PROJECT – EIMPACT OF IGALA TONGUE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN KOGI STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Language is one of the most important tools for communication in human society. It enables individuals to express their thoughts, feelings, and ideas, and it also plays a vital role in education, social interaction, and cultural development. In multilingual societies such as Nigeria, language plays a particularly important role because people often speak different indigenous languages while also learning and using English as the official language. English serves as the language of instruction in schools, the language of government, and a major medium of communication among people from different ethnic backgrounds (Banjo, 2004).

Nigeria is a linguistically diverse country with over 500 indigenous languages spoken across different regions. In many parts of the country, children grow up speaking their mother tongue before they begin formal education in English. As a result, students often learn English as a second language. While this multilingual environment enriches cultural identity, it also presents certain challenges in language learning. One of the most common challenges experienced by students learning English as a second language is mother tongue interference.

Mother tongue interference occurs when the structure, pronunciation, or grammar of a learner’s native language influences the way the learner uses a second language. This phenomenon is common among students who learn English in environments where their indigenous language is frequently used in daily communication. When students attempt to speak or write in English, they may unconsciously apply the linguistic patterns of their native language, which may lead to errors in pronunciation, vocabulary usage, grammar, and sentence structure (Crystal, 2010).

In Nigeria, many studies have shown that mother tongue interference significantly affects students’ ability to learn and use English effectively. Students often transfer phonological, syntactic, and lexical features from their indigenous languages into English. This situation can result in poor pronunciation, incorrect sentence formation, and limited proficiency in English communication. Since English is the language used in teaching most subjects in Nigerian schools, difficulties in understanding and using English can negatively affect students’ academic performance (Oyetade, 2013).

The Igala language is one of the major indigenous languages spoken in Kogi State, Nigeria. It is widely used among the Igala people in everyday communication and cultural activities. Students who grow up in Igala-speaking environments are exposed primarily to the Igala language at home and within their communities. When these students enter school, they are required to learn and communicate in English, which may be significantly different from their native language in terms of phonology, vocabulary, and grammatical structure.

The structural differences between the Igala language and the English language may contribute to difficulties experienced by students in learning English. For example, certain sounds that exist in English may not exist in the Igala language, which may cause students to mispronounce English words. Similarly, differences in sentence structure and grammar may lead to errors when students attempt to write or speak English. Such linguistic interference can hinder students’ ability to communicate effectively in English and may affect their academic performance in school.

English language proficiency is particularly important for secondary school students because it serves as the medium of instruction for most subjects in the Nigerian education system. Students who have difficulty understanding or using English may struggle to comprehend lessons, complete assignments, and perform well in examinations. Consequently, addressing the challenges associated with mother tongue interference is essential for improving students’ language skills and overall academic achievement.

In Kogi State, the widespread use of the Igala language in homes and communities means that many students enter secondary school with limited exposure to English. Teachers often observe that students’ spoken and written English reflects the influence of their native language. This interference may manifest in forms such as incorrect pronunciation of words, direct translation of Igala expressions into English, and grammatical errors influenced by Igala sentence structures. These challenges highlight the need to examine how the Igala language affects students’ learning of English.

Furthermore, the teaching and learning of English language in secondary schools require effective strategies that can help students overcome the influence of their mother tongue. Teachers need to understand the nature of linguistic interference so that they can develop appropriate instructional methods that improve students’ English language proficiency. By identifying the specific areas where Igala language interference occurs, educators can design teaching approaches that address these challenges and enhance students’ communication skills.

Despite the importance of English language proficiency in education, many secondary school students in Kogi State continue to experience difficulties in learning and using English effectively. These difficulties may be linked to the influence of the Igala language on students’ speech and writing. Therefore, it is important to investigate the extent to which the Igala tongue interferes with the study of English among secondary school students.

This study therefore seeks to examine the impact of Igala tongue interference in the study of English language among secondary school students in Kogi State. The study aims to identify the areas where interference occurs and determine how it affects students’ ability to learn and use English effectively in their academic environment.

