms on the assembly floor. Under such a background, the study examined language and gender in the Kenya National Assembly. The research questions were: what are the linguistic strategies employed by speakers on the assembly floor based on their gender? How do members react to the gendered linguistic strategies? The study employed the Politeness Theory. The data was collected from four randomly selected sessions in the 12th Parliament- also referred to as National Assembly. The analysis of data adopted a quantitative and qualitative approach. Audio-visual recordings from the National Assembly were transcribed for analysis. In this process, selective transcription was used for the purpose of the research. Analysis of the linguistic items was done. The study established that members of the National Assembly used the following linguistic strategies: being direct, being assertive, use of metaphors, were ironic among others. It was observed that most of the members reacted in the following ways: cooperation, showing understanding, among others. 2023-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6905 Mother Tongue in the Classroom Setting – A tool for Enhanced Second Language Acquisition in Multilingual Societies Ngugi, Beth N. The study has addressed the critical role of using the mother tongue in the classroom for enhanced development of the English language. Despite the recognition of the critical role of first language (L1) in second language development, there is no clear guidance on how and when to use it. Teachers in Kenya lack clear guidance on how to develop learners’ mastery of the English language using leaners' mother tongue. Mastery of the English language has been a challenge to most of the learners who learn it as a second language. This may be attributed to a lack of proper guidance on the implementation of the language policy in Kenyan schools. The current study was undertaken to establish practised translanguaging during English language lessons and its implication on English language development. This was achieved by establishing how teachers used their mother tongue during the English language lesson and its implication. The study was guided by Communicative Language Theory (CLT) which emphasizes the transactional and functional roles of the language. This theory guided the evaluation of how teachers of English used learners’ mother tongue to teach English language concepts as well as interact with learners during the lessons. Three public primary schools in Kasarani Sub County in Nairobi County participated in the study. Audio-video recording supplemented by observation was the data collection method. Findings indicated that teachers used their mother tongue while explaining the meaning of words, paraphrasing sentences, and evaluating the understanding of a concept. Consequently, learners understood the concepts and improved their performance. However, teachers lacked clear guidance on how to use the mother tongue, which affects the positive impact of using the mother tongue. The study recommends that teachers be offered in-service courses on the effective use of translanguaging practice. The study adds knowledge of the existing theories on second language development. 2023-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6904 Deconstruction of Strategic Linguistic Elements Used to Invoke Gender and Power During Debate in Busia County Assembly, Kenya Ngugi, Beth N.; Kanyi, Charles; Owuor, Boswell This study set out to establish manner in which linguistic elements are used to invoke gender and subsequently bargain for power during County Assembly debates. The objective of this study is to analyze the effects of linguistic elements employed to bargain for the dynamics of power and invoke gender during debate. The study employed the Critical Discourse Analysis theory (CDA). Current literature has been reviewed for the purpose of identifying areas that have been studied and the gaps existing with the intent of filling them up. The study involved collecting linguistic data from the assembly as recorded in the Hansard and audio recordings of assembly proceedings. The data has been analyzed according to the objective, been described and relationships -between speakers, choice of discourse and discourse function have been explained. The study targeted a population of 53 Members of the County Assembly from Busia. Linguistic techniques that refer to gender have been discussed and their effect on listeners and subsequent speakers analyzed. Conclusions have been drawn and recommendations made. On the whole, there is a harmonious and healthy linguistic relationship in the county assembly. However, more elected women would bolster their agenda and increase their participation towards the move to achieving gender parity in terms of representation. 2023-01-01T00:00:00Z