Influence Of Mother Tongue Interference And Secondary School Students’ Academic Performance In The English Language, Akwa Ibom State

Project and Seminar Material for English Education

Influence Of Mother Tongue Interference And Secondary School Students’ Academic Performance In The English Language, Akwa Ibom State


Abstract


This study focused on the influence of mother tongue interference and secondary school students’ academic performance in the English language, Akwa Ibom state as case study. The study is was specifically focused on finding out if Mother tongue interferes in the study of English Language; ascertaining the extent to which parents contribute to the poor performance of students in English Language; finding out if a mother tongue affects teaching of English Language and examining the extent to which insufficient and unqualified teachers in English Language affects students performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are students in selected secondary schools in Akwa-Ibom state.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

English language is traceable to the colonization of Nigeria by the British. It has been adopted as the national and International language, and also the medium of instruction at all levels of educational institutions. Technically, the missionaries to Nigeria did not focus on proper speaking skill of the English language but were more interested in reading and writing, so as to aid communication and introduce formal education. Mother tongue contributed to poor performance as indicated by Akudela Tom (2000) according to him “mother tongue interfere in those areas that some of the English vowels and consonants are not contained in the language of a bilingual, he says that it has developed a blind spot for those English phonemes that do not exist in Mother tongue interference.

Apart from poor education, the greatest influence on English in Nigeria is the socio-cultural context in which it is used. This is because in the second language situation it will be inevitable to many expressions and usages that are culture bound. As it is very easy to transfer L1 meanings to L2 items to express culture patterns, values, ideas, concepts and situations which are different or non existent in English native environment.

This Interference has constituted great terror to students in recent times. First, language interference is shown when a second language speaker uses a foreign pattern in English. For instance, articles are very difficult for Mother tongue Speaker to master because they do not have words which it can be used as in Mother tongue interference. Interference is the manner in which a speaker perceives and produces the sound of one language in terms of another which is still a problem to English language learners.

In collaboration with Mother tongue interference, which is the pidgin English and Sub-standard English. The students are easily exposed to these forms outside the school environment because the largest society is already polluted with these forms. In the words of Olagola O. (2001) he says;

Nigeria English has been greatly influenced by the Indigenous language that is, in contact with it. Most Nigerians find it difficult to be completely bilingual and so very often transformed from the pattern and feature of their mother tongue to English.

For Hilfert (2000) she explains that “any teacher who speaks English as a second language (L2) is likely to have difficulty in speaking like the native speaker of English (L1). This of course is due to the fact that it is not their first language, and as their second language, they were imperfect speakers of the language.

Inaccurate habit learned at the earlier stage of education is also a problem. This is especially the case when so many secondary school teachers are totally unqualified and cannot speak any recognizable English at all even good English.

The Language teacher could be one of the sources of learner’s language learning problem. In our education system, the teacher and the textbooks are the main sources of data to some learners. If the teacher is not competent in the target language, he/she ends up teaching the learners incorrect forms. If 5he is not up to date in the methodology of teaching English language, he uses the wrong method, a method that is not suitable for the learners and the subject matter.

Meanwhile, for a language teacher to be effective, he must determine what he is teaching. Parents are partly responsible for their children’s poor performance in English language because they devote more time on their business and jobs than their children. Some parents return late from work and leave very early the next day leaving little time for their children.

Richard O. (2001) says that “an educated parents should devote their time to interpret English Language Vividly to students who is assumed a novice of subjects, this could and for the students credit performance.” Mackey (1999) say that “Orientation by the parents should provide the students of English Language with possible atmosphere and standard textbooks.


1.2 Statement of the Problem

Many schools in Uyo local government area, Akwa-Ibom education zone are yet to set a standard to be followed in the teaching of English Language through the use of incompetent teachers. Those teachers who claim to teach the spoken English mix up with the mother tongue, using the recommended English Language in teaching the pronunciation of few sounds (some vowels and some consonants are also not pronounced properly.

