Experiencing Language Transfer among Secondary School Students in Tanzania

Asteria Gabriel Ngaiza


This paper explores essays from three secondary schools in Moshi Municipality to determine the evidence of language transfer. The study was guided by Selinker’s interlanguage theory. The study involved two classes in each school; the classes were Form Three and Form Four. The essays were analyzed and instances of transfer counted using content analysis and were arranged according to their pattern, namely word order transfer, article deletion, pronoun redundant and subject omission.

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