Project – INFLUENCE OF IGBO TONGUE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN OWERRI, IMO STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Language is a fundamental means of communication that enables individuals to express thoughts, ideas, emotions, and experiences. It plays an important role in education, social interaction, cultural identity, and national development. In every educational system, language is the primary medium through which knowledge is transmitted, understood, and evaluated. In Nigeria, the English language occupies a very important position because it serves as the official language and the major language of instruction in schools, government institutions, and the media. As a result, proficiency in English language is essential for students to succeed academically and communicate effectively in the modern world (Banjo, 2004).

Nigeria is a multilingual country with over 500 indigenous languages spoken by different ethnic groups. In most communities, children grow up learning their indigenous language at home and in their immediate environment before they begin formal education in English. Consequently, English is learned as a second language by many Nigerian students. While this linguistic diversity reflects the rich cultural heritage of the country, it also creates certain challenges in language learning. One of the most common challenges encountered in the learning of English language is mother tongue interference.

Mother tongue interference occurs when the linguistic features of a learner’s native language influence the learning and use of a second language. According to Crystal (2010), second language learners often transfer phonological, grammatical, and lexical features of their first language into the new language they are learning. This transfer may lead to errors in pronunciation, sentence structure, vocabulary usage, and grammar. In many cases, learners unconsciously apply the rules of their native language when speaking or writing in English, which may result in deviations from standard English usage.

In the Nigerian educational system, the problem of mother tongue interference has been widely observed among students learning English as a second language. Researchers have noted that students frequently experience difficulties in pronunciation, grammar, and written expression due to the influence of their indigenous languages (Oyetade, 2013). These linguistic challenges can negatively affect students’ academic performance because English is the medium of instruction used in teaching most subjects in secondary schools. When students have limited proficiency in English, they may struggle to understand classroom instructions, read textbooks, or communicate effectively during examinations.

The Igbo language is one of the major indigenous languages spoken in Nigeria, particularly in the southeastern region. In Imo State, Igbo is widely spoken in homes, communities, and social interactions. Students in Owerri, the capital city of Imo State, are typically exposed to the Igbo language from an early age. They often communicate with family members, friends, and members of the community using the Igbo language. When these students enter school, they are required to learn and communicate in English, which may differ significantly from their mother tongue in terms of phonology, grammar, and vocabulary.

The structural differences between the Igbo language and the English language may lead to various forms of linguistic interference. For example, certain sounds that exist in English may not exist in the Igbo language, which may cause students to mispronounce English words. In some cases, students may substitute unfamiliar English sounds with similar sounds found in their native language. This situation may lead to incorrect pronunciation of English words and difficulty in oral communication.

In addition to phonological interference, grammatical interference may also occur when students attempt to apply the grammatical rules of the Igbo language while speaking or writing English. The sentence structure and grammatical patterns of Igbo differ from those of English, and this difference may influence how students construct sentences in English. As a result, students may produce sentences that reflect Igbo grammatical patterns rather than standard English structures.

Another form of interference occurs in vocabulary and expression. Students sometimes translate expressions directly from Igbo into English without considering differences in meaning and usage between the two languages. Such direct translation may lead to awkward expressions or incorrect usage of words in English sentences. Over time, if these errors are not corrected, they may become habitual and difficult to eliminate.

English language proficiency is particularly important for secondary school students because it determines their ability to perform well academically. Students who have difficulty understanding or using English may struggle to comprehend lessons in other subjects such as mathematics, science, and social studies. Consequently, poor proficiency in English may affect overall academic achievement.

Teachers in secondary schools in Owerri have often observed that students’ spoken and written English reflects the influence of their mother tongue. This observation suggests that Igbo language interference may play a significant role in students’ learning of English. Understanding the nature and extent of this interference is therefore important for improving the teaching and learning of English language in schools.

Furthermore, identifying the specific areas where Igbo tongue interference occurs will help educators develop effective teaching strategies that address the challenges faced by students. By adopting appropriate instructional methods, teachers can help students overcome the influence of their mother tongue and improve their English language proficiency.

Therefore, this study seeks to examine the influence of Igbo tongue interference in the study of English language among secondary school students in Owerri, Imo 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 is the official language of Nigeria and the primary medium of instruction in the educational system. Students are expected to develop adequate proficiency in English in order to understand classroom instruction, participate in academic activities, and perform well in examinations. However, many secondary school students in Nigeria experience difficulties in learning and using English effectively.

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 structures of that language when learning English. This transfer may affect pronunciation, grammar, vocabulary usage, and sentence construction. As a result, students may develop incorrect language habits that hinder their ability to communicate effectively in English.

In Owerri, Imo State, the Igbo language is widely spoken in homes and communities. Many students are more familiar with the Igbo language than with English because they use it frequently in daily communication. When these students attempt to speak or write in English, the influence of the Igbo language may become evident in their language use. For example, students may pronounce English words according to Igbo phonological patterns or translate Igbo expressions directly into English.

These forms of linguistic interference can negatively affect students’ ability to express themselves clearly in English. Poor pronunciation, grammatical errors, and incorrect sentence structures may make communication difficult and reduce students’ confidence in using the language. Since English is the medium of instruction in schools, these challenges may also affect students’ academic performance in other subjects.

Another problem associated with mother tongue interference is that repeated use of incorrect language forms may lead to the development of persistent language errors. When students consistently use incorrect forms influenced by their mother tongue, these errors may become habitual and difficult to correct. Without proper guidance from teachers, such interference may continue to affect students’ language proficiency throughout their academic career.

Although teachers often recognize the influence of Igbo tongue interference in the classroom, there is still a need for systematic research to understand the specific ways in which the Igbo language affects the learning of English among secondary school students. Understanding the nature of this interference will help educators design effective teaching strategies that can improve students’ English language skills.

Therefore, the problem that this study seeks to address is the extent to which Igbo tongue interference affects the study of English language among secondary school students in Owerri, Imo State, and how this interference influences their language learning and academic performance.

1.3 Objectives of the Study

The main objective of this study is to examine the influence of Igbo tongue interference in the study of English language among secondary school students in Owerri, Imo State.

The specific objectives are to:

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

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

3. Determine the effect of Igbo 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 Igbo language interference occur in the learning of English among secondary school students?

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

3. What effect does Igbo 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: Igbo tongue interference has no significant influence on the study of English language among secondary school students in Owerri, Imo State.

H₁: Igbo tongue interference has a significant influence on the study of English language among secondary school students in Owerri, Imo State.

1.6 Significance of the Study

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

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

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

1.7 Scope of the Study

This study focuses on the influence of Igbo tongue interference in the study of English language among secondary school students in Owerri, Imo State, Nigeria. The research examines how the Igbo language influences students’ pronunciation, grammar, and written English.

The study is limited to selected secondary schools in Owerri.

1.8 Definition of Key Terms

Igbo Tongue: The indigenous language spoken by the Igbo people in southeastern Nigeria.

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

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

Language Proficiency: The ability to use a language effectively in speaking, reading, writing, and understanding.

Project – INFLUENCE OF IGBO TONGUE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN OWERRI, IMO STATE