Examination of mother tongue interference in English language standard of students
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
It is a fact that language remains the medium of communication in any society. Nigeria, as a multilingual society, has adopted English Language as its lingua franca to enable its over 450 ethnic groups to mutually communicate. This suggests why Bamgbose (1971) in Muhammad (2015) asserts that of all heritage left in Nigeria by the British colonial administration, probably none is more than English in value and importance. It is now the language of government, business, education literature, mass-media.
In Nigeria, the role of English is quite important especially since the problem of multiplicity of languages is really acute. It is, therefore, not foreseeable in future that any one language group will dominate the others successfully to become accepted as the language of education and government. The assertion is without prejudice to the Federal Government of Nigeria’s selection of Hausa, Igbo and Yoruba as her National languages.Aje (2019) asserts “the importance of English language is so acutely felt that it has remained a compulsory school subject and a pre requisite for further education. Without a pass at the credit level, one does not hope to advance further in the country’s educational ladder. This is the reason behind parents worry about their wards level of performance in the language. Such parents are quick to identify lapses which are sometimes erroneously regarded as marks of falling standards. Since English is needed for both internal and external communication, the teachers of the language have a lot of work to do”. The major implication of the status of the language in Nigeria, and Africa as a whole for the teacher is that students must be led to learn to use what is internationally acceptable, not only in structural usage but also in pronunciation and general usage. Spoken and written language must be intelligible for successful internal and external communication.
According to Kolawole, and Dele (2002) “Whenever a second language is used as a language of education, it is only reasonable for us to 'accede that even the most elementary facts and ideas cannot be learnt until the child has acquired the language of instruction, at least in its oral form”. The Mother Tongue is the language of the home, the language with which the child grew up; the language of his immediate community. Its importance in the education of the child cannot be questioned. Merriam-Webster defined mother tongue as 'the language that a person learns to speak first. A child, having spent his formative years at home and having learnt the language is best equipped to learn in it. Through this medium, a child can study almost any learning matter. Educationally, therefore, the mother tongue is very important. Where a foreign language has been adopted for use as a second language, it is only reasonable to set in motion activities that would lead to its mastery before it is used for teaching and learning.
Meanwhile, Aje (2019) sited an argument raised by UNESCO, (1953) “psychologically, mother tongue language is the system of meaningful signs that in his mind works automatically for expression and understanding. Sociologically, it is a means of identification among member of the community to which he belongs. Educationally, he learns more quickly through it than through an unfamiliar linguistic medium”. This shows the gravity+ of mother tongue acquisition among the learners. Nevertheless, this does not interpret that one should not learn another language nor be very competent in using another language especially English language which is the official language, or better still called the code of expression in education system. Thus, it is against this study to investigate into the level of mother tongue interference in English language standard of students of Emmanuel Alayande College of Education.
1.2 Problem of the Study
It is very important to note that teachers’ education programme is not only a programme to acquaint teachers in training full knowledge of their course of studies but also include other courses that can build their skills, especially, communication skills, in the delivery of subject areas. Indeed, it is evident that all efforts have been put in place to assist prospective teachers in training to build them in communication skills by including general studies in English to their programme of studies, starting from year one up to final year.
However, despite all effort put in place to assist students in building their communicative skills, it was observed during students’ general teaching practice that many students are still committing errors as a result of mother tongue interference, affect their effective communication in teaching and learning process. This does not rest only on the students’ teacher image but that of the college they represent. This affects school students as well, and particularly those who look up to teachers as role models since they are seen as “mentors”. In the light of this, the study is set to investigate whether the errors of the students’ teachers under study are as a result of the influence of their Mother Tongue and identify implications for the teaching and learning process in schools.
1.3 Objectives of the Study
Basically, the study is designed to examine the level of linguistics understanding and mother tongue interference that are most noticeable among students Emmanuel Alayande College of Education, as well to identify the causes and to see into ways of solving the identified problems.
1.4 Research Questions
This research is guided by the following questions;
a. At what level of linguistics is mother tongue interference most noticeable among students Emmanuel Alayande College of Education?
b. What are the causes of mother tongue interference in English language standard of students of Emmanuel Alayande College of Education?
c. What are the remedial approaches to be adopted in curbing in mother tongue interference English language standard of students of Emmanuel Alayande College of Education?
1.5 Significance of the Study
This study could be of immense importance to the teachers of English Language, students, curriculum planners, examining bodies, textbook writers, educational administrators and possibly parents. Thus, the study altogether could be of great importance not only to the above mentioned category of potential beneficiaries, but also to researchers and other interested bodies in the field of language and communication studies.
