Grammatical and Lexical Interference of Early Childhood Language Acquisition Using Interlanguage (Il) Approach of Data Analysis

Grammatical and Lexical Interference of Early Childhood Language Acquisition Using Interlanguage (Il) Approach of Data Analysis

Chapter One

Purpose of the Study

The study is specifically designed to achieve the following objectives:-

1. Examine the patterns and types of grammatical interference exhibited by children in early childhood language acquisition.
2. Explore the effects of lexical interference on the acquisition of vocabulary in early childhood language development.
3. Analyze the interlanguage approach as a framework for understanding grammatical and lexical interference in early childhood language acquisition.
4. Provide practical implications for educators, caregivers, and researchers based on the findings of grammatical and lexical interference.
5. Contribute to the field of second language acquisition research by expanding knowledge on grammatical and lexical interference.

CHAPTER TWO

LITERATURE REVIEW

This chapter reviews related literature to provide the study with a theoretical base as well as help the researcher to situate the study in the context of other research findings related to pedagogical issues involved in mother tongue interference. The literature of this study is thus reviewed under the following headings:-

1. Conceptual frame work
2. Theoretical frame work
3. Empirical studies; and
4. Summary.

Conceptual Frame Work

LANGUAGE ACQUISITION

Language acquisition is the process by which humans acquire the capacity to perceive,     produce and use words to understand and communicate. It involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary. Language acquisition is a complex and unique human quality for which there is still no theory that is able to completely explain how language is attained. There are several approaches in defining language acquisition by linguists. Such approaches range from Chomsky’s model of LAD to Skinner’s concept of behaviourism and many other scholarly views.

STANDARD BRITISH ENGLISH (SBE) and NIGERIAN ENGLISH (NE)

Although, the term language acquisition have posited questions such as how relevant and appropriate is it, in the acquisition of a second language as this research is concerned. Yet we do know that though English is native to the Britons, English has also come to be nativized in the Nigerian society (needless to say, English came in contact with the Nigerian languages as a result of colonialism, trade and commerce etc).  In other words, English may not be native to us as far as the first language acquisition (L1) is concerned because we are not in a native speaker environment, but English in Nigeria has become a second language native environment where it is acquired as second language (L2). This is because, quite a number of factors such as:  migration, diverse ethnic groups, inter and intra marriage and education have promoted the status of English in Nigeria.

The English language occupied two major strata in Nigeria: Formal and Informal. On the one hand, English is used as the major medium through which subjects are taught in schools and is also a compulsory subject in the academic curriculum in Nigeria. It is therefore expedient that students attain a certain level of competence in English at which their speeches can be termed intelligible. Therefore, we can reach a conclusion that according to the Nativist and the Environmentalist theories of language acquisition, children are capable of learning the language of the environment which is Nigerian English.

Intentional and Unintentional Interference

Interference is usually seen as an unintentional, unwanted and unrealized transfer from the source language into the target language leading to mistakes. So one can say it is an involuntary deviation from the norm of the target language which brings about negative impact on rendition. This idea is agreed upon by Aixela (2009: 78) “Almost everybody seems to agree to a lesser or greater extent that normalization is a good thing and interference is essentially evil’’ Interference is therefore seen as an anomaly which must be avoided and corrected for the speaker to make sense and pass the message with accuracy.

Nonetheless, according to Newmark (1991:78) interference is not always bad since it can have some effects which often are considered enriching depending on the type of text being translated. This is when we look at interference as an intentional feature which has a positive impact on the rendition. Newmark defends this idea according to which fear of interference leads to interpreter looking for another expression in some cases where it could have been more correct to use a formally corresponding word. He referred this to “fear of literalness” Newmark (1991). In such a case, the interpreter realizes that interference can be seen as a lesser evil in a context where the interpreter has no choice than using them as a coping strategy especially where momentum and fluency is required to avoid the listener thinking the interpreter is inaccurate or not incompetent. Viewing it that way therefore, we can say that interference can be acceptable since the core objective of an interpreter is to deliver the speakers message in a different language.

This study however, will focus on unwanted or unintentional interferences which bring about confusion and infidelity in the message rendered. Such interference that is recognizable because they sound weird at rendition. The listener can easily notice them.

 

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CHAPTER THREE

 Research Design

For this study on the grammatical and lexical interference of early childhood language acquisition, the descriptive survey research design was adopted. This design allows the researcher to gather reliable information on the opinions of the population under study. A total of fifteen questions were formulated for the parents of nursery and primary one pupils, while ten questions were designed for the teachers of those classes. The questionnaire aimed to assess the level of language development in the children and determine the influence of the environment on their language acquisition. Additionally, the study involved recording the pupils’ conversations about their mothers to identify the vocabulary they have acquired within the specified age range.

  Research Population

The research was conducted in Anambra state, Nigeria. The study focused on children in the nursery and primary one section, aged between 4 and 6, who already have a first language. The population consisted of 45 respondents, including the children under study, their parents, and selected teachers from the school the children attend. Specifically, there were fifteen pupils in the nursery and primary one section, fourteen parents, and a selected group of teachers, making a total of 45 participants.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Introduction

We presented and analyzed two sets of data in this chapter. First is our primary data which are the sentences uttered by the children and second is the information gathered in the copies of questionnaire administered to the parents and the parents which formed our secondary data.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

  SUMMARY

The analysis of available data on early childhood language acquisition sheds light on the research questions regarding grammatical and lexical interference. Common patterns of grammatical interference in early childhood language acquisition include errors related to word order, verb conjugation, and the use of grammatical markers. This knowledge enables educators and caregivers to provide targeted instruction to address these specific areas of interference.

