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Article Title: Causes of Syntactical Errors in Kiswahili Second Language Learning among Western Kenya's Kiidakho First Language Speakers
by Mocho S. Joy

Abstract:
The purpose of the study was to find out whether Kiidakho, as one's first languages, affects the learning of Kiswahili as a second language at the level of syntax among learners in Ikolomani Division of Kakamega District in Western Province of Kenya. The study was guided by Edward Thorndike's identical element theory of transfer of learning, and supported by Ausubel's and Cross's theory on generalization in learning. The study population comprised Form Two and Form Three students. Stratified random sampling technique was used to select the sample of the study. Seventy Form Two students and seventy Form Three students from all the six selected schools were involved in the study. The study was descriptive by design. Data was collected by means of a questionnaire and written tasks. Data collected was described in terms of percentages. It was revealed that an Idakho first language speaker who is learning Kiswahili as a second language makes syntactical errors in the areas of pronominal prefixes, adverbal prefixes, verbal prefixes, subject prefixes, augmentatives, diminutives and locatives. The study is significant as it would sensitize teachers of Kiswahili on the causes of syntactic errors that students make, and this would enable them to come up with remedial framework on teaching of Kiswahili syntax. The findings will also help various stakeholders like curriculum developers and authors of Kiswahili books to put in place appropriate instructional designs that would go a long way to curb the problems affecting Idakho students who are learning Kiswahili as a second language.

Keywords: causes, syntactical errors, Kiswahili second language learning, western Kenya kiidakho speakers.

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