| dc.description.abstract | The study aimed at analyzing linguistic expressions of verbal bullying and its harm on
students in selected public schools in Machakos sub-county, Kenya. Bullying is a
worldwide problem in schools and can have detrimental effects on those children
involved; however, little has been done to uncover forms and impact of verbal
bullying in secondary schools in Kenya. Therefore, the study sought to find out
evidence of linguistic expressions used in verbal bullying and the forms they take,
describe the linguistic meanings of the verbal bullying expressions and analyze their
effects on the behavior of the targeted students with an aim of mitigating their effects.
The study used the descriptive qualitative design method in data collection and
analysis. Machakos Sub County has a population of 60 public and private secondary
schools. The study collected data in public schools only due to time limitation. Out of
an approximate sample of forty six public schools, purposive sampling was used to
select schools based on their categories as follows: one sub-county mixed day school,
one county mixed day and boarding school, one extra-county girl’s boarding school
and one extra - county boy’s boarding school. Students were selected randomly from
each category of school with two students from form one to form four randomly
picked. A total of sixteen students were selected to form the population of the
respondents. The students were interviewed to collect data. Apart from the students,
the teachers who were in-charge of discipline and guidance and counselling were also
involved in selection of the students who were interviewed. Other tools of data
collection used were observation checklist and an audio-recorder. The collected data
was transcribed, sorted and grouped into linguistic forms of verbal bullying using
Politeness theory and the Speech Act theory. This study found out that verbal bullying
expressions such as accusations/criticisms, contempt/ridiculing, evaluations, insults,
slanders / spreading rumors, challenges, interruptions/intrusion, reminders and issuing
orders were used by the perpetrators against the victims. Again, the study established
that verbal bullying expressions had adverse effects on the targeted. Some reported to
have felt isolated from the affiliated groups; others said they felt dejected, devalued,
humiliated, embarrassed, withdrawn, low self-worth and helplessness. The study
suggests that, learners should be taught the importance of using more polite language
in their interactions and that expressions of verbal bullying should be exposed fully.
The study identified verbal bullying expressions using face threatening acts as one of
the tenets of the Politeness theory. Other studies could be conducted using its other
tenets like the face saving strategies (Brown and Levinson, 1967) in a school set up. It
can also be carried out in the national schools in administrators and the teaching staff
on how best language can be used to enhance effective administration and
productivity in a school set up. In conclusion, the issue of bullying is a menace to the
student world and the society at large. | en_US |
