This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING SRJIS
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
The influence of the mother language on second language vocabulary acquisitio...FreeSoul2014
The document discusses how a learner's mother tongue can influence vocabulary acquisition and use in a second language. It addresses (1) how languages differ in how they parcel meanings into words, (2) how a learner's native language training can interfere with or support learning a new language, and (3) how language and cultural distance between languages affects transfer of vocabulary and difficulty of learning. The document also notes that second language learners need extensive exposure to accurately determine a new word's range of reference.
This document discusses language interference that occurs when learning a second language. It defines L1 as one's native or first language and L2 as a second language learned afterwards. L1 interference happens when a learner's first language influences their acquisition of the second language. This can cause positive transfer, when rules of both languages are similar, or negative transfer, when rules conflict. Negative transfer leads to errors in areas like pronunciation, grammar, vocabulary and semantics. The document provides examples and discusses factors that can influence the degree of interference, like differences between the languages. It concludes that learning involves mistakes and the L1 can both help and hinder L2 learning depending on similarities and differences between the languages.
The Influence of Mother Tongue in Learning EnglishUCsanatadharma
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
Interference Between First and Second Languages pp presMarcela Israelsky
The document discusses language interference between a first and second language. It can occur any time someone has an imperfect command of a second language, as differences between the languages cause more interference. Adults systematically try to form rules from both languages when learning a second one, but interference from the first language is not the only factor. Adults and children both have the capacity to acquire a second language at any age. The document also examines implications for second language learning from first language acquisition research, including the importance of meaningful practice and input in appropriate contexts.
Literature review on the role of mother tongue in learning and teaching engli...Alexander Decker
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Why do students from rural area mispronounce words By Sakthivel.Sakthivel Krishnan
This document discusses reasons why students from rural areas often mispronounce words in English. Some of the key reasons provided include: interference from their mother tongue, poor teaching quality if teachers themselves have incorrect pronunciation, environmental factors like the rural setting and lack of English language exposure at home, lack of confidence and opportunities to practice speaking English. The document also provides examples of commonly mispronounced English words and suggests some remedial measures like motivation, increased practice through drills, reading and media exposure to help improve pronunciation.
The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING SRJIS
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
The influence of the mother language on second language vocabulary acquisitio...FreeSoul2014
The document discusses how a learner's mother tongue can influence vocabulary acquisition and use in a second language. It addresses (1) how languages differ in how they parcel meanings into words, (2) how a learner's native language training can interfere with or support learning a new language, and (3) how language and cultural distance between languages affects transfer of vocabulary and difficulty of learning. The document also notes that second language learners need extensive exposure to accurately determine a new word's range of reference.
This document discusses language interference that occurs when learning a second language. It defines L1 as one's native or first language and L2 as a second language learned afterwards. L1 interference happens when a learner's first language influences their acquisition of the second language. This can cause positive transfer, when rules of both languages are similar, or negative transfer, when rules conflict. Negative transfer leads to errors in areas like pronunciation, grammar, vocabulary and semantics. The document provides examples and discusses factors that can influence the degree of interference, like differences between the languages. It concludes that learning involves mistakes and the L1 can both help and hinder L2 learning depending on similarities and differences between the languages.
The Influence of Mother Tongue in Learning EnglishUCsanatadharma
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
Interference Between First and Second Languages pp presMarcela Israelsky
The document discusses language interference between a first and second language. It can occur any time someone has an imperfect command of a second language, as differences between the languages cause more interference. Adults systematically try to form rules from both languages when learning a second one, but interference from the first language is not the only factor. Adults and children both have the capacity to acquire a second language at any age. The document also examines implications for second language learning from first language acquisition research, including the importance of meaningful practice and input in appropriate contexts.
Literature review on the role of mother tongue in learning and teaching engli...Alexander Decker
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Why do students from rural area mispronounce words By Sakthivel.Sakthivel Krishnan
This document discusses reasons why students from rural areas often mispronounce words in English. Some of the key reasons provided include: interference from their mother tongue, poor teaching quality if teachers themselves have incorrect pronunciation, environmental factors like the rural setting and lack of English language exposure at home, lack of confidence and opportunities to practice speaking English. The document also provides examples of commonly mispronounced English words and suggests some remedial measures like motivation, increased practice through drills, reading and media exposure to help improve pronunciation.
The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
This document discusses the key concepts of language:
1. Language uses symbols and has structure, rules and organization consisting of phonemes, morphemes, phrases and sentences.