 

Lexical interference, influenced by similarities between the native language and the target language, significantly impacts vocabulary acquisition during early childhood language development. Educators and caregivers can mitigate lexical interference by incorporating activities that emphasize context and meaningful usage of vocabulary, helping children differentiate between similar words.

 

The interlanguage approach, applied to the data, contributes to understanding and analyzing grammatical and lexical interference. It helps identify systematic patterns of interference, distinguishing them from other language learning processes. This approach provides valuable insights into the transitional stages of language development, guiding the design of interventions to address interference.

 

Practical implications for educators, caregivers, and researchers stem from the findings on grammatical and lexical interference. Educators can employ targeted instructional strategies, while caregivers can reinforce language learning at home through language-rich activities. Researchers can further investigate effective intervention methods and develop guidelines to support educators and caregivers in minimizing interference.

The study of grammatical and lexical interference in early childhood language acquisition has broader implications for the field of second language acquisition research. It contributes to our understanding of language learning across different age groups, informs teaching methodologies, and advances theoretical frameworks in second language acquisition. By addressing interference, educators and researchers can optimize language learning outcomes and promote successful second language acquisition.

In summary, the analysis of secondary data provides practical insights for educators, caregivers, and researchers. It highlights common patterns of grammatical interference, emphasizes the impact of lexical interference on vocabulary acquisition, explores the interlanguage approach, and discusses practical implications and contributions to the broader field of second language acquisition research.

CONCLUSION

In conclusion, the analysis of secondary data has provided valuable insights into grammatical and lexical interference during early childhood language acquisition. By addressing interference-related challenges and capitalizing on these insights, we can optimize language learning outcomes and contribute to a broader understanding of language acquisition processes. The practical implications derived from this research have the potential to positively impact educators, caregivers, and researchers in their efforts to support children’s language development and enhance second language acquisition.

Recommendations

Based on the findings, the researcher wishes to make the following recommendations;

Based on the analysis of secondary data on grammatical and lexical interference in early childhood language acquisition, the following recommendations can be made:

• Educators should be aware of the common patterns and types of grammatical interference exhibited by children during early childhood language acquisition. By understanding these patterns, they can tailor their instruction to target specific areas of difficulty and provide appropriate support to help children overcome interference.
• When designing vocabulary instruction, educators should consider the potential impact of lexical interference. They can incorporate activities that emphasize context and meaningful usage of vocabulary items, helping children differentiate between similar words and reducing the influence of interference. Providing a variety of vocabulary-rich experiences and exposure to diverse language contexts can also support vocabulary acquisition while minimizing interference.
• The interlanguage approach should be integrated into the analysis of grammatical and lexical interference in early childhood language acquisition. This approach allows educators, caregivers, and researchers to identify systematic patterns of interference and distinguish them from other language learning processes. By incorporating interlanguage analysis into their practices, they can gain a deeper understanding of children’s transitional language systems and developmental stages.
• Educators, caregivers, and researchers should collaborate to develop practical strategies and interventions that address the findings of grammatical and lexical interference research. This can include the design of targeted instructional approaches, the creation of language-rich environments, and the provision of supportive resources and materials for language learners. Sharing knowledge and experiences can contribute to a more comprehensive understanding of effective practices in supporting language development while minimizing interference.
• Further research should be conducted to explore additional factors influencing grammatical and lexical interference in early childhood language acquisition. This can include investigating the role of language similarity, language exposure context, and individual learner characteristics. Conducting longitudinal studies and examining the effects of different instructional approaches on interference reduction would also contribute to the existing body of knowledge.

Suggestions for further studies

Due   to   the   limitations   identified   with   this   study,   the   following suggestions have been put forward for further research in this area,

1. Other research designs could be used to investigate the effect of mother-tongue in the teaching and learning of the English segmental phonemes.
2. Drilling techniques other than the sentence approach and the use of minimal pairs could be considered along with other variables such as school location and age of the leaner in determining the influence of mother tongue in the teaching and learning of the English segmental phonemes.
3. The study can also be extended to other levels of our education such as primary and tertiary levels.

REFERENCES

• Akwanya, A. A. (2007). English language learning in Nigeria: In search of an enabling principle. University of Nigeria Press.
• Ali, A. (2006). Conducting research in Education and the Social Science. Enugu, Nigeria: Tashiwa Networks.
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• Anasiudu, B. N. (2002). ‘Language teaching methods and their formative impulse.’ International Journal of Arts and Technology. 2(1), 21-26.
• Anasiudu, B. N. (2002). ‘Error Analysis. A positive source of information for language teachers. Journal of Liberal Studies. 122, 123-138.
• Corder, S. P. (1974). Error Analysis and inter-language. Oxford University Presss.
• Corder, S. P. (1974). Error Analysis: Perspective on second language acquisition.
• Cheng, X. (2015). Interlanguage-based error analysis in higher vocational and technological college EFL education in China. Journal of Language Teaching and Research, 6(3), 639.
• Dulay, H., & Burt, M. (1974). Errors and strategies in child second language acquisition. TESOL Quarterly, 8, 128-136.
• Ebi A. (1991). Contrastive Analysis of English and Ibibio language. Unpublished Master’s thesis, University of Jos.
• Ezema, P. A. (1996). ‘The place of contrastive analysis in the teaching and learning of a second language. In Book of Readings, 7, 7-10.
• Ezue, M. (2004). Error analysis of oral English and mother tongue interference in secondary schools in Orumba South LGA of Anambra State. Unpublished Master’s thesis, University of Nigeria.

 

 

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