Mother Tongue Interference in the Acquisition of English as a Second Language
CHAPTER ONE
Objectives of the study
- To find out the level at which mother tongue can interfere in the learning of English languagein secondary
- To investigate the speech qualification of English teachers using questionnaires, Using EnuguState as case study
- To know how teachers makes use of correct teaching methods during the teaching of Englishlanguage in Enugu state.
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.”
CHAPTER THREE
METHODOLOGICAL DETAILS
Methodology
This research is to analyze the use of language in secondary schools in Enugu 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
Summary of the Study
This study is an analysis of the influence of mother tongue on second language acquisition using secondary schools in Enugu 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 Enugu. 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.
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 Igbo.
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.
Conclusion
The study established students use of mother tongue is prevalent among students of the secondary schools of Nigeria using Enugu 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.
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