Effects of Mother Tongue Interference in the Study of English Language in Secondary Schools in Gombe Metropolis
Chapter One
Purpose of the Study:
- To find out the level at which the mother tongue can interfere in the learning of the English language in secondary school.
- To investigate the qualifications of English teachers in secondary schools in Gombe Metropolis
- To know how teachers make use of correct methods in teaching of English language in secondary schools in the Gombe Metropolis
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Theoretical/Conceptual Framework
Acculturation Theory
This theory used for this study was based on Acculturation Theory. This is an environmental-oriented theory proposed by John Schumann in 1978. It was used in 1980 in the field of Linguistics, precisely, and Second Language Acquisition. It states that Second Language Acquisition is the result of acculturation, which he defines as “the social and psychological integration of the learner with the target language (TL) group” (Schumann, 1978, p. 29). The major claim of the theory is that acculturation, which is a cluster of social-psychological factors, is the major cause of Second Language Acquisition (Schumann, 2000). Schumann states that any learner can be placed along a continuum ranging from social-psychological distance to social-psychological proximity with the speakers of the target language. The degree of language acquisition, then, would correlate with the degree of the learner’s proximity to the target group. Thus, the acculturation theory argues that learners will be successful in Second Language Acquisition if there are fewer social and psychological distances between them and the speakers of the second language. Some of the factors that account for the acquisition of second language according to the theory include: motivation and attitude of the learner, limited integration of cultural groups and how tight-knit the group is.
This theory applied to this study because this study endeavored to find out how mother tongue of the learner interferes with acquisition of English language and how this affects the academic performance of students in the study area. The theory also indicates that learners will be successful in Second Language Acquisition if there are fewer social and psychological distances between them and the speakers of the second language. This study sought to establish the influence of use of mother tongue (which is a social factor) and the attitude towards use of mother tongue (a psychological factor) and areas in which mother tongue (Idoma) interferes with English language and thus affect performance in second language (English). Acculturation theory’s strength lies in the fact that it considers motivation to be instrumental and integrative.
Conceptual Framework
Concept of Mother Tongue
Mother tongue is a traditional term for a person’s native language—that is, a language learned from birth. Also called a first language, dominant language, home language, and native tongue (although these terms are not necessarily synonymous) (ask.com 2015).
Contemporary linguists and educators commonly use the term L1 to refer to a first or native language (the mother tongue), and the term L2 to refer to a second language or a foreign language that’s being studied.
“The general usage of the term mother tongue denotes not only the language one learns from one’s mother, but also the speaker’s dominant and home language, i.e. not only the first language according to the time of acquisition, but the first with regard to its importance and the speaker’s ability to master its linguistic and communicative aspects. For example, if a language school advertises that all its teachers are native speakers of English, we would most likely complain if we later learned that although the teachers do have some vague childhood memories of the time when they talked to their mothers in English, they, however, grew up in some non-English speaking country and are fluent in a second language only.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine effects of mother tongue interference in the study of English language in secondary schools in Gombe Metropolis. Selected secondary schools in Gombe Metropolis form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effects of mother tongue interference in the study of English language in secondary schools in Gombe Metropolis. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing effects of mother tongue interference in the study of English language in secondary schools
Summary
This study was on effects of mother tongue interference in the study of English language in secondary schools in Gombe Metropolis. Three objectives were raised which included: To find out the level at which mother tongue can interfere in the learning of English language in secondary school, to investigate the qualifications of English teachers in secondary school in Gombe Metropolis and to know how teachers makes use of correct methods in teaching of English language in secondary school in Gombe Metropolis. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Gombe Metropolis. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the findings of this study, it is thereby concluded that mother tongue interference has significant influence on the academic performance of secondary school students in English language in Gombe Metropolis. Specifically, the study found out that Mother tongue interference has significant influence on the academic performance of secondary school students in the study area. Teacher’s qualification has significant influence on the teaching and learning of English language in the study area. mother tongue has significant influence on the academic performance of students in English language in the study area.
Recommendations
Based on the findings and conclusions, and also In the light of the summary presented above, any form of recommendation given should revolve round ensuring a more stable educational system free from the plague of constriction. Hence, the following recommendations are considered useful;
- School administrators should enforce strict rules and regulations prohibiting the use of mother tongue within the school premises.
- Teachers should avoid the use of mother tongue while interacting with students and should encourage the use of English language in the school among students.
- Idoma native tongue use should be discouraged while teaching and learning English language in Gombe Metropolis.
- Government should through the ministries and various bodies in charge of education in Gombe Metropolis deploy competent and qualified teachers who can teach English language effectively
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