TABLE OF CONTENTS
DECLARATION
APPROVAL
.
II
DEDICATION
ACKNOWLEDGMENT iv
TABLE OF CONTENTS V
LIST OF TABLES Viii
ACRONYMS ix
ABSTRACT X
CHAPTER ONE 1
1.0 Introduction 1
1.1 Background of the Study 1
1.2 Statement of the Problem 1
1.3 General Objective 2
1.4 Specific Objectives 2
1.5 Research Questions 2
1.6 Scope of the Study 2
1.7 Significance 3
CHAPTER TWO 4
LITERATURE REV1EW 4
2.0 Introduction 4
2.1 Theoretical basis for the Study 4
2.2 Language Writing 6
2.2.1 Some other acceptable rules 8
2.3 Factors Affecting Writing 8
2.4 Effects of Mother Tongue in Written English 9
V
METHODOLOGY
CHAPTER
3.0 Introduction
THREE .
11
3.1 Research Design 11
3.2 Study Area and Population 11
3.3 Sample framework 11
3.3.1 Sample Size 11
3.3.2 Sampling technique and Procedure 12
3.4 Methods 12
3.4.1 Instruments Used for Data Collection 12
3.4.2 Sources of Data 13
3.6 Data Analysis 13
3.7 Ethical Consideration 13
3.8 Limitations 13
3.9 Delirnitations 14
CHAPTER FOUR 15
DATA PRESENTATION, ANALYSIS AND INTERPRETATION 15
4.0 Introduction 15
4.1 Demographic Characteristics of Respondents 15
4.2 Analysis and Interpretation of Data for Hypothesis One 15
4.3 Discussion of Results 17
CHAPTER FIVE 19
SUMMARY, RECOMMENDATION AND CONCLUSION 19
5.0 Introduction 19
5.1 Summary 19
ABSTRACT This project is about the influence of mother tongue on learners’ performance in written English at primary level in Nakawa Division. Questionnaires were designed and used to get primary data; where by respondents were required to answer the questions, the researcher conducted face to face interviews with pupils and teachers on issues pertaining to the influence of mother tongue on learners’ performance in written English at primary level. During the study the researcher found out that there is an in~uence of mother tongue on learners; performance. It was also found out that most pupils speak Luganda both inside and outside the class and this has had negative influence on both written and spoken English. In conclusion it was found that there is significant relationship between mother tongue interference and learners performance in written language at primary level. Among the recommendations given by the researcher were teachers should be strict and self conscious about the influence Luganda has on learners’ written English. Pupils should also be encouraged by their teachers of English to get used to the reading culture.
