The purpose of this study is to ascertain how verbs are
formed in the two Languages. In-contact, namely; English and
Languages were extensively compared and contrasted. Verb
formation processes create teaching and learning problems for
second Language Learners and this may be attributed to
various factors. According to Anyadiegwu “a language learner
may have the intralingual or interlingual problems in learning a
second language and this could lead to errors”. In this study the
researcher reviewed related literature on the topic. The
researcher collected data from a population sample mainly
secondary school teachers of the two languages. They were
issued subjective. The researcher observed that word-formation
processes in English and Igbo languages involve affixation,
inflection, and derivation. However, the English language
system of verb formation involves verbal ablaut and inflection.
Verb of English language were analyzed pointing out their
various formation processes which were contrasted with those
of Igbo language. The Igbo verb formation processes like those
of English language were also analyzed. The two languages
whose verb formations were studied showed that there are
similarities and differences existing in the formation of their
verbs. The English and Igbo verb formation processes are
similar only in the area ablaut (morpheme transformation) and
shift in stress do not exist in Igbo Language. Several affixations
and tonal patterns which characterize the Igbo verb formation
process do exist in English language. Verb extension which is
the additional of a letter in-between two or more root words does
not as well apply to the English Language. The use of
contrastive Analysis in this study has proved that there are
divergences which create problems to teachers and learners of
the two languages.
The researcher is motivated to undertake this study
because of the lack of effective management through language
communication. This indeed has been a major problem in
organizations and a serious cause of concern to researchers,
employers of labour and members of staff. Many analysts have
identified several reasons for the aforementioned trend.
Robbins is of the view that: “words mean different things
to different people” (297). He also notes that though we speak
a common language (i.e English), our use of that language is far
from uniform. He further states that members in an
organization usually do not know how those with whom they
interact have modified the language. Senders tend to assume
that the words and terms they use mean the same to the
receiver as they do to them. This assumption, according to him,
is often incorrect (298).
Elaborating on the above view, Koontz and Weihrich opine:
No matter how clear the idea in the mind of the sender
of communication, it may still be marked by poorly
chosen words, omissions, lack of coherence, poor
organization of ideas, awkward sentence structure,
platitudes, unnecessary jargon and a failure to clarify
the implications of the message (376).
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