Furthermore, Teachers of English Language would find this study valuable. This is because an important aspect of language ie spoken English is explored using students teachers in training. The study could benefit the teachers in their choice and emphasis, regarding ways in planning and presenting their lessons. As a result of this choice, teaching/learning materials appropriate to the students’ spoken ability could be selected and used for the lesson. Other teachers in other fields could equally benefit from the present study. Aspects of knowledge organization and presentation that involve spoken English, analysis and transcription would definitely require insights from studies such as the present one.
Curriculum developers could find this study relevant. It would help in making decisions relating to content selection, materials and areas for development, reading diagnosis and subsequent relevantly curriculum choices.
1.6 Scope of the Study
This study is basically focused on examination of mother tongue interference in English language standard of students of Emmanuel Alayande College of Education. The errors of interest are the spoken aspect, both the segmental and suprasegmental features. The study covered 200 level and 300 level students.
1.7 Definition of Terms
Mother tongue: it is regarded as person’s first language, which he/she has been exposed to from birth or within the critical period.
Interference: the action of interfering or the process of being interfered with.
English language standard: this refers to both an actual variety of language and the idealized norm of English acceptable in many social situations.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the review of related literature, in order to set current study into a new perspective and join ongoing discourse and empirical study. Thus, this chapter focused on the review of the following:
• English as a Second Language (ESL), Advent and Role of English in Nigeria
• Mother tongue interference and its effects on English language pronunciation
• Mother Tongue Influence
• Causes of Mother Tongue Interference
• Suggestions for Proper Learning of English as a Second Language in Nigeria
2.1 English as a Second Language (ESL), Advent and Role of English in Nigeria
The term second language (L2) is used to describe any language that learners learn after they have acquired a first language (L1), which mostly happens to be their mother tongue (MT) or native language (NL). The language which they learn is also referred to as a foreign language (FL) or target language (TL) in some contexts. In Nigerian context, English is considered as a Second Language (ESL). Nigeria is a multilingual nation, and has about 500 different languages, and the major languages are Hausa, Igbo and Yoruba; (Nwanyanwu, 2017). In fact, Fatiloro (2015) shows that Nigeria is among “the 22 most linguistically diverse countries in the world, and has about 510 living languages”. Besides English, other languages like French, Arabic, German and Chinese are now being taught in Nigeria (Tsakuwa 2015; Fatiloro, 2015; Nwanyanwu, 2017).
Nigeria was colonized by The Great Britain. British English is one of the strong legacies left behind by the colonial masters in the country after independence. Since its inception in Nigeria, English has been in use as the language of inter-ethnic communication among Nigerians of different ethnic groups. It is used as official language by the government. It is the language of socio-political friendship among Nigerian learners. English is also the language of instruction in Nigerian schools, the language of national and international communication and business transactions to the Nigerian learners. In the face of the important roles which English plays in Nigeria, and the world at large, the Nigerian learners of the language find themselves in the midst of obstacles and, encounter a series of problems that hinder them from smooth English language learning and usage (Fatiloro, 2015). Such problems are discussed below.
2.2 Mother Tongue Interference and its Effects on English language Pronunciation
As observed by Akindele and Adegbite (2002), the learning of language involves a complete set of interwoven features, almost all of which have implication for the several problems associated with the learning of English as a subject in Nigeria. One major problem which many are quick to point out is the problem of interference. Interference is a linguistic phenomenon whereby the features of one language (those of the L1) are transferred into the target language or (L2) second language. Interference hinders many learners in their effort to master the grammar of English language. At the level of phonology, for instance, many learners find it a hard task learning the prosody of English language, in the area of grammar, the syntactic pattern and structures of English language post a great difficult to learner. Example of phonological interference includes the pronunciation of English language word utterances with the tonal pattern of Nigeria languages such as Igbo, instead of the usual English stress associated with particular syllable (Fafunwa Macaulay and Soyinka, 1989). Furthermore, there are other problems such as inadequate exposure to English learning and the need for language acquisition. Some of the effects of mother tongue interference in English language pronunciation are phonetics, articulator phonetics, acoustic and auditory phonetics. Phonetics basically, the interference of mother tongue in learning English is down to three basic concepts of phonetics. These concepts are articulator, acoustic and auditory phonetics.
