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This study examined syntactic errors committed by Bemba-speaking high school pupils learning french in the lusaka Province of Zambia. This was aimed at testing the theoretical position that first language (LI) and Second Language (L2) interfere with the learning of Third language (13). The study...

The aim of this study is to present an analysis of the morphology, syntax, semantics and phonology of the applied, causative and passive verb extensions in Tonga.The syntactic and semantic analysis is undertaken in the context of Government-Binding Theory whereas the phonological analysis employs...

This study examined the syntactic processes of determination and modification as they apply to English and Tonga by carrying out a contrastive analysis of the two processes in the two languages. The exercise was undertaken in order to establish whether or not there were any similarities and...

In Zambia today, French is the only foreign language after English which is taught in public schools. Currently, French is only taught in high schools with exception of few mission schools which teach it at junior secondary level. However, the country has seen a steady decline in the teaching of...

This study set out to investigate the attitude of both parents and teachers towards the use of English as medium of instruction at lower basic level in Livingstone and Namwala districts of Southern Province. Secondly, the study sought to establish whether parents and teachers were in any way...

The aim of this study was to investigate observable patterns of language acquisition and language use evident among members of inter-ethnic families in Mansa urban area. Specifically, the study sought to investigate patterns of language acquisition and use in inter-ethnic marriages; to find out...

This study investigated some linguistic variations of three Kaonde dialects spoken in Northwestern and Central provinces of Zambia. The dialects included the standard Kaonde, Lubango-Kaonde and Mumbwa Kaonde. The exercise was carried out in order to establish the variation of the dialectal...

The main aim of the research was to find out the effects of using Nyanja as a language of initial literacy in a predominantly Tumbuka-speaking area, namely, in Lundazi rural schools. The general public in Lundazi rural areas claimed that although Nyanja was used as a medium for teaching initial...

This study gives empirical evidence on the effectiveness of traditional teaching and learning methods and communicative teaching and learning approaches on Grade Eight pupils' academic achievement in reading and writing in English in selected basic schools in Zambia.The investigation was set in...

The language-in-education policy in Zambia is that in grade one, the language of instruction for initial literacy is the familiar local language spoken in an area. From grade two onwards, the language of instruction is English. However, there are regions such as Lusaka which is cosmopolitan; with...