A Contrastive Analysis Of Morphological Challenges In The Acquisition Of English And Kanuri By Non-Native Speakers

Abstract

This study investigates the morphological challenges faced by Kanuri speakers in acquiring English, with a focus on the contrast between the morphological structures of Kanuri and English. The main objectives of the study are to identify the key morphological differences between Kanuri and English, explore how these differences affect Kanuri speakers' acquisition of English morphology, and provide recommendations for improving second language acquisition strategies, especially for displaced populations. The research was conducted with 50 Internally Displaced Persons (IDPs) residing in Dalori Camp, Maiduguri, Borno State, Nigeria. Data was collected using semi-structured interviews with 25 participants and questionnaires with the remaining 25 participants, specifically designed for individuals with minimal educational backgrounds. Both qualitative and quantitative methods were employed to analyze the challenges Kanuri speakers face in acquiring English morphological structures. The study is grounded in the Contrastive Analysis Hypothesis (CAH), which suggests that differences between a learner's first language (L1) and their second language (L2) can predict areas of difficulty or ease in language learning. The framework focuses on how structural differences, particularly in morphology, contribute to learning challenges. The study finds that Kanuri speakers face significant challenges in acquiring English due to differences in morphological structures, particularly the reliance on prefixes in Kanuri for abstract noun formation, in contrast to English’s use of suffixes. The research also reveals that Kanuri speakers often transfer L1 morphological rules to English, leading to errors. Additionally, socio-economic and psychological factors, particularly those faced by IDPs, escalate these challenges, hindering effective language learning. The study concludes with recommendations for contrastive instruction, interactive exercises, and culturally sensitive teaching methods to address the unique difficulties faced by IDPs in acquiring English.