Articulatory phonetics
This concept is all about how sounds are produced by speakers. The production of speech sounds depends on vocal tract and articulatory capacities of speaker. In other words, how a speaker produces the sounds in his mother tongue will interfere with the sounds that are produced in Yoruba. Some languages for instance, produce clicking sounds and the rest of the world is almost incapable of producing.
Articulatory and auditory phonetics
These are about the reception, perception and mechanism such as pitch, harmonics and amplitude of sounds. This is why it is important to hear words, rather than trying to learn from written context only.
2.3 Mother Tongue Influence
Influence of mother tongue on second language vocabulary acquisition and use As a learning process, transfer supports the learner’s selection and remodelling of imputes structure as the learner progresses in the development of his inter language knowledge. As a production process, transfer is involved in the learner’s retrieval of this knowledge and in his effort to bridge linguistically these gaps in his knowledge which cannot be side-stepped by avoidance.
Mother tongue influence is one of the foremost obstacles that impede Nigerian learners’ pursuance of English language in the country. Sa’ad, & Usman (2014) cite Usman (2012) believing that Nigerian students are encircled by a multifaceted linguistic situation that makes them to learn their mother tongue first before any other language. As they grow up, they have to have a good command of the English language as well (Tsakuwa, 2018). Nigerian Policy on Education (NPE) stresses the use of the language of the immediate environment in instruction at the lower level (1, 2 and 3) of primary education, and use of the language of the immediate environment and English language at the upper level (4, 5 and 6) of primary education. This policy as argued by (Sa’ad & Usman, 2014). to contribute immensely in poor of English language learning right from primary school level and its effects extend to secondary school.
The problem of the Nigerian learners’ mother tongue interference in English language learning manifests in the learners’ English in transfer of the acquired skills in their native language (L1) to the English second language (L2) which can be syntactic (grammatical), phonological (mispronunciation), semantic or morphological. According to (Tsakuwa, 2010), syntactically, the Nigerian learners of English can say:
*Ahmad he went to market. (Ahmad yatafikasuwa in Hausa language).
This is direct transfer from Hausa language to English. In an attempt to express indigenous respectful, as in Fatiloro (2015), a Nigerian English learner can say: *They (referring to one person like father) arrived yesterday.
(Won ti de lana in Yoruba Language).
However, Ogundepo (2015) brought into focus the differences in these identified language areas with a view to determining how the differences account for observed deviation from the norms.
Noun and Pronouns in English and Yoruba
There are certain phonological and morphological processes that take place in Yoruba noun formation without a corresponding equivalent in English Language. The Yoruba Language has two forms of nouns. These are the full form and the reduced form. In the reduced form of nouns in Yoruba language, consonant elision and vowel assimilation are often experienced. Here the middle syllable drops its consonant and its vowel is assimilated by the vowel of the preceding syllable.
Egungun (Masquerade) becomes EegunOtito (Truth) becomes OotoAgogo (Bell) becomes Aago.
Yoruba plural nouns are hardly ever realized the way English plural nouns are. Plurals are realized through the addition of plural marker ‘awon’ to precede the Yoruba noun to be pluralized. Also, Yoruba Nouns have no gender markers for proper nouns and personal pronouns.
Two or more nouns in Yoruba language can combine to form two different relationships in Yoruba. This is not possible in English. For example, possession in Yoruba can be expressed through a combination of two nouns ‘Ibon ode’ (Hunter’s gun) ‘iweade’ (Ade’s book) ‘Ile Ayo’ (Ayo’s house) etc. There are other possible relationships such as (i) place ‘etiodo’ (River bank), (ii) ‘time’ ale ana, (Yesterday night) use e.g ‘Iweeri’ (Cerificate) material ‘Irun agbon’ (Beard).
Significant differences of Adjectives in English and Yoruba
First Yoruba adjectives do not mark degree of comparison as observed in English. In English the comparative and superlative degrees are marked by addition of ‘_er’ or ‘_est’ or ‘more’ and ‘most’ as the case may be e.g.
tall taller tallest
beautiful more beautiful most beautiful
Structures like the above do not exists in Yoruba adjectives, Rather Yoruba uses ‘ju’ and ‘julo’ to indicate a higher quantity or quality of the phenomenon being described. This expresses an idea of surpassing i.e having more of a particular quality. This is perhaps why Yoruba learners of English who are yet to acquire proficiency in the use of English often say “Yemi fine pass Busayo” the idea of surpass in Yoruba’s “ju” or “julo” is transferred to English.