2. It is meaningful, generative, creative, dynamic, referential and allows for interpersonal communication.
3. The purposes of language teaching include using concepts from other subjects as content and developing language skills over multiple grades through a multidisciplinary approach.
4. The document outlines course descriptions, competencies, standards and scope and sequence for language subjects to clarify expectations and responsibilities of teachers in helping students' language development from grades 1 to 10.
This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...AleeenaFarooq
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
The document discusses theories of learner language and second language acquisition. It notes that learner errors were initially seen as imperfect versions of the target language, but contrastive analysis found errors also result from negative language transfer. Research now views learner language as its own systematic, dynamic interlanguage that develops through stages. The document also discusses the importance of vocabulary acquisition and understanding language in context. It suggests that relatively little research has been done on differences between perception and production.
The document discusses language as a tool for communication and curriculum. It defines curriculum as the prescribed course of study including all experiences utilized by a school to achieve educational aims. Language is characterized as a tool that serves specific functions like communicating, questioning, and expressing emotions. It is a symbolic system used primarily for oral and written communication as well as body language. The document also covers the nature, importance, and skills of language including listening, speaking, reading, and writing. It discusses the need to acquire English for uses such as a common language, international link, education, employment, and more.
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
The document discusses several key aspects of second language acquisition, including:
- It occurs after a first language is established
- Factors that influence it include the language spoken at home, opportunities to practice the second language, and motivation
- Children acquiring a second language bring different skills than when acquiring their first language
- The linguistic environment is usually different for second language acquisition compared to acquiring a first language
It then provides examples of phonological rules and development in a primary-school aged child learning a second language.
This document discusses bridging among the three languages of instruction in the K-12 curriculum: the mother tongue, Filipino, and English. It will cover the meaning and importance of bridging, identify the 14 domains where bridging can be done explicitly among the languages, and identify strategies for bridging among the languages. The objectives are to explain bridging, identify domains and strategies for bridging, explain transitioning between languages, and evaluate personal experiences in teaching related to what is learned about bridging.
Role of mother tongue in learning english for specific purposesNelly Valenzuela
This document summarizes a research study that examined students' perceptions of using their native language and translation in English for Specific Purposes (ESP) courses. The study surveyed 55 students across 3 specializations about their use of translation and native language in various language activities. The results showed that students' need for native language support varied depending on their English proficiency level, with less proficient students requiring more native language use. Students generally agreed that translation and native language were useful supports, especially for vocabulary, reading, and listening activities. The findings provide insights into balancing the use of native language and translation in ESP courses to best support students at different proficiency levels.
The document discusses various methods for teaching English as a second or foreign language. It defines key terms like second language, foreign language, and discusses England's position in India. It also covers different teaching methods like grammar translation, direct method, and communicative language teaching (CLT). CLT focuses on meaningful communication over grammatical rules and aims to develop students' communicative competence. The document provides examples of classroom activities and procedures used in a CLT approach, including information gap exercises, role plays, and accuracy vs fluency practice.
This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
This document discusses speaking and pronunciation from a discourse perspective. It addresses key questions about teaching these areas:
- Both sentences and texts have value, but a discourse focus helps students notice authentic language use and better prepares them for real communication.
- Classroom activities can raise awareness of discourse features like genre, exchange structure, and conversational moves to sensitize students.
- A variety of authentic and semi-authentic spoken materials on a continuum from sentences to natural speech can be used based on availability.
1) Research shows that young children can learn two languages simultaneously when both are used in daily interaction at home. The early childhood years provide an optimal period for language learning through social interaction and exploration of their environment.
2) As children develop, their language acquisition mirrors that of their first language, initially using formulaic expressions and telegraphic speech before developing more advanced grammar.
3) Interaction with caring adults who adjust their speech to be clear, repetitive and expand on the child's meaning helps children learn language naturally as they would their first language.
This document provides an overview of Module 1 of the California Teachers of English Learners (CTEL) program, which focuses on language and language development. It covers key topics like language structure and use, first and second language development, factors affecting language development, and analyzing oral and written discourse. The document lists learning objectives for each section and provides guidance for students to evaluate their existing knowledge and make predictions about upcoming content.
