Project – An Investigation of mother tongue interference in the pronunciation of speech sounds of 100 level students of English in NSUK

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Language is one of the most essential tools for human communication, and its effectiveness depends largely on the ability of speakers to produce intelligible speech. In second language learning, pronunciation is a core aspect of communicative competence because it determines how easily a listener can understand a speaker. According to Derwing and Munro (2015), pronunciation is not merely about accuracy but also about intelligibility and comprehensibility, which are crucial for meaningful interaction in academic and social contexts.

In multilingual societies such as Nigeria, English is learned as a second language and serves as the official language of education, administration, and wider communication. However, learners often bring into English the sound patterns of their first languages, a phenomenon known as mother tongue interference or language transfer. Odlin (1989) explains that language transfer occurs when structures from a learner’s first language influence the acquisition and production of a second language, either positively or negatively.

Nigeria is characterized by extreme linguistic diversity, with over 500 indigenous languages spoken across different regions. Each of these languages has its own phonological system, which often differs significantly from the English sound system. As a result, learners tend to substitute unfamiliar English sounds with the closest equivalents from their native languages. For instance, sounds such as /θ/ in think and /ð/ in this are commonly replaced with /t/ and /d/ respectively in many Nigerian English varieties (Gut, 2009; Eka, 2013).

At the segmental level, mother tongue interference affects both consonants and vowels. English contains a wide range of vowel contrasts, including short and long vowels such as /ɪ/ and /iː/, which are often not distinguished in many Nigerian languages. This leads to pronunciation errors that may alter meaning or reduce intelligibility. Ladefoged and Johnson (2014) note that vowel length and quality distinctions are among the most difficult aspects of English phonology for L2 learners.

Beyond segmental features, suprasegmental aspects such as stress, rhythm, and intonation are also affected by first language interference. Many Nigerian languages are syllable-timed, while English is stress-timed, leading to differences in speech rhythm. Jenkins (2000) observes that learners often transfer their native rhythm patterns into English, resulting in unnatural intonation and reduced fluency in spoken communication.

In the Nigerian educational context, students are exposed to English from early schooling; however, pronunciation instruction is often insufficient or overshadowed by grammar and writing skills. This imbalance means that learners may progress to tertiary education without adequate mastery of English phonetics. As a result, first-year university students often exhibit persistent pronunciation errors rooted in earlier stages of language learning (Okoye & Nnamdi, 2021).

At Nasarawa State University, Keffi (NSUK), 100 level English students come from diverse linguistic backgrounds, including Hausa, Igbo, Yoruba, and other minority languages. This diversity creates a unique linguistic environment where multiple phonological systems interact with English simultaneously. Consequently, students may display varied patterns of pronunciation influenced by their respective mother tongues.

Recent studies (2020–2026) have shown that first-year university students in Nigeria experience more pronounced difficulties in English pronunciation compared to senior students. Ibrahim (2023) found that phonological errors are more frequent among early undergraduates due to limited exposure to corrective feedback and reduced confidence in spoken English. This situation highlights the importance of targeted phonetic instruction at the entry level of university education.

Furthermore, pronunciation difficulties caused by mother tongue interference can have broader academic and social implications. Poor pronunciation may reduce students’ participation in oral activities, affect their performance in oral examinations, and hinder effective communication in professional settings. According to Jenkins (2000), intelligibility is critical in global English communication, and persistent pronunciation errors may limit learners’ communicative effectiveness.

Therefore, investigating mother tongue interference in the pronunciation of English speech sounds among 100 level English students at NSUK is essential. Such a study will not only identify specific pronunciation challenges but also contribute to improving teaching strategies in phonetics and spoken English, ultimately enhancing students’ communicative competence in academic and real-life contexts.

1.2 Statement of the Problem

Despite years of English language instruction in Nigerian secondary schools, many university undergraduates still exhibit significant difficulties in accurate pronunciation of English speech sounds. At Nasarawa State University, Keffi, lecturers have observed persistent phonological errors among 100 level English students, particularly in the articulation of fricatives, diphthongs, and consonant clusters.

The problem is that students tend to pronounce English words using the sound system of their first language, leading to mispronunciations that affect intelligibility and communication effectiveness. For example, dental fricatives /θ/ and /ð/ are often replaced with /t/ and /d/, while vowel length distinctions are frequently ignored.

This persistent challenge raises concerns about the effectiveness of prior phonetic training at the secondary school level and the extent to which mother tongue interference continues to influence pronunciation at the tertiary level. According to Ladefoged and Johnson (2014), pronunciation errors caused by L1 transfer are among the most persistent features in second language acquisition.

If this issue is not adequately addressed, it may continue to hinder students’ communicative competence, academic performance in oral English courses, and future professional communication skills. Therefore, this study investigates the extent and nature of mother tongue interference in the pronunciation of English speech sounds among 100 level English students at NSUK.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of mother tongue interference on the pronunciation of English speech sounds among 100 level English students at Nasarawa State University, Keffi.

Specifically, the study aims to:

1. Identify common English speech sounds affected by mother tongue interference.
2. Examine the extent to which students’ first languages influence their pronunciation of English sounds.
3. Determine the most problematic phonemes for 100 level English students.
4. Assess the impact of phonological transfer on intelligibility in spoken English.

1.4 Research Questions

The study is guided by the following research questions:

1. What English speech sounds are most affected by mother tongue interference among 100 level English students at NSUK?
2. To what extent does mother tongue influence students’ pronunciation of English phonemes?
3. What are the most common pronunciation errors made by the students?
4. How does mother tongue interference affect students’ spoken English intelligibility?

1.5 Hypothesis

The following null hypothesis will guide the study:

H₀: There is no significant influence of mother tongue interference on the pronunciation of English speech sounds among 100 level English students at Nasarawa State University, Keffi.

H₁: There is a significant influence of mother tongue interference on the pronunciation of English speech sounds among 100 level English students at Nasarawa State University, Keffi.

1.6 Significance of the Study

This study is significant in several ways. First, it will help English language lecturers and phonetics instructors understand the specific pronunciation challenges faced by first-year students. This understanding can inform more effective teaching strategies that target problematic phonemes.

Second, the study will contribute to the field of applied linguistics and second language acquisition by providing empirical evidence on L1 interference in a Nigerian university context. According to Jenkins (2000), such context-specific studies are essential for developing more realistic pronunciation models in English as a global language.

Third, the findings will benefit students by increasing awareness of their pronunciation errors and encouraging more conscious efforts toward improvement. Finally, curriculum planners and educational policymakers may use the findings to strengthen phonetics and spoken English components in tertiary institutions.

1.7 Scope of the Study

This study is limited to 100 level English students at Nasarawa State University, Keffi. It focuses specifically on mother tongue interference in the pronunciation of English speech sounds, particularly segmental features such as consonants and vowels. Other aspects of language such as syntax and semantics are not covered in this study.

1.8 Operational Definition of Terms

• Mother Tongue: The first language acquired by an individual, used primarily in early communication.
• Interference: The negative transfer of linguistic features from L1 to L2.
• Pronunciation: The production of speech sounds in a particular language.
• Speech Sounds: The phonetic units (vowels and consonants) that make up spoken language.
• Phoneme: The smallest unit of sound that distinguishes meaning in a language.
• Intelligibility: The degree to which speech is understood by a listener.
• L1 (First Language): The native language of a speaker.
• L2 (Second Language): A language learned after the first language.

Project – An Investigation of mother tongue interference in the pronunciation of speech sounds of 100 level students of English in NSUK