Another problematic area is the word order of adjectives and nouns qualified in both languages. While adjectives in Yoruba comes after the noun modified adjectives comes before their nouns in English. e.g.
Omoburuku (boy bad)
Ile giga (building tall)
In English, the correct order will be:
Bad boy
Tall building
English and Yoruba Proverbs
Both languages make use of proverbs to embellish their discourse. In fact it is a mark of wisdom and erudition to interlace utterances with appropriate proverbs when speaking in both languages. However in Yoruba cultural practices, proverbs are considered exclusive preserve of the elders. Though the youths are not strictly prohibited from using proverbs but they must accompany such proverbs with what Olaoye (1993) termed “cultural apology” such as “Toto o se bi owe” ‘or “E foriji mi” I crave your indulgence for speaking in proverbs or I beg of your pardon. Though proverbs abound in English that could be employed for use when the need arises, experience has shown that most Yoruba English learners prefer to translate or transliterate Yoruba proverbs into English and this often leads to clumsiness in language processing.
Loan Words
No language is an island. Every human language is known to have borrowed words and expression from other language through contacts. Yoruba has borrowed many words from English, while English has done the same from French, Latin Greek etc. Such borrowed words are known as loan words. They are words taken over from one language into the vocabulary of another language. Because most Yoruba words end with a vowel and consonant clusters are not usually observed, most borrowed words of English into Yoruba undergo some morphological changes reflecting this phenomenon. The consequence of this is that Yoruba learners of English tend to pronounce the original word in English as adapted when borrowed into Yoruba language.
2.4 Causes of Mother Tongue Interference
Lack of Qualified English Language Teachers
A very apparent issue related to the above one, and hamper the learners in learning the language, and perhaps development of education in the country, is the presence of unqualified English language teachers. Adedokun (2011) argues that Nigerian schools employ poorly trained and untrained English language teachers to teach the language to Nigerian learners. Thus, today in Nigeria, there are teachers, who teach English especially at primary and secondary school levels but, are not professionally trained or qualified to teach the language. Darling-Hammond (2000) reveals that there is a strong connection between the training, which teachers received, and their academic performance in their subject areas.
At times, it is argued that most ESL teachers have no good mastery of the language in Nigeria, and some English teachers have the knowledge of the language, but they don’t have skills of imparting the knowledge to the learners. This is because they lack professional training in teaching the language. They don’t employ proper techniques/methods of teaching and evaluating the learners (Nwanyanwu, 2017). It could be argued out that competence in English language can only be developed by the learners through the application of appropriate methods by professionally trained and competent English language teachers.
Learners’ Self-perception in Learning the Language
Many English language learners have poor self-perception about themselves in learning and using the language. According to (Timothy, 2018:3), Nigerian learners of English “have fearful attitude towards the use and usage of English especially in the presence of a competent user.” Mostly in Nigerian public schools, learners perceive themselves as incompetent of speaking English well; thus, they feel shy in both learning and communicating in the language. They think that English is difficult, and they don’t want make mistake in it. In fact, some even believe that English proficiency and good performance academically are meant for some special students or those that attend private schools or have good background at home. This kind of viewing causes the learners to have poor academic performance (Matazu, 2013) to the Nigerian learners of English.
Learners’ Inattention in Learning English Language
Educationalists, especially language teachers show much worries about the skill of Nigerian learners in English language. Yusuf (2005) argues that the incompetency of Nigerian learners in English is caused mainly by the poor attention they exhibit towards learning and using the language. A lot of learners don’t always pay due attention to the rules that govern the language usage in both written and spoken aspects. It is also observed that students don’t study English personally as they study other school subjects. They don’t learn English with all sense of pleasure and zeal (Timothy, 2018; Muhammad, Ya'u, Aliyu& Hassan, 2018). They don’t practise English pronunciation and essay writing mostly. They don’t make significant effort to learn new words. And even when they make mistakes, and are corrected, they often say “It is not my language after all”. This is because they consider the language as not theirs (Sa’ad&Usman, 2014), and such greatly affects their learning of the language. Their attitude to English language, schooling and education to some extent, is not quite encouraging.
English Varieties to be Learnt and Used
In the world today, the English language people use is Modern English; it is not like the Old English or the Middle English. And of course, there a number of varieties of this Modern English language used by different people across the continents and countries. As in Tsakuwa (2015a), these include British English, American English, Australian English, Indian English, Ghanaian English and Nigerian English among others. Each of these English is considered to be Standard English especially in its own domain. Though the British and American varieties are considered to be more Standardized Englishes globally, therefore each of them is called Standard English (British Standard English and American Standard English respectively).
