A Contrastive Error Analysis on the English Essays of Oshiwambo Speaking Students: A Case Study

Purpose: The aim of this study was to thoroughly analyze and evaluate the grammatical errors found in essays written by second-year students, with a particular focus on Oshiwambo-speaking students. By contrasting the errors made by these students in their English essay writing, the study employs contrastive error analysis to examine how the mother tongue, Oshiwambo, influences the acquisition of English as a second language. The research delves into various linguistic levels, including lexical, morphological, syntactic, and grammatical aspects, to identify patterns of interference from the students' native language. This detailed exploration not only highlights the specific challenges faced by Oshiwambo-speaking learners but also provides a nuanced understanding of how native language structures shape second language learning. The findings offer valuable insights into common areas of difficulty, which can be used to improve language teaching strategies and support more effective learning outcomes for bilingual students. Methodology: The research initially involved 317 students, employing a qualitative exploratory design. From this group, 54 Oshiwambo-speaking students from NUST's Department of Agriculture and Natural Resources Sciences were purposively selected to complete a standardized assessment script. The evaluations focused on three key objectives: word formation processes (prefixation, suffixation, insertion, reduplication, and verb structure), syntactic errors (noun and verb tense errors, subject-verb agreement), and grammatical competence (comparative analysis of Oshiwambo and English structures, syntactic differences, and sentence constructions). Findings: The evaluation of the assessment scripts yielded significant insights aligned with the research objectives. First, the analysis of word formation processes revealed a detailed understanding of prefixation, suffixation, insertion, reduplication, and verb structure, underscoring their fundamental role in linguistic construction. Secondly, the identification and analysis of syntactic errors provided critical findings on common mistakes, particularly in noun tense, verb tense, and subject-verb agreement, highlighting recurring patterns of error. Lastly, the examination of grammatical competence facilitated a comparative analysis between Oshiwambo and English language structures, revealing notable syntactic differences and variations in sentence construction. These findings not only emphasize key contrasts between the two languages but also reinforce the importance of targeted linguistic interventions for improved language acquisition and proficiency. Unique contribution to theory policy and practice: This study makes a distinctive contribution to linguistic theory, policy, and educational practice by deepening the understanding of word formation processes and their variations between languages. By analyzing prefixation, suffixation, insertion, and reduplication, it offers fresh insights into the mechanics of language structure, enriching theoretical perspectives on language formation and bilingualism. The identification of common syntactic errors, particularly in noun and verb tense, as well as subject-verb agreement provides crucial data that can shape language education policies. This knowledge equips policymakers with the ability to design targeted interventions that address specific linguistic challenges, particularly in multilingual contexts. Furthermore, the comparative analysis of Oshiwambo and English language structures offers practical guidance for educators, enabling them to tailor teaching strategies to address the unique syntactic challenges faced by bilingual learners. This research, therefore, serves as a vital resource for both theoretical development and the practical enhancement of language instruction and policy formulation.