1.2 Statement of the Problem

English language plays a central role in the Nigerian education system because it serves as the medium of instruction in schools and the primary language used in examinations and academic communication. Students are expected to develop adequate proficiency in English in order to understand classroom instruction, participate in discussions, and perform well academically. However, many students in Nigeria experience difficulties in learning and using English effectively, particularly in areas where indigenous languages dominate everyday communication.

One of the major factors contributing to these difficulties is mother tongue interference. Students who grow up speaking their native language often transfer the linguistic patterns of that language when learning English. This interference may affect pronunciation, grammar, vocabulary usage, and sentence structure. As a result, students may develop incorrect language habits that hinder their ability to communicate effectively in English.

In Kogi State, the Igala language is widely spoken and used in homes and communities. Many secondary school students are more familiar with the Igala language than with English. Consequently, when these students attempt to speak or write in English, the influence of the Igala language may lead to various linguistic errors. For example, students may pronounce English words according to Igala phonological patterns or translate Igala expressions directly into English.

These linguistic challenges can negatively affect students’ academic performance because English is the language used in teaching most subjects in secondary schools. Students who have difficulty understanding English may struggle to comprehend lessons, read textbooks, and answer examination questions effectively. Over time, this situation may lead to poor academic achievement and reduced confidence in using the English language.

Another problem associated with mother tongue interference is the development of persistent language errors among students. When students consistently use incorrect forms of English influenced by their native language, these errors may become habitual and difficult to correct. Without proper intervention, such interference may continue to affect students’ language proficiency even at higher levels of education.

Although teachers often recognize the influence of mother tongue interference in the classroom, there is still a need for systematic research to understand the specific ways in which the Igala language affects the learning of English among secondary school students. Identifying the patterns of interference will help educators develop effective teaching strategies that address these challenges.

Therefore, the problem that this study seeks to address is the extent to which the Igala tongue interferes with the study of English language among secondary school students in Kogi State and how this interference affects their language proficiency and academic performance.

1.3 Objectives of the Study

The main objective of this study is to examine the impact of Igala tongue interference in the study of English language among secondary school students in Kogi State.

The specific objectives are to:

1. Identify the forms of Igala language interference in the learning of English among secondary school students.

2. Examine how Igala tongue interference affects students’ pronunciation and spoken English.

3. Determine the effect of Igala language interference on students’ written English.

4. Suggest strategies that can help reduce mother tongue interference in the learning of English language.

1.4 Research Questions

The study seeks to answer the following research questions:

1. What forms of Igala language interference occur in the learning of English among secondary school students?

2. How does Igala tongue interference affect students’ pronunciation and spoken English?

3. What effect does Igala language interference have on students’ written English?

4. What strategies can be used to reduce mother tongue interference in the learning of English language?

1.5 Research Hypothesis

H₀: Igala tongue interference has no significant impact on the study of English language among secondary school students in Kogi State.

H₁: Igala tongue interference has a significant impact on the study of English language among secondary school students in Kogi State.

1.6 Significance of the Study

This study will be beneficial to English language teachers by helping them understand how mother tongue interference affects students’ learning of English. The findings will enable teachers to adopt teaching strategies that reduce the influence of the Igala language on students’ English usage.

The study will also be useful to students by helping them become aware of the challenges associated with mother tongue interference and encouraging them to improve their English language skills.

Additionally, the study will contribute to academic knowledge in the field of language education and serve as a reference for future researchers interested in the study of language interference and second language learning.

1.7 Scope of the Study

This study focuses on the impact of Igala tongue interference in the study of English language among secondary school students in Kogi State, Nigeria.

The research examines how the Igala language influences students’ pronunciation, grammar, and written English. The study is limited to selected secondary schools in Kogi State.

1.8 Definition of Key Terms

Igala Tongue: The indigenous language spoken by the Igala people in Kogi State, Nigeria.

Mother Tongue Interference: The influence of a learner’s native language on the learning and use of a second language.

English Language: The official language of Nigeria used for communication, education, and administration.

Language Proficiency: The ability of an individual to use a language accurately and effectively in speaking, reading, and writing.

PROJECT – IMPACT OF IGALA TONGUE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN KOGI STATE