Nigerian learners have three different varieties of Standard English to learn and use, which are to some extent confusing to the learners. This is because; Nigeria adopts the use of British English in the country officially. However, the American’s expansion and influence in the global politics, economy, academic circle, science, technology and entertainment among others have forced the Nigerian learners to also learn and use American variety of English, and even sit for its examination in the form of TOEFL (Test of English as a Foreign Language), (Timothy, 2018). Still, the same learners have to learn and use, even informally, the Nigerian variety of English. Across these three varieties, there are numerous linguistic points, which are variants phonetically, grammatically, lexically, semantically and culturally. Learning and using such varieties become herculean to the Nigerian learners as English becomes a more global language and a sound means of communication across the nations (Igboanusi, 2002).
Class Overpopulation
It is well known in Nigerian schools that learners are congested in their classes and they find it difficult to learn English language properly (Sa’ad&Usman, 2014; Nwanyanwu, 2017). The Nigerian National Policy on Education (2004) provides that for effective teaching and learning in classes at primary school level teacher-learner ration should be 1:35 while at secondary school level, it should be 1:40 but, it is mostly found that, averagely, teacher-learner ration is 1:60 and 1:100 in the primary and secondary schools respectively even during English lessons. This ugly congestion deprives the Nigerian learners to learn the language accurately and does not allow the teachers to employ appropriate methods in teaching the learners.
Un-conducive Learning Environment
The learning environment here means the availability and suitability of the school building, furniture and other important things like electricity, internet service etc. that can enhance the learning of the language in the classrooms. In some schools, especially public schools, some classes are not properly roofed, thus water links into the classes during rainy season.
One can find that many schools have no seats (Sa’ad&Usman, 2014); therefore, learners sit on the bare floor, stones or broken chairs. Outside-the-classrooms, in most cases, students make no effort to speak good English; this is because the environment doesn’t encourage them to do so always. Many people prefer speaking in their mother tongue. These environmental problems, of course, reduce learner’s ability to learn English in its right manner despite its global importance.
Lack of Language Laboratory
Timothy (2018) observes that there is dearth of basic equipment for teaching and learning of English language in Nigeria. One can hardly see any language laboratory in Nigerian primary or secondary schools. English language laboratory can help learners to know the English speech sounds correctly and it can help them to practicalise what they learn with regard to the sound system of the language. Since Nigerian learners live in a second language learning environment, they supposed to have language laboratory in their schools so that they can have or be exposed to a native-like or first language learning environment. This can help them to develop some communicative skills which could be intelligible at the national and international levels during communication in the language.
Lack of Functional Library
Another challenging issue to Nigerian child in learning English language is absence of functional library in the schools. Despite the significance of library in schooling and language learning, it is observed that many schools have no library, those that have it; one can see that the library is not functional. In fact, Matazu (2013) argues that libraries in schools today in Nigeria have been turned into “spider houses”. This is because they are not judiciously used. The learners are not allowed to use the libraries, or the materials in them are outdated.
Technological Advancement across the Globe
In the changing world of today, Nigerian child lives in the era of Information and Communication Technology (ICT), where radio, television, hand-sets, ipad, computer and internet among others have revolutionalized language learning (Irene, 2002). English language could be learnt through these modern technological gadgets and resources without any geographical barrier. However, most of the Nigerian schools have no such things mentioned above at the disposal of the Nigerian learners to learn the language Sa’ad & Usman (2014), even in the places where there are computers for instance, electricity is not constant, or the internet service is not available or strong for the learners to get access to internet programme packages for learning the language like: Computer Instructed Learning (CIL), Computer Assisted Language Learning, (CALL) etc. These computerinternet programmes provide handy learning materials to the learners to develop themselves in all the language skills (Yusuf, 2005). In this regard, Timothy (2018:4) puts that in Nigeria, the teaching and learning of English is majorly done through the use of textbooks, dictionaries, chalkboards, workbooks and posters. Most schools lack modern technological devices like audio and video tapes, language laboratories, e textbooks, flash cards, internet facilities, newspapers etc.”
2.5 Suggestions for Proper Learning of English as a Second Language in Nigeria
Above are some of the factors deterring the Nigerian learners in the learning English language. Looking at the indispensable nature of language in boosting the education sector of Nigeria, the language should be learnt accurately for smooth development of the learners and educational system of the nation (Fakeye, 2012).