The researcher at the course of carrying out this researcher projects, visited some secondary schools in Uyo local government area, Akwa-Ibom and discovered that while teaching, some of the English Language teachers are not able to pronounce the words properly, placing “I” in before and after most of the words pronounced. E.g. Garri= igarri

The study seeks to examine the influence of interference of Mother Tongue Interference in The Learning of English Sounds in Junior Secondary Schools in Uyo local government area, Akwa-Ibom.


1.3 Objective of the Study

The purpose of this study is to find out the influence of mother tongue interference and secondary school students’ academic performance in the english language, Akwa ibom state., with the view of improving the English Language pedagogy and students performance.

The Study Seeks To;

  1. Find out if Mother tongue interferes in the study of English Language.
  2. Ascertain the extent to which parents contribute to the poor performance of students in English Language.
  3. Find out if a mother tongue affects teaching of English Language.
  4. Examine the extent to which insufficient and unqualified teachers in English Language affects students performance.

1.4 Research Question

The following research question guided the study

  1. To what extent does Mother tongue interference Interfere with the study of English Language?
  2. To what extent do parents contribute to the poor performance of students in English Language?
  3. To what extent does mother tongue affects the teaching of English Language.
  4. To what extent does insufficient and unqualified teachers in English Language affects students performance.

1.5 Hypothesis of the Study

The following research hypothesis was formulated and tested by the study;

  • Ho: Mother tongue interference have no influence on the secondary school students’ academic performance in the English language
  • Hi: Mother tongue interference have influence on the secondary school students’ academic performance in the English language

1.6 Significance of the Study

This study is aimed at contributing immensely towards sensitizing the teachers of English Language on the Mother tongue interference in the learning of English sounds in Junior Secondary Schools in Uyo local government area, Akwa-Ibom state.

The finding could be helpful to the following groups of people.

The findings of the study would equip the teachers pedagogically as well as in-stall into them the right attitudes towards English Language. So as to become, good models as learners and listeners.

The curriculum planners, the study would assist them to play a significant roles, in teaching strategies, innovating better approaches and improving teaching and learning the study would be of great significant to government, this is because the role of government in the provision of instructional resources will be revisited. Most especially in the area of English Language, which suffers in schools for lack of effective instruction and performance?

The study provide new ground for further studies in area of English Language to other researchers for maximum attainment of performance by the learners and users of English.

Finally, the study would be beneficial for the general readers, educationally, academically and otherwise, as they may be oriented and let loose from the relative attitudes often associated with English Language.


1.7 Scope of the Study

This study is mainly centered on the influence Interference of Mother tongue has in the study of English Language in Secondary Schools in Uyo local government area, Akwa-Ibom state.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

Historical Linguistics:

This is a branch of linguistics which studies the development of language over time. It studies ways by which languages change from period, and the causes and results of such changes both outside the languages and within them.

Socio Linguistics:

This is the study of the relationship between language and society. It is the study of all facts of the relationship between language and socio organization.

Language:

This is a form of speech which is not mutually intelligible with any form of speech in the world. We can also define language as a broad system of speech elements exhibiting continuous modification, while in shared use by a continuous cultural succession of human generations.

Motivation:

This the process through which individual are charged to increase their action or performance either by internal or external factors.

Academic Performance:

This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the influence of mother tongue interference and secondary school students’ academic performance in the english language, Akwa Ibom state. as case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the influence of mother tongue interference and secondary school students’ academic performance in the English language, Akwa Ibom state as case study. The study is was specifically focused on finding out if Mother tongue interferes in the study of English Language; ascertaining the extent to which parents contribute to the poor performance of students in English Language; finding out if a mother tongue affects teaching of English Language and examining the extent to which insufficient and unqualified teachers in English Language affects students performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are students in selected secondary schools in Akwa-Ibom state.


5.3 Conclusions

With respect to the analysis and the findings of this study, the following conclusions emerged;

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.


5.4 Recommendation

Based on the findings the researcher recommends that;

Students should be made aware of the differences in the phonological, orthographical, vocabulary and grammatical patterns in English.

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.


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