Project – Influence of Mother Tongue Interference on the Spoken Igbo of Junior Secondary School Students in Nsukka, Enugu State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Language is a central tool for communication, identity formation, and cultural transmission. In multilingual societies such as Nigeria, individuals often grow up speaking more than one language. Nigeria is home to over 500 indigenous languages, with Igbo, Hausa, and Yoruba being among the three major languages. In the southeastern region of Nigeria, Igbo serves as both a mother tongue and a lingua franca in many communities, particularly in Enugu State and specifically in Nsukka.

Mother tongue interference, also known as first language (L1) interference, refers to the influence of a learner’s native language on the acquisition and use of a second language (L2) or even on the standard form of the same language. Interference may occur at different linguistic levels, including phonology (pronunciation), morphology (word formation), syntax (sentence structure), semantics (meaning), and intonation patterns. While the mother tongue provides a foundation for language development, it can also lead to deviations from the standard form of a target language.

In Igbo-speaking communities, children are typically exposed to local dialects before encountering Standard Igbo in formal school settings. Igbo language, like many African languages, has several dialectal variations such as Nsukka, Owerri, Onitsha, and Abakaliki dialects. These dialects differ in pronunciation, vocabulary, and sometimes grammatical structure. When students who are accustomed to a particular dialect attempt to speak Standard Igbo, elements of their dialect may influence their spoken expression. This phenomenon can be described as dialectal interference within the same language.

At the junior secondary school level, students are expected to develop competence in speaking Standard Igbo as prescribed in the national curriculum developed by the Nigerian Educational Research and Development Council(NERDC). The curriculum emphasizes correct pronunciation, accurate tone marking, proper sentence construction, and effective oral communication. However, teachers often observe that students’ spoken Igbo reflects strong traces of their mother tongue or local dialect, leading to mispronunciations, tone distortions, lexical substitutions, and syntactic inconsistencies.

The issue of mother tongue interference in spoken Igbo is particularly significant in Nsukka, where the Nsukka dialect is widely spoken at home and in the community. Students naturally internalize this dialect as their primary means of communication. When they are required to use Standard Igbo in classroom discussions, debates, and oral examinations, they may unconsciously transfer dialectal features into their speech. For example, variations in tone patterns—an essential feature of Igbo as a tonal language—may alter meanings and reduce communicative clarity.

Furthermore, globalization and urbanization have introduced additional linguistic influences. Many students in Nsukka are also exposed to English as Nigeria’s official language, as well as Nigerian Pidgin. The interaction among Igbo, English, and Pidgin may create a complex linguistic environment where code-switching and code-mixing are common. While multilingualism can be advantageous, it may also intensify interference patterns in spoken Igbo.

The preservation and standardization of Igbo language remain critical for cultural continuity and educational development. Scholars and cultural organizations such as Ohanaeze Ndigbo have consistently emphasized the need to promote correct usage of Igbo among younger generations. If mother tongue interference significantly affects students’ spoken Igbo, it may hinder effective communication, academic performance in Igbo language subjects, and long-term language preservation efforts.

Given the importance of oral proficiency in language learning and the central role of Igbo in southeastern Nigeria, it becomes necessary to examine the extent to which mother tongue interference influences the spoken Igbo of junior secondary school students in Nsukka, Enugu State.

1.2 Statement of the Problem

Despite the inclusion of Igbo as a core subject in junior secondary schools in Enugu State, many students demonstrate noticeable deviations from Standard Igbo in their spoken communication. Teachers frequently report persistent pronunciation errors, incorrect tone usage, dialectal vocabulary substitution, and syntactic inconsistencies during classroom interactions and oral assessments.

In Nsukka, where the local dialect is deeply rooted in everyday communication, students often transfer dialectal features into Standard Igbo speech. While dialectal variation is a natural linguistic phenomenon, excessive interference may hinder students’ mastery of the standardized form required for academic and formal purposes. This situation raises concerns about the effectiveness of Igbo language instruction at the junior secondary level.

Additionally, the influence of English and Nigerian Pidgin further complicates students’ spoken Igbo. Code-switching between languages may weaken students’ confidence and fluency in Standard Igbo. If left unaddressed, mother tongue interference could contribute to declining oral proficiency, poor academic performance in Igbo language examinations, and reduced interest in learning the language.

Although studies have examined language interference in second language acquisition, limited research has focused specifically on the influence of mother tongue interference on the spoken Igbo of junior secondary school students in Nsukka, Enugu State. The absence of localized empirical data makes it difficult to design targeted instructional strategies.

Therefore, the problem of this study is to determine the extent to which mother tongue interference influences the spoken Igbo of junior secondary school students in Nsukka, Enugu State.

1.3 Purpose of the Study

The main purpose of this study is to investigate the influence of mother tongue interference on the spoken Igbo of junior secondary school students in Nsukka, Enugu State.

Specifically, the study seeks to:

1. Identify common forms of mother tongue interference in students’ spoken Igbo.

2. Examine the extent to which dialectal features affect pronunciation and tone patterns.

3. Determine the influence of mother tongue interference on students’ oral performance in Igbo language.

4. Suggest strategies for reducing mother tongue interference in spoken Igbo.

1.4 Research Questions

The following research questions will guide the study:

1. What forms of mother tongue interference are evident in the spoken Igbo of junior secondary school students in Nsukka?

2. To what extent does dialectal variation affect students’ pronunciation and tone in Standard Igbo?

3. How does mother tongue interference influence students’ oral performance in Igbo language?

1.5 Research Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant influence of mother tongue interference on the spoken Igbo of junior secondary school students in Nsukka, Enugu State.

H₁: There is a significant influence of mother tongue interference on the spoken Igbo of junior secondary school students in Nsukka, Enugu State.

1.6 Significance of the Study

This study will be beneficial to several stakeholders:

• Students: It will help students recognize areas of interference and improve their spoken Igbo.

• Teachers: The findings will guide teachers in adopting effective strategies for teaching pronunciation, tone, and oral fluency.

• Curriculum Planners: The study may inform curriculum review and the inclusion of dialect-sensitive instructional approaches.

• Parents and Community Leaders: It will raise awareness about balancing dialect use with the standard form of Igbo.

• Researchers: The study will contribute to existing literature on language interference and indigenous language development in Nigeria.

1.7 Scope of the Study

The study focuses on junior secondary school students in selected schools in Nsukka, Enugu State. It examines mother tongue interference as it relates specifically to spoken Igbo, including pronunciation, tone patterns, vocabulary choice, and sentence structure. The study does not cover written Igbo or other aspects of language learning beyond oral communication.

1.8 Operational Definition of Terms

Mother Tongue Interference: The influence of a learner’s native dialect or first language on the use of Standard Igbo.

Spoken Igbo: Oral communication in the Igbo language, including pronunciation, tone, and sentence construction.

Dialect: A regional or social variety of a language characterized by distinct pronunciation, vocabulary, and grammar.

Standard Igbo: The codified and standardized form of Igbo used in education, media, and formal communication.

Junior Secondary School Students: Students in JSS1–JSS3 classes in recognized secondary schools.

Project – Influence of Mother Tongue Interference on the Spoken Igbo of Junior Secondary School Students in Nsukka, Enugu State