SYNTACTIC STRUCTURES IN IGBO AND ENGLISH: A SOCIOLINGUISTIC STUDY OF UNDERGRADUATE USAGE

This study investigates the comparative syntactic competence of bilingual undergraduate students in English and Igbo at Coal City University, Enugu. It examines students’ understanding, usage, and grammatical comfort in constructing sentences in both languages, as well as their ability to switch between them in different communicative contexts. The research also explores sociolinguistic factors that influence students’ syntactic choices, including educational background, social environment, and digital media exposure. Using a descriptive survey design, the study engaged all 87 first- and second-year students from five selected departments in the Faculty of Arts, Social and Management Sciences. Data were collected through a structured questionnaire validated by linguistics experts and analyzed using descriptive statistics for quantitative items and thematic analysis for qualitative responses. Findings indicate that students demonstrate moderate competence in English syntax but face challenges in Igbo sentence formation, particularly in formal settings. Syntactic comfort was higher in informal or social contexts, where students frequently switched between languages. The study concludes that English dominance is affecting students’ fluency in Igbo and recommends enhanced Igbo instruction, deliberate promotion of bilingual competence, and the integration of sociolinguistic awareness into language education to strengthen grammatical performance in both languages