The document discusses the status of English language learning in Pakistan and problems faced by secondary level students. Through observing an English class, many issues were identified including spelling mistakes, poor grammar, and interference from the native language. Some common problems faced by students are poor sentence structure understanding, spelling errors, grammatical problems, and lack of focus on writing skills. The document provides recommendations to address these issues such as improving teacher training, revising the assessment system to focus on accuracy, and encouraging more opportunities for self-writing practice from an early age.
The document discusses how the influence of a learner's first language (L1), which is Arabic, affects their reading abilities in English (L2). Some key differences between Arabic and English that pose challenges include differences in orthography/scripts, phonology/sounds, and morphology/word structures. Arabic speakers may rely more on context than individual words when reading in English. The document suggests strategies for teachers to help learners develop more English-oriented skills, like attention to vowels, to improve their reading effectiveness and efficiency.
This document discusses theories of language development in children. It notes that children worldwide develop language at similar stages and rates, suggesting humans have an innate capacity for language. The document also discusses key theorists who studied language development, including Vygotsky, Piaget, Montessori, Chomsky, and Krashen. It notes language serves both social and cognitive functions for humans.
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
This document discusses the challenges of learning English as a second language in Nigerian secondary schools. It outlines several factors that hamper effective English language learning, including interference from native languages, lack of qualified English teachers, inadequate teaching materials, and the widespread unofficial use of Pidgin. Poor results on the West African School Certificate exams also indicate issues with English acquisition. While English is important for global communication, Nigerian students face significant obstacles to mastering it due to differences between English and their native tongues.
This document summarizes a study examining lexico-grammatical errors in Nigerian English and implications for teachers and learners. The study analyzed errors made by 60 secondary students over 4 weeks, identifying 227 total errors, with 184 (81.06%) being grammatical and 43 (18.94%) being lexical. The study aims to determine differences between Nigerian English and British English at the lexical and grammatical levels and how these differences affect students' language skills and academic performance. It argues that teachers need to teach standard English to minimize failure in English examinations.
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
This document discusses the key concepts of language:
1. Language uses symbols and has structure, rules and organization consisting of phonemes, morphemes, phrases and sentences.
2. It is meaningful, generative, creative, dynamic, referential and allows for interpersonal communication.
3. The purposes of language teaching include using concepts from other subjects as content and developing language skills over multiple grades through a multidisciplinary approach.
4. The document outlines course descriptions, competencies, standards and scope and sequence for language subjects to clarify expectations and responsibilities of teachers in helping students' language development from grades 1 to 10.
This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...AleeenaFarooq
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
The document discusses theories of learner language and second language acquisition. It notes that learner errors were initially seen as imperfect versions of the target language, but contrastive analysis found errors also result from negative language transfer. Research now views learner language as its own systematic, dynamic interlanguage that develops through stages. The document also discusses the importance of vocabulary acquisition and understanding language in context. It suggests that relatively little research has been done on differences between perception and production.
The document discusses language as a tool for communication and curriculum. It defines curriculum as the prescribed course of study including all experiences utilized by a school to achieve educational aims. Language is characterized as a tool that serves specific functions like communicating, questioning, and expressing emotions. It is a symbolic system used primarily for oral and written communication as well as body language. The document also covers the nature, importance, and skills of language including listening, speaking, reading, and writing. It discusses the need to acquire English for uses such as a common language, international link, education, employment, and more.
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
The document discusses several key aspects of second language acquisition, including:
- It occurs after a first language is established
- Factors that influence it include the language spoken at home, opportunities to practice the second language, and motivation
- Children acquiring a second language bring different skills than when acquiring their first language
- The linguistic environment is usually different for second language acquisition compared to acquiring a first language
It then provides examples of phonological rules and development in a primary-school aged child learning a second language.
This document discusses bridging among the three languages of instruction in the K-12 curriculum: the mother tongue, Filipino, and English. It will cover the meaning and importance of bridging, identify the 14 domains where bridging can be done explicitly among the languages, and identify strategies for bridging among the languages. The objectives are to explain bridging, identify domains and strategies for bridging, explain transitioning between languages, and evaluate personal experiences in teaching related to what is learned about bridging.
Role of mother tongue in learning english for specific purposesNelly Valenzuela
This document summarizes a research study that examined students' perceptions of using their native language and translation in English for Specific Purposes (ESP) courses. The study surveyed 55 students across 3 specializations about their use of translation and native language in various language activities. The results showed that students' need for native language support varied depending on their English proficiency level, with less proficient students requiring more native language use. Students generally agreed that translation and native language were useful supports, especially for vocabulary, reading, and listening activities. The findings provide insights into balancing the use of native language and translation in ESP courses to best support students at different proficiency levels.