With this, the language learners should understand that differs from their mother tongue syntactically, phonetically and semantically, and the language teachers should help the learners to get the differences clearly. There is need for the Nigerian public and private schools to recruit only qualified English language teachers, and the teachers should be sufficient to cater for the child’s language needs. This because, Ogbonnaya (2007) argues out that, students, who are taught by trained or qualified teachers perform better in academics than those taught by non-trained or qualified teachers. The English language teachers, who are not trained professionally, should be trained perhaps in workshops, seminars or symposiums to equip them with the basic pedagogical skills in teaching the language in the modern global methods.
Parents and teachers should encourage Nigerian learners to develop positive self-perception about themselves. This can help them to develop confidence and competence in learning and communicating in English at national and global levels. Learners of English Language should be careful and ensure the use of the right materials for learning the language. They must make deliberate and conscious effort to learn the language even without teacher. The students must develop good attitude, and be reading to improve their English language skills (Timothy, 2018)
There is also need for amicable and sound arrangement to properly expose the Nigerian learners in learning the three varieties of British, American and Nigerian English in the schools. Classes should be convenient to both the English teacher and the learners. Proper teacher-learners ration should be adapted in the classes so that the teacher can teach effectively and evaluate the learners properly. Government should ensure that schools have constant electricity and internet service networks. These can help the learners to learn English language diligently. There is also need for provision of sufficient seats in the schools. The presence of conducive and stimulating language learning environment during the learners’ the early years, and beyond should be ensured by the government this is because it indispensable in the development of logical language skills (AduwaOgiegbaen & Iyamu, 2006 in Timothy, 2018).
To help Nigerian learners pursue English language accurately, the learners need to be exposed to modern language laboratory so as to gain the language skills and use them competently at level of global intelligibility. Also, in assisting the learners to develop their language proficiency, libraries should be built in the schools. The libraries should be stocked with well edited books, journal, magazines e.t.c. and other learning facilities. The libraries should remain functional and up to date at the global standard. And Timothy (2018) suggests that at the government should encourage the teaching and learning of English through the modern technologies.
CHAPTER THREE
METHODOLOGY
This chapter deals with the procedure used in carrying out this study. It includes research design, population, sample and sampling techniques, research instrument, validity and reliability of the instrument, methods of data collection and the analytical tools employed in the study.
3.1 Research Design
Descriptive method of survey type will be employed in the study. The design will be attempted to examine mother tongue interference in English language standard of students of Emmanuel Alayande College of Education. Thus, the researcher will try to gather data on the identified research problem without manipulating any of the variables in the study.
3.2 Population of the Study
The target population for this study comprise all students in Emmanuel Alayande College of Education.
3.3 Sample and Sampling Techniques
The study employed simple random sampling technique. Thus, sample for the study consist 120 students that will be randomly picked in 6 schools in Oyo West Local Government of Oyo State. The prepared questionnaire will be administered by the participants. The schools randomly picked from the local government of study are:
S/N Name of Schools
1 School of Languages
2 School of Education
3 Arts and Social Sciences Education.
4 School of Vocational and Technical Education.
5 School of Science
6 School of Primary Education
3.4 Research Instruments
The instrument that will be used for the study is “questionnaire”. The questionnaire will be designed and will be addressed by the target population to obtain the necessary information required in achieving the objectives of the study. The Questionnaire will be divided into two sections. Section ‘A’ provided Demographic Information of the respondents and partly explains how the questionnaire is to be filled, while section B focus on research questions and key for the responds are: Strongly Agree=SA, Agree=A, Strongly, Disagree=SD and Disagree=D.
3.5 Validity of the Instruments
The instrument will be subjected to both face and content validity to ensure that they measured what they were expected to measure. Face validity entails looking at questionnaire and deciding if it really measures what it expected to measure. Content validity on the other hand, it has to do with the use of recognized subject matter experts to evaluate whether questionnaire assess defined content.
3.6 Reliability of the Instrument
Pilot test of the instrument will be carried out to observe how the respondents react to both questionnaires; whether the items are clear enough and easily understood, whether there is the need to include more items in certain areas, or whether there are some items to which they would not like to respond, etc. This will help determine the internal consistency and reliability of the questionnaires. A total of students will be randomly selected as a sample outside the area of study; copies of the instrument will be administered as a small, and the results will be analysed to determining the validity of the instrument.
