NOTE-TAKING ERRORS AND THEIR EFFECTS IN THE LEARNING OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN GUSAU
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Author
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Department of Arts
ABSTRACT
This study is a research work on the note-taking errors of some selected secondary school students in Gusau. It is the analysis of these errors that arise from the written efforts of students in the course of teaching and learning encounters. Notes from two hundred and sixteen (216) students which cuts across four (4) secondary schools randomly selected from a total of fourteen (14) were examined. The study reveals that in the production of notes by students, either in response to the dictates of a teacher or as part of a normal learning process, errors of varying types are committed. Some of these errors are either phonological or semantic while others are lexical or syntactic in nature. This gives rise to the addition or selection of unnecessary elements (consonants/vowels) and or misordering or omission of required elements (consonants/vowels) in the subjccts' graphological practice. It was further revealed that some of the major causes of these errors are: overgeneralization of rules of English language, bad pronunciation of English sounds by students, competence conflict (or transfer of features of source language into target language) among others. Based on these findings, appropriate recommendations are made for remediation efforts to be made by students and teachers.
PLEASE NOTE:
This study is a research work on the note-taking errors of some selected secondary school students in Gusau. It is the analysis of these errors that arise from the written efforts of students in the course of teaching and learning encounters. Notes from two hundred and sixteen (216) students which cuts across four (4) secondary schools randomly selected from a total of fourteen (14) were examined. The study reveals that in the production of notes by students, either in response to the dictates of a teacher or as part of a normal learning process, errors of varying types are committed. Some of these errors are either phonological or semantic while others are lexical or syntactic in nature. This gives rise to the addition or selection of unnecessary elements (consonants/vowels) and or misordering or omission of required elements (consonants/vowels) in the subjccts' graphological practice. It was further revealed that some of the major causes of these errors are: overgeneralization of rules of English language, bad pronunciation of English sounds by students, competence conflict (or transfer of features of source language into target language) among others. Based on these findings, appropriate recommendations are made for remediation efforts to be made by students and teachers.
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