The document discusses various methods for teaching English as a second or foreign language. It defines key terms like second language, foreign language, and discusses England's position in India. It also covers different teaching methods like grammar translation, direct method, and communicative language teaching (CLT). CLT focuses on meaningful communication over grammatical rules and aims to develop students' communicative competence. The document provides examples of classroom activities and procedures used in a CLT approach, including information gap exercises, role plays, and accuracy vs fluency practice.
This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
This document discusses speaking and pronunciation from a discourse perspective. It addresses key questions about teaching these areas:
- Both sentences and texts have value, but a discourse focus helps students notice authentic language use and better prepares them for real communication.
- Classroom activities can raise awareness of discourse features like genre, exchange structure, and conversational moves to sensitize students.
- A variety of authentic and semi-authentic spoken materials on a continuum from sentences to natural speech can be used based on availability.
1) Research shows that young children can learn two languages simultaneously when both are used in daily interaction at home. The early childhood years provide an optimal period for language learning through social interaction and exploration of their environment.
2) As children develop, their language acquisition mirrors that of their first language, initially using formulaic expressions and telegraphic speech before developing more advanced grammar.
3) Interaction with caring adults who adjust their speech to be clear, repetitive and expand on the child's meaning helps children learn language naturally as they would their first language.
This document provides an overview of Module 1 of the California Teachers of English Learners (CTEL) program, which focuses on language and language development. It covers key topics like language structure and use, first and second language development, factors affecting language development, and analyzing oral and written discourse. The document lists learning objectives for each section and provides guidance for students to evaluate their existing knowledge and make predictions about upcoming content.
The document discusses the status of English language learning in Pakistan and problems faced by secondary level students. Through observing an English class, many issues were identified including spelling mistakes, poor grammar, and interference from the native language. Some common problems faced by students are poor sentence structure understanding, spelling errors, grammatical problems, and lack of focus on writing skills. The document provides recommendations to address these issues such as improving teacher training, revising the assessment system to focus on accuracy, and encouraging more opportunities for self-writing practice from an early age.
The document discusses how the influence of a learner's first language (L1), which is Arabic, affects their reading abilities in English (L2). Some key differences between Arabic and English that pose challenges include differences in orthography/scripts, phonology/sounds, and morphology/word structures. Arabic speakers may rely more on context than individual words when reading in English. The document suggests strategies for teachers to help learners develop more English-oriented skills, like attention to vowels, to improve their reading effectiveness and efficiency.
This document discusses theories of language development in children. It notes that children worldwide develop language at similar stages and rates, suggesting humans have an innate capacity for language. The document also discusses key theorists who studied language development, including Vygotsky, Piaget, Montessori, Chomsky, and Krashen. It notes language serves both social and cognitive functions for humans.
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
This document discusses the challenges of learning English as a second language in Nigerian secondary schools. It outlines several factors that hamper effective English language learning, including interference from native languages, lack of qualified English teachers, inadequate teaching materials, and the widespread unofficial use of Pidgin. Poor results on the West African School Certificate exams also indicate issues with English acquisition. While English is important for global communication, Nigerian students face significant obstacles to mastering it due to differences between English and their native tongues.
This document summarizes a study examining lexico-grammatical errors in Nigerian English and implications for teachers and learners. The study analyzed errors made by 60 secondary students over 4 weeks, identifying 227 total errors, with 184 (81.06%) being grammatical and 43 (18.94%) being lexical. The study aims to determine differences between Nigerian English and British English at the lexical and grammatical levels and how these differences affect students' language skills and academic performance. It argues that teachers need to teach standard English to minimize failure in English examinations.
This document summarizes a study on code-switching between Yoruba and English among bilingual students in Nigeria. The study investigated the reasons for code-switching, the influence of parents, teachers, and peers on students' language choices, and provided recommendations. Questionnaires were administered to 200 high school students from 4 schools. The results showed that students with less formal education code-switch more than those with more formal education. It also showed that most teachers code-switch in the classroom. Additionally, it revealed that the language used at home influences students' language use. The study concluded that code-switching can become a habit if not addressed, and discouraging its use informally could help communication.
Tackling the Challenges of Teaching English Language as Second Language (ESL)...iosrjce
English Language teaching and learning is faced with myriads of challenges ranging from
overpopulation to inadequate human power, government inconsistent policies, lack of essential teaching
facilities, students’ laissez –faire attitude; mother tongue interference and many others. The highlighted
problems are not only common scenarios of the government owned schools but also exist in private institutions
although with little variance. Lack of adequate language specialistsas well as interlingua problem are some
common features of schools in Nigeria and most parts of Africa. To solve these and many other problems, the
paper opines that English learners must be extensive readers; teachers must reward efforts of learners so as to
motivate their struggle to acquire the language skills; government as a matter of priority should make available
necessary facilities that will empower teaching and learning of English and also school management should
arouse the interest of English learners by providing relevant equipment and facilities for effective English
teaching and learning.
FACTOR AFFECTING THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN PRIMARY SCH...ResearchWap
Primary School as the first level of Nigerian education occupies the starting point and background for other levels of education. Besides, it is through it, that an individual pupil is introduced, acquainted and acquires the rudimentary knowledge, skills and attitude towards acquiring education up to the secondary school and even tertiary institutions. Primary education as referred to in the National Policy on Education (NPE), is the education given in institutions for children aged 6-1 1 plus (FRN, 2012). It is the first stage and compulsory education. Primary education is preceded by preschool or nursery education and followed by secondary education. The primary education is the first six years of the nine years of basic education using the Universal Basic Education (UBE) standard. This stage of education is often addressed as elementary education. In most countries of the world, primary education is compulsory for children to receive although it is permissible for parents to provide it.
The place of primary education is very paramount because it is the foundation of adults’ contribution to developmental processes. In other words, basic education makes a child a better adult. Primary education is to the educational system; and the nation at large, what the mind is to the body.
According to Quadri (2001) the Section 4, page 12 of the National Policy on Education (2004) described primary education as the “education given in an institution for children aged normally between 6 years to 11 years plus.” The primary education level is the key to the success or failure of the whole educational edifice because the rest of the educational system is built upon it. Primary education according to the National Policy on Education (NPE, 2004) is likened to the key which opens to success or failure of the whole educational system. Akande (2010) reiterated Njoku (2000) regarded primary education as very vita land fundamental to all types of education any person can receive in life.
The dominance of English language in Nigeria has led to the depletion in the use of indigenous languages in the country. This has generated the necessity of conducting a more sophisticated and in fact an exhaustive study of the number of existent and non-existent/extinct languages. The basic finding of this study is that the mother tongue is still the dominant language in use in the home domain in Nigeria. This scenario reveals a case of language maintenance in Nigeria for now. Indeed, this position may not be sustainable for long in view of the preference of Nigerian youths for English over the mother tongue. The reasons behind current maintenance may not be unconnected with the fact that Nigerians are thoroughly bilingual in the semi-exoglossic type. This type of bilingualism entails knowledge of English and the mother tongue of the individual involved. While this development signifies that Nigerians are simply not learning any other indigenous language in addition to theirs as stipulated in the constitution, the study is a pointer to the fact that the stage is now fully set for the establishment of a mother-tongue based bilingual education in English and the mother tongue to avert any eventuality owing to the fact that English in Nigeria today is used in practically all domains. The study is a clarion call on all stakeholders to wake-up to the reality of the scourge of language shift and language endangerment currently plaguing Africa including Nigeria and some other developing countries of the world.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
ENGLISH LINGUICISM AND LANGUAGE LOSS.docxResearchWap
Language is a human phenomenon that goes way beyond its immediate semiotic possibility to be a diverse sociological factor in which the people’s historical, political, and cultural memory and behaviour are encapsulated. From a certain language use, one can tell another’s social and cultural background and also the strings of events that have shaped the persons personality. For this reason, it is seen that language affects people as much as people affect a language.
Usually, the longer the event experienced by the said language users the more solidified the effects on them are by language and the clearer it is evident in the language. A more political event like colonialism always goes beyond a political factor to shaping the people’s attitude to life but also shaping the people’s attitude toward their own native language, especially to the point of disadvantaging the native language.