3.7 Method of Data Collection
Permission will sought from the schools Authority and the participants will enlightened on how to attend to the Questionnaire, the participants thereafter will be asked to complete the questionnaire. Ethical issues of assurances will be given on the basis of confidentiality and discretion of the study. The participants will be informed of the purpose of the study and its seriousness and they will be encouraged to be truthful in their responses. The researcher will administer the questionnaire with the assistance of one research assistant that will assist in the distribution and collection of the questionnaires.
3.8 Methods of Data Analysis
Data collected will be analysed with the use of percentages for each of the items will be calculated and analysed based on respondents responses to each item.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
Introduction
This chapter deals with analysis of gathered data, and discussions of the finding.
4.1 DEMOGRAPHICAL DATA
Table 4.1: Gender distribution of respondents
Gender Frequency Percentage
Male 56 46.70
Female 64 53.30
Total 120 100.00
From table 4.1, it could be inferred that majorities of the participants were females with the percentages 53.3%.
Table 4.2: Distribution of Respondents based on Level in Academic
Age Range Frequency Percentage
16 - 20 years 22 18.30
20- 25 years 73 60.83
25 and above 25 20.80
Total 120 100.00
From table 4.2, it could be inferred that majorities of the participants were age between 20-25 years with the percentage 60.83%, followed by 34 and above with the percentage 20.80%, then, 18-25 with the percentages 18.30% respectively.
4.2 Analysis of Research Questions
Table 4.3:Respondents responses on level of linguistics is mother tongue interference most noticeable among students Emmanuel Alayande College of Education
S/N Items Respondents’ Incorrect responses Correct Responses
1 Etiodo River Side, River Way, Side River River bank
2 Ale ana Night yesterday, Night before. Yesterday Night,
Last Night
3 Irun agbon Jaw hair, below hair Beard
4 Omoburuku Child bad, badest, bado, bad guy. Naughty boy, Bad boy
5 Ile giga House tall, taller mansion, Tall house
6 Iweeri Book for evidence, evidence book,
7 Se e ti se iseapilekoti won fun wa? Have you done the down writing that was give? Have you finish the writing job given? Have you done the essay writing that was given us
8 Igiidana Wood for cook, wood fire, Fire wood
9 Ina ti de Fire has come, up Nepa, lightening Light has come
10 Omoeleja Baby fish, lady fish Fish seller. Fish marketer
From table 4.3 above, it is evident that majority of the respondents commit errors by harmonising Yoruba noun and adjective in the process of translating sentences from Yoruba to English. In other words, the major linguistic problem area is the word order of adjectives and nouns qualified in both languages. While adjectives in Yoruba comes after the noun modified adjectives comes before their nouns in English.
Table 4.4:Respondents’ responses on the causes of mother tongue interference in English language standard of students of Emmanuel Alayande College of Education
S/N Items SA (%) A
(%) D
(%) SD
(%)
1 Shyness and fear affect many students to speak in standard English 75
(62.5) 18
(15) 10
(8.33) 17
(14.17)
2 Students background contribute to students level of English competence 68
(56.66) 27
(22.5) 15
(12.5) 10
(8.34)
3 Peer group influence affect students English standard 90
(74) 11
(9.17) 8
(6.67) 11
(9.17)
4 Many students only contribute to discussion in the class when allowed to speak in Yoruba Language. 88
(73.33) 16
(13.33) 8
(6.67) 8
(6.67)
5 When student did not have access to English Textbooks for personal development in English grammar and vocabulary he/she would be very poor in speaking without mother tongue interference. 82
(68.33) 13
(10.83) 19
(15.83) 6
(5)
From table 4.4 above, it is evident that the majority of the respondents strongly agreed and agreed affirmatively confirmed that the postulated items were the causes of mother tongue interference in English language standard of students of Emmanuel Alayande College of Education.
