A Syntactic Analysis of Conditional Clause Usage in English Spoken by Selected Polytechnic Students in North-Eastern Nigeria

Bamanga Aliyu Bello Mohammed Sajo Bashir Umar Bakari

doi:10.56201/ijelcs.vol.11.no5.2026.pg90.101

📄 Download Paper

A Syntactic Analysis of Conditional Clause Usage in English Spoken by Selected Polytechnic Students in North-Eastern Nigeria

Bamanga Aliyu Bello Mohammed Sajo Bashir Umar Bakari

Abstract

This paper examines the syntactic usage of conditional clauses in the spoken English of selected polytechnic students in North-Eastern Nigeria. The study aims to analyse how students construct conditional clauses in spoken English. Specifically, it seeks to identify the types of conditional clauses used by the students, analyse their syntactic structures, examine the common syntactic errors associated with their use, and determine the influence of linguistic background on the production of conditional clauses. The study is anchored on Chomsky's Generative Grammar Theory (1957), which provides a framework for explaining the syntactic principles governing sentence formation and learners' grammatical competence. A descriptive research design employing a mixed-method approach was adopted. Two hundred and fourty ND II students of 2024/2025 academic session were purposively selected from selected polytechnics in Bali, Mubi, and Bauchi. Data are collected through structured classroom observation of students' spoken interactions and analyse qualitatively using syntactic analysis and quantitatively through frequencies, percentages and mean scores. The findings reveal that the First Conditional is the most frequently used conditional structure, followed by the Second, Zero, and Third Conditionals. The analysis further shows that tense inconsistency, subject–verb disagreement, and inappropriate use of modal verbs constitute the most significant syntactic errors, while clause-order problems, omission of if, and incomplete conditional constructions occur less frequently. The findings also indicate that students' linguistic backgrounds influence their production of English conditional clauses, suggesting evidence of first-language interference. The study concludes that the participants demonstrate moderate syntactic competence but experience noticeable difficulty with complex conditional constructions. It recommends intensified grammar instruction, communicative speaking activities, and targeted remedial exercises to improve students' mastery and accurate use of English conditional clauses in spoken communication.

Keywords

Conditional clausesSpoken EnglishSyntaxGenerative GrammarPolytechnic students.

References

Azzali, S., Suhadi, J., & Purwarno, P. (2023). Students’ ability in using conditional sentences. Journal of Language, 5(2), 120–128. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (2023). Longman grammar of spoken and written English (2nd ed.). Pearson Education. Butar-Butar, S., Sihombing, P. S. R., & Siahaan, M. M. (2023). An analysis on students’ grammatical errors in using conditional sentence type II on the third grade of SMA Negeri 1 Pematang Siantar in academic year 2023/2024. Sindoro: Cendikia Pendidikan, 1(4), 1– 10. Carnie, A. (2023). Syntax: A generative introduction (4th ed.). Wiley-Blackwell. Carter, R., & McCarthy, M. (2021). Cambridge grammar of English: A comprehensive guide to spoken and written grammar and usage. Cambridge University Press. Chomsky. N. (1957). Syntactic structures. The Hague: Mouton. Chomsky, N. (2021). Syntactic structures (New updated ed.). De Gruyter Mouton. Crystal, D. (2021). The Cambridge encyclopedia of the English language (3rd ed.). Cambridge University Press. Faisal, K., Amalia, I., & Suaidi, A. (2023). An analysis of students’ ability in constructing conditional sentences at the eleventh grade students of SMA Negeri 1 Waringinkurung. ETNOLINGUAL, 7(2), 135–145. Fromkin, V., Rodman, R., & Hyams, N. (2022). An introduction to language (12th ed.). Cengage Learning. Huddleston, R., & Pullum, G. K. (2021). The Cambridge grammar of the English language. Cambridge University Press. Lightbown, P. M., & Spada, N. (2023). How languages are learned (5th ed.). Oxford University Press. McCarthy, M. (2023). Spoken language and applied linguistics. Cambridge University Press. Mendenhall, W., Beaver, R. J & Beaver, M. B. (2009). Introduction to Probability and Statistics, (13th edn), Books/Cole Cengage Learning https://books.google.ac.uk Parrott, M. (2023). Grammar for English language teachers (3rd ed.). Cambridge University Press. Quirk, R., & Greenbaum, S. (2022). A university grammar of English. Routledge. Radford, A. (2021). Analysing English sentences: A minimalist approach (2nd ed.). Cambridge University Press. Rahimi, S., & Isna, N. (2024). An error analysis of using conditional sentences: A case study of SMK Negeri 1 Aceh Barat Daya. Journal of Informatics, Education and Management, 7(2), 45–54. Riani, S., & Ismiyati, Y. (2023). An analysis on students’ errors in using conditional sentences type II on third grade of SMA N 8 Jambi. Journal of English Language Teaching , 4(2), 88–96. Swan, M. (2022). Practical English usage (5th ed.). Oxford University Press. Tallerman, M. (2022). Understanding syntax (5th ed.). Routledge. Thornbury, S. (2022). How to teach speaking. Pearson Education. Thuratham, W. (2024). Enhancing English conditional sentences among EF undergraduates through scaffolding techniques. Issues in Language Studies, 13(1), 1–15.

A Syntactic Analysis of Conditional Clause Usage in English Spoken by Selected Polytechnic Students in North-Eastern Nigeria

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES