Effects of Mother Tongue Interference in the Study of English Language in Secondary Schools: Using Ekiti State Students as Case Study
Chapter One
Aim of the Study
This study is aimed at identifying the effect of language interference on the academic performance of students in secondary schools in Nigeria using Ekiti State students as case study. Owing to the importance of language to the Nigerian society, this research seeks to state the effect that language interference has on the academic performance of students and teachers competence, since English language is the second language they come in contact with in almost every subject in school.
Objectives of the study
- To find out the level at which mother tongue can interfere in the learning of English language in secondary
- To investigate the speech qualification of English teachers using questionnaires. Using Ekiti State as case study
- To know how teachers makes use of correct teaching methods during the teaching of English language in Ekiti
- To investigate whether background and environment also influence language. In order words to find out, how the language used in the child’s immediate environment influences a child’s use of
CHAPTER TWO
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
Introduction
Today, it is not uncommon for English language teachers to complain about the extremely poor standard of students in English language. On the other hand, there are a few of the students whose written and spoken English hardly reflect their educational attainment. For instance, it is not uncommon to hear a secondary school pupil say: my little brother is eating his big finger , when he actually means my little brother sucks his thumbs .
One of the causes of such short coming could be traced to the problem of English language coming in contact with the mother tongue where English is the L2. As noted by Weireith (1968), he said that when languages come into contact, they are bound to influence each other positively or negatively. In a case of languages coming in contact, it is expected that the first language (L1) or mother tongue will, in many ways interfere with the acquisition of the L2.what usually happens is that the pattern of L1 tends to be transferred unconsciously into the L2, which in this case is the English language.
In this chapter therefore, the research will review the available literature on Mother Tongue in the acquisition of the English language as a second language , and the likely factors responsible for such interferences.
The mother tongue interference.
Many researches have already been done in the area of native language interference in the target language. However, the essay gives an account of the following readings about the topic under study. Ellis (1997) refers to interference as transfer’ that s the influence that the learner s Ll exerts over the acquisition of an L2. He argues that transfer is governed by learner’s perceptions about what is transferable and by the stage of development in L2 learning. In learning a target language, learners construct their own interim.
According to Bhela (1999) ‘although foreign language learners appear to be accumulating enough knowledge, they come across problems organizing coherent structures when speaking relying on mother tongue structures in the foreign language, showing a gap between gathering knowledge and producing orally’. In the cases in which the gap increases and becomes more complex to solve thus, the possibility of mother tongue interference emerges. Odlin. (1989). defined the mother tongue interference as the negative transference of linguistic patterns . This means that students take the structure belonging to the mother tongue to construct messages in the foreign language, constraining their learning about new elements. Since they start making performance mistakes that gradually become competence errors.
Kohn (1986) stated that. “As a learning process, transfer supports the learner’s selection and remodeling of input structures as he progresses in the development of his inters language knowledge. As a production process, transfer is involved in the learner’s retrieval of this knowledge and in his efforts to bridge linguistically those gaps in his knowledge which cannot beside stepped by avoidance.”
According to Ashworth (I992) ‘ the mother tongue or native language is the language which the person acquires in early years and which normally becomes his/her natural instrument of thought and communication’. An online article, entitled “Mother Tongue” defines mother tongue (first language. native language or vernacular) as the language a person learns first. And correspondingly the person is called a native speaker of the language The American Heritage Dictionary of the English Language Skiba. (2000) defines mother tongue as one s native language; the language learned by children and passed from one generation to the next; it is received by birth or from ancestors.
CHAPTER THREE
METHODOLOGICAL DETAILS
Introduction
This chapter presents the research procedure. The researcher provides the detail of the method of research used in collecting data for the project which also includes the instrument used. It defines clearly the target population for the research, the data gathering instrument used for the research, the procedure for data collection and also the data analysis techniques. This work also made use of primary and secondary sources of data.
Methodology
This research is to analyze the use of language in secondary schools in Ekiti State using the two sections (public and private schools) through the means of questionnaires.
This research will analyze the results gotten from questionnaires distributed to the students. Their teachers will also be carried along in the exercise, especially English teachers.
It is a common believe in Nigeria that children from poor background and children who grew in the slums are more affected by mother tongue interference; public schools in Nigeria accommodate most of these kinds of students and also teachers alike. So, most of the questionnaires will be focused on this aspect of people.
The data will be analyzed using phonological rules because this is the most pervasive type of interference according Romaine (1989, p.52).
In the process, if tape recording will be useful, it will also be used to record some selected people in the school and oral interviews can also be conducted.
These are some of the methods that have been chosen for the success of this work.
CHAPTER FOUR
PRESENTATION, INTERPRETATION AND DISCUSSION 0F FINDINGS
Introduction
This chapter presents, interprets and discusses the findings in relation to research questions under the following themes: questionnaire return rates, background information of participants and prevalence of use of mother tongue. It also discusses the findings on perception of teachers and students on the influence of mother tongue on performance of English measures taken to curb use of mother tongue and challenges brought about by use of mother tongue. The chapter finally presents findings on strategies to improve performance of English in secondary schools in Nigeria.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
In this chapter, the researcher presents the summary and conclusions drawn from the findings of this study. The chapter also presents recommendations and suggestions for further research.
Summary of the Study
This study is an analysis of the influence of mother tongue on second language acquisition using secondary schools in Ekiti as case study. It provided a background on the influence of mother tongue on the acquisition of English language in Nigerian students. In the background to the problem, the researcher has pointed from other studies that consider factors that influence performance of English that use of mother tongue as a factor that influence performance of English has been identified by various scholars. This study precisely analyzed the influence of mother tongue on performance of English in Ekiti. The researcher used five research questions to guide the study and came up with data on the influence of mother tongue on performance of English in secondary schools in Nigeria
The significance of the study is that it would provide useful information to all education stakeholders on how to improve performance of English in secondary schools. For example the Secondary school principals would use the findings to come up with feasible and informed language policies. The study was conducted in secondary schools in Nigeria and was delimited to students and English teachers. Review of the related literature was done on influence of mother tongue on performance of English. It addressed the issue of code switching. transfer or interference, perception of mother tongue and influence on performance of English. However, literature review did not show an analysis of use of mother tongue and its influence on the performance of English. Thus this study analyzed the use of mother tongue and its influence on performance of English.
The researcher used a survey design. Secondary schools in Ekiti State were studied. English teachers and students were sampled to participate in this study. Information was obtained from students through questionnaires focusing on English teachers. Both quantitative and qualitative data were obtained. Research experts from the Department of Post Graduate studies were consulted which ensured content validity of the instruments. Reliability was also ensured through test retesting of the instrument where Pearson product moment correlation co-efficient was calculated and a value of 0.87 was obtained for the students questionnaires while a value of 0.79 was obtained for the teachers questionnaires.
Quantitative data were analyzed with help of SPSS version 17.0 while qualitative data was analyzed through arranging responses into themes and summarized using descriptive reports. Analyzed data was presented in frequency tables.
The essence of this research was to identify the effect of mother tongue interference on the students while acquiring English as a second language. The findings in the research justify the followings:
It is not uncommon, as table 1 justifies, to find graduates whose subject specialisation is not English teaching English in the upper classes. For instance; only 45% of the respondents (30% graduates and 15% N.C.E. holders) had the relevant teaching qualification to handle English language. It is not unlikely that the knowledge being imparted Ey the remaining 55%, Who had no teaching qualifications, might affect adversely students’ mastery of L2. This is what Tiffen (1969) meant when he said:
… those who are not relatively low educationally have had little or no training in teaching English.
It was discovered during the research that there were vocabulary and grammatical differences between L1 and L2. This is evident from the results on tables 3 and 7 where 100% of the Ss indicated that there were traces of direct translation from Yoruba to English in the pupils works. No doubt, these linguistic differences had effect on students’ mastery and acquisition of L2. Moreover, it was discovered that though majority of the students were from literate homes, (40% from graduate and N.C.E. holders and 43% from Grd II/WASC and Primary Six Certificate holders) which should give the students opportunity for good linguistic and home background. However, test items given to the SS (Appendix II and IV) showed that some of them performed relatively poor. It should be noted that the home and linguistic background had some positive effect on some of these pupils. See Tables 6 and 7. In the same test on translation, which was to cater for vocabulary and grammatical differences, it was discovered that we had some pupils whose parents were illiterate and yet scoring high marks than those from literate homes who scored low marks.
Recommendations
In order to enhance understanding and acquisition of English as a second language, and to reduce linguistic interference, the researcher suggests the followings:
Students should be made aware of the differences in the phonological, orthographical, vocabulary and grammatical patterns in English and Yoruba
Also, more written and practical discussions involving students should be encouraged. Such discussions could be in the form of debate, symposium and quiz. The written and practical work could also be in the form of introduction of oral English in the school curriculum and more oral work like Speech drills.
The government should strive to introduce adult education and compulsory mass literacy program. This will help improve home and linguistic backgrounds of the pupils. Also, only qualified teachers should be engaged to handle the subject as this will help a lot.
Teachers should cultivate a positive perception towards the use of English in school. They should be role models to the students and encourage them to converse in English.
Schools should come up with a reward punishment system to encourage use of English and discourage use of mother tongue.
Teachers should come up with teaching methods that are interactive to ensure that students are given an opportunity to interact with each other in English so that students can have good communication skills.
Conclusion
The study established students use of mother tongue is prevalent among students of the secondary schools of Nigeria using Ekiti as case study. Students and teachers code switched for various reasons. . Thus it was concluded that the prevalent use of mother tongue adversely influenced performance of English.
The perception of teachers and students regarding influence of mother tongue on performance of English is equally important. Teachers and students hold the perception that use of mother tongue has a negative influence on performance of English. The perception that use of mother tongue influence negatively performance of English was the general conclusion drawn from both the English teachers and students.
To curb use of mother tongue, proper measures need to be put in place; language policies can reduce the use of mother tongue if they are implemented in the right way. An established mechanism that ensures students are rewarded and punished in equal measure can help to deter use of mother tongue and encourage use of English. It was thus concluded that teachers reward for students who use English and punishment for those who use mother tongue is important to encourage students to converse in English and deter those who intend to converse in mother tongue.
Challenges that are as a result of use of mother tongue are varied. Use of mother tongue brings about challenge in pronunciation and writing in English. Students also exhibit a challenge of lack of confidence and poor communication skills as a result of use of mother tongue. The challenges that can arise can be eliminated by provision of a conducive environment for learners to use English. Therefore, it was deduced that use of mother tongue influences writing and pronunciation of English worth and this performance of English.
Finally, strategies to be used to improve the performance of English are of importance. Consequently, the general conclusion was that teachers have to provide students with an environment to cultivate their reading skills and spoken English. It was also deduced that using English as the language of interaction through debates and discussions in class was important.
REFERENCES
- Abiola E.T. (1977) Understanding the African School Child. W.A.J.E., Vol Xv, No.1. Feb, (Ibadan)
- Adekunle M.A, (1979) Non Random Variation in Nigerian English” in Varieties and Functions of English in Nigeria. NESA (Ed) African University Press.
- Ajayi, G.B.C. (1977) Why Students Fail English in Daily Sketch
- Anthony, Kirk Greene. “The Influence of West African Languages on English” In the English Language West Africa. Spencer (Ed). (London: Longmans)
- Bamgbose,Ayo.(1965) Linguistics and Secondary School Teachers W.A.J.E. Vol.1X, No.2
- Banjo, L.A. And Unoh, S.C.(1976) Effective Use Of English: A Developmental Language Course for Colleges and Universities. Nigeria: Thomas Nelson (Nig) Ltd.
- Gacheche, K. (2010). Challenges in Implementing a Mother Tongue-Based Language in Education Policy: Policy and Practice in Kenya. Politics and International Studies Journal (4) 1- 45.
- Gall. P. Borg. R. & Gall, D. (1989). Educational Research: An Introduction (6th Ed.). New York: Longman Publishers.
- Gay, R. (I996). Educational Research: Competence for Analysis and Application (5th Ed). New Jersey: Prentice Hall Inc.
- Gay. R. (1992). Educational Research: Competence for Analysis and Application (4th Ed). New York: Macmillan Publishers.
