ABSTRACT
This research work is
on A Contrastive Analysis of English and Tiv Sentence Structures. The
study shows that English and Tiv languages are from different linguistic
backgrounds and typologically have areas of differences in their sentence
structures. These differences are in the internal composition of the sentence
constituents and components and therefore pose learning problems for Tiv
learners of English as a second language particularly in the formation of
grammatical sentences but have not been given serious and proper scholarly
investigation. Using the descriptive research method and tree diagrams (Phrase
Markers) and tables to analyse the data collected, the differences and
similarities between the English and Tiv sentences are descriptively revealed.
The findings of the work show that the major difficulty that Tiv learners of
English have is in the subject and object elements formation. While the noun
phrases occupying subject and object positions in English take articles and
other determiners pre-nominally, Tiv in nearly all cases take them post-
nominally or do not use them at all. The nature of some Tiv sentences with implied
or no subject and no clear gender dichotomy form part of the problem in the
subject and object case formation in Tiv language. Despite the similarities the
two languages have particularly in their structural subject-verb-object order
in the simple, compound and complex sentences, Tiv learners of English face a
lot of challenges posed by the differences above and the types and forms of
sentences in English language. In order to overcome the above problems, this
study recommends that teachers of English in Tiv domains and beyond should
concentrate on the areas of differences in both languages and employ adequate
teaching methods and instructional materials to eliminate the mother tongue
interference in the Tiv learners use of English as a second language.
TABLE OF CONTENTS
Title page
Abstract
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Delimitation of the Study
CHAPTER TWO
REVIEW OF LITERATURE
2.0 Introduction
2.1 Conceptual Framework
2.1.1 Type of Sentences
2.1.2 Structure of the English Sentence
2.1.3 English Sentence
Elements
2.1.4 The Basic Sentence Patterns
2.1.5 Type of Tiv Sentences
2.1.6 Structure of the Tiv Sentence
2.1.7 The Basic Tiv Sentence Pattern
2.2 Theoretical Framework
2.2.1 Theory of Structuralism
2.2.2 Theory of Transformational Generative Grammar (TGG)
2.2.4 Transformation
2.3 Empirical Studies on Tiv Sentence Structure
2.4 Summary of Review of Literature
CHAPTER THREE
METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3.1 Data Collection Technique
3.3.2 Sources of Data
3.4 Method of Data Analysis
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF
FINDINGS
4.1 Introduction
4.2 Research Question One
4.2.1 English and Tiv sentence structures: Simple sentence
4.3 Research Question 2:
4.3.1 Simple Sentence Structure:
4.3.2 Compound Sentences
4. 3.3 Complex Sentences
4.3.4 Verb slot of English and Tiv sentence structures
4.4 Research Question 3:
CHAPTER FIVE
SUMMARY OF FINDINGS,
RECOMMENDATIONS AND CONCLUSION
5.0 Introduction
5.1 Summary
4.2 Recommendations
5.3 Conclusion
WORKS CITED
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
This work is basically on A Contrastive
Analysis of English and Tiv Sentence Structures. Sentence is a
constructional unit at a higher level or equivalently a simultaneous bundle of
‘positions in grammar’; a bundle of ordered elements beyond the plerematic
level. It is also recognized as a syntagm (Mulder qtd. in Akwanya 109).
According to Azubike , sentence is the highest form of realization in
language(89) which exists only where there is communication. All these point to
the fact that sentence is an orderly organizational and constructional unit in
verbal communication with standing structures, elements or components.
The English language is rated in the multilingual nation,
Nigeria, with about five hundred and ten living languages (Crozier and Blench
qtd. in Fakeye 183) and (Tomori, Elugbe, Bamgbosi, Akindele and Adegbite qtd.
in Farinde,94) as an indispensable, prestigious and official language of
education, politics, judiciary, legislature, commerce, journalism, etc. Making
a contrastive analysis of English sentence structures with the Tiv sentence
structures becomes imperative as a result of the status of English in Nigeria
vis-à-vis the mental preference of most Nigerian parents. Accordingly, Ogbonna
confirms that parents have higher preference for the English medium than for out-right
Mother Tongue (MT) medium (qtd. in Izuagba and Nwingwe 17).Babajide (1)
substantiates the view that positive attitude for another language (English)
can be due to the fact that the language integrates the speakers into a class
higher than where they socially belong to or that it will be a lunch pad to
their dream career or will lead to their social
The term ‘Tiv’ in this work is
restricted to its meaning referring to a language spoken by the Bantu splitter
group of Niger-Congo language family. Unlike the English language, it is
principally spoken by the Tiv people in about thirty-three local government
areas across Benue, Taraba, Nassarawa, Cross River, Plateau states and some
significant number in Cameroun (Gbor 9-10; Udu, Dooga and Isa 2; Udu 4). This
language of the migrants from the Central Africa hill is today spoken by well
over three million people with their spiritual headquartres in Gboko, Benue
State.
The majority of this population is in rural areas and their
medium of communication and every life transaction remains Tiv. However,
Nigeria as a multilingual country has approved the conduct of every official
function in English to avoid several predictable and unpredictable ugly
developments. Examining the exalted position of English in the education system
in Nigeria, the National Policy on Education (NPE 2004), sections 4 and 5 did
not only recommend English language as the language of instruction from primary
four to the tertiary level of education, it is also a compulsory subject to be
studied and passed with a credit level in the secondary school. Moreover, most
universities and other tertiary institutions now emphasize a credit pass as a
sine qua non for admission. This situation agrees with the popular educators’ remark
that poor performance in English language leads to poor performance in other
subjects since the language has been ‘the barometer with which the quality,
efficiency and effectiveness of our school curricula are measured’ (Eyisi 3).
Emphasis on English language in Nigerian education system....
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