Phonological Basis of Swahili Mispronunciation Among Kabarasi-Speaking Secondary School Students in Kakamega North Sub-County

Abstract

The study aimed at investigating whether Lukabarasi phonology affects the quality of spoken Swahili in secondary schools of Kakamega North Sub-County, where the Kabras dialect is spoken. This is because of the mispronunciation of Swahili words among the students in school festivals, games, sports and symposia. The study adopted Contrastive analysis theory by Selinker and Gass (1992) because it explains how the contrast between the two languages exhibits the errors in a second language and impedes communication. A descriptive research design was applicable because the current study is qualitative. The sample size was 89 students from 17 schools that participated in school festivals and symposia from Kakamega North sub-county who speak Lukabarasi as their native language. It was regardless of whether they were boys or girls. More girls than boys participated in elocution and symposia, and so most girls had more accurate Swahili pronunciation than boys. It was found that due to a mismatch between Lukabarasi and Swahili sounds, the errors in second language (L 2) were as a result of substitution of Swahili sound with Lukabarasi, their first language (L 1), devoicing of Swahili voiced sound, Over-generalisation of Swahili voiced sounds and vowel insertion between Swahili consonants where no vowel exists. Therefore, Kabarasi phonology affects the Swahili spoken language negatively by transferring rules that lead to multiple errors in the pronunciation of Swahili sounds. The study therefore recommends that students should be exposed to extensive experience in Spoken Swahili by being involved in symposia, workshops and elocution to minimise the errors in spoken Swahili.