Table 4.5:Respondents’ responses on the remedial approaches to be adopted in curbing in mother tongue interference English language standard of students of Emmanuel Alayande College of Education
S/N Items SA (%) A (%) D (%) SD (%)
1 Reading English grammar and literature texts can assist improving self in English speaking and avoid mother tongue interference 98
(81.67) 10
(8.34) 5
(4.17) 7
(5.83)
2 Listening to one speech after discussion as a voice over can assist in avoiding mother tongue interference in speaking. 26
(21.67) 10
(8.34) 14
(11.67) 70
(58.34)
3 listening to good speakers to emulate them can assist student to more competent in English language 100
(83.34) 6
(5) 8
(6.66) 6
(5)
4 Constant engagement with lecturers in lecture-room can enhance competent in speaking English Language 76
(63.33) 17
(14.17) 5
(4.17) 22
(18.33)
5 Constant speaking in English can enhance one competence in English language. 89
(74.17) 13
(10.83) 7
(5.83) 11
(9.17)
6 Learning with Audio-Visual materials can aids correct and constant speaking of correct English language. 100
(83.34) 6
(5) 8
(6.66) 6
(5)
From table 4.5 above, it is evident that the majority of the respondents strongly agreed and agreed that the itemized remedies can be adopted in finding a lasting solution to students’ mother tongue interference in English standard among students in Emmanuel Alayande College of Education.
4.3 Discussion of Findings
The study examined mother tongue interference in English language standard of students of Emmanuel Alayande College of Education. In all, three research questions were raised and analysed. Research question one was on level of linguistics is mother tongue interference most noticeable among students. From the results, it was revealed that the level of mother tongue interference in the students English language standard among students in Emmanuel Alayande College of Education is high. It was revealed that they encounter linguistic problem in area like word order of adjectives and nouns qualified in both languages. While adjectives in Yoruba comes after the noun modified adjectives comes before their nouns in English. Examples of errors committed by the students were shown in table 4.3 above.
Furthermore, research question two was on the causes of mother tongue interference in English language standard of students. The findings of the study revealed thatthere were essential predictive factors causes this mother tongue interference such as: Shyness and fear affect, students’ background, peer group influence, love for mother tongue language, and limited access to English Grammar.
Finally, research question three was on remedial approaches to be adopted in curbing in mother tongue interference English language standard of students. The result showed that the students can cope peradventure they can devote to reading English grammar and literature texts, listening to their speech after discussion as a voice-over, listening to good speakers to emulate them, constant engagement with lecturers in lecture-room, constant speaking of English language as a medium of expression and Learning with Audio-Visual materials can assist students in the development of their Standard English language writing and speaking.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the major findings, implications, limitations; it also puts forth the conclusion made based on the finding. It is the hope of the researcher that useful recommendations made in the study will be implemented by the concerned personalities on mother tongue interference in English language standard of students of Emmanuel Alayande College of Education.
5.1 Summary of the Study
The study focused onmother tongue interference in English language standard of students of Emmanuel Alayande College of Education. In this study all the necessary literatures have been reviewed, the conceptual and empirical studies respectively.
The study was structured into five chapters. Chapter one gave the background to the study, statement of the problem, research questions significance of the study, scope of the study, and definition of terms were given within the chapter. Chapter two consisted of the review of the related literatures to the study. Chapter three gave the methodology used in study. The result and discussion of the findings from the analyzed data were presented in chapter four; this chapter is also made up of the description of the findings, the opinion of the respondents on the examined content.
In all, three research questions were raised and analysed. From the results, it was revealed that the level of mother tongue interference in the students English language standard among students in Emmanuel Alayande College of Education is high; there were essential predictive factors causes these such as: Shyness and fear affect, students’ background, peer group influence, love for mother tongue language, and limited access to English Grammar.
Finally the result showed the students can cope peradventure they can devote to reading English grammar and literature texts, listening to their speech after discussion as a voice-over, listening to good speakers to emulate them, constant engagement with lecturers in lecture-room, constant speaking of English language as a medium of expression and Learning with Audio-Visual materials can assist students in the development of their Standard English language writing and speaking.
5.2 Conclusion
From this study it is establishes that the preeminent position of English language in Nigeria’s linguistic is firmament and posits that an average Nigerians needs to learn and acquire proficiency in the use of English if they are to adequately fulfill their roles in the society. It agrees with earlier scholars who have asserted that most errors observed in English language use of most bilinguals are traceable to their first language. There is common wise thought that says “a discovered problem is half solved”, since the findings of this study have revealed the problem and the postulated remedies have been confirmed relevance by the participants who were the major concerned. Therefore, the remedial approaches covered in this study are to be given special attentions.
5.3 Recommendations
The following recommendations were made based on the findings, in order to improve performance of English language learning of students:
• Organizing seminars for campus students on the import of English language speaking and writing competence.
• Creating more time for teaching oral English
• Schools should come up with a reward-punishment system to encourage the use of English language in schools
• students and lecturers should cultivate a positive perception towards the use of English language in schools
• Students should be discouraged from communicating in mother tongue in classroom environments.
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