This disadvantage is a result of the social significance the new language has come to stand for thereby relegating the native language to the background and imbuing it with low social standing and associating its ardent users with the perception of lacking in culture. It is no wonder that when an event like colonialism goes side by side with formal education or a new form of education, those who are not exposed to it and who often cling to the older world views and cultural orientation are seen as unlearned and prejudiced. Because of the position of the new language, in this our case- English, the people often tend to disassociate themselves from it thereby positioning the native language to its demise through disuse.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
This document discusses a study on the psychological problems students face when speaking English and potential solutions. It found that students at a junior high school in the Aru Islands had issues with fear of making mistakes, lack of self-confidence, lack of motivation, and anxiety when speaking English in front of their class. The study used a mixed-methods approach including questionnaires and interviews to identify these problems and explore solutions from the perspectives of students and teachers.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Phonological Variations and Language Exposure as Correlates of Achievement in...Premier Publishers
The mispronunciation of English words with silent sounds is a common problem in ESL classrooms in Ibadan South-east Local Government Area. Although there have been several efforts within and outside the classroom to improve the quality of ESL learners’ pronunciation of silent sounds in English language, the problem still persists. Age, maturation, language environment, poor quality of instruction, exposure and other causative factors have been identified to be responsible for the problem of mispronunciation in ESL classroom. Therefore, this study determines the relationship between ESL students’ phonological variations, language exposureand their achievement in selected silent sounds. Three null hypotheses were generated, and the study adopted a descriptive research design of survey type with a population of 207 students in intact classes from four randomly selected schools. Two research instruments were used and the data were analyzed using regression statistics. Results show that phonological variations had no significant relationship with achievement in silent sounds, language exposure had no significant relation with students’ achievement in silent sounds and the two independent variables had no composite contribution to achievement in silent sounds. It was recommended that teachers should ensure that students are adequately exposed to native-like pronunciation in the target language.
The Roadmap to Philippine MultiliteracyDina Ocampo
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
Igbo language needs analysis of non igbo university of nigeria post-graduate ...Alexander Decker
This study investigated the Igbo language needs of non-Igbo post-graduate students at the University of Nigeria through a needs analysis. A survey was conducted of 76 non-Igbo post-graduate students living in campus housing. The findings showed the various aspects of Igbo language the students need to effectively communicate. As Nigeria uses education to promote national unity, the study concluded it is important to understand students' Igbo language needs to design an effective curriculum. Recommendations were provided to better teach Igbo language as an alternate language to non-native speakers at the university.
The role of mother tongue in early childhood educationAlexander Decker
This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
The document discusses English as a global language of power and its relationship to minority language students learning English as a second language in New Zealand schools. It notes that English has become the dominant international language due to the historical power and influence of countries like the United States and United Kingdom. For ESL students in New Zealand, learning English is important to fully participate in the predominantly English-speaking society and have equal opportunities. Teachers have an important role in supporting ESL students and helping them develop English proficiency while acknowledging their diverse cultural backgrounds.
A critical evaluation of the implementation of the nigerian language policy a...Alexander Decker
This document provides a critical evaluation of the implementation of Nigeria's language policy at the pre-primary and primary school levels. It discusses the following key points:
1. The national language policy states that the mother tongue should be the principal medium of instruction at the pre-primary level, but in practice English is predominantly used instead.
2. At the primary level, the policy says instruction should initially be in the mother tongue and later transition to English, but it does not specify when this transition should occur. As a result, the abrupt shift to solely English instruction in primary four has proven problematic.
3. There is a lack of adequate educational resources like libraries, language labs, and instructional materials published in
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. MOTHER TONGUE INTERFERENCE AMONG SELECTED YORUBA-
ENGLISH BILINGUALS IN ADO-EKITI LOCAL GOVERNMENT AREA OF
EKITI STATE
BY
DARAMOLA, BLESSING
2. CHAPTER ONE
INTRODUCTION
Background to the Study
Language is a socio cultural phenomenon which has the characteristic role of
communication as well as being an index of group’s identity. For language to be effective
and functional, it has to perform a communicative role. Farinde and Ojo (2001:not paged)
stated that language is a system of conventional vocal symbol used for communication by
a whole community. Akindele (1999:198) also stated that, language is a system of
symbol or vocal system by which human being communicate experience.
According to Gimson (2000: not paged), “language is the institute whereby
humans communicate and interact with one another by means of habitually used oral-
auditory arbitrary symbols”. Language issue is therefore very important and sensitive
because it touches the identity and ego of members of the community and thus posses’
problem.
Nigeria as a multilingual country is made up of different ethnic groups that
occupy a complicated landscape from its historical, cultural, political, economic and
educational heritages and developments. The major languages in Nigeria according to the
British colonial point of view are Hausa in the northern region, Yoruba in the western
region, and Igbo in the Eastern region within the country. This has already craved an age
for the English language as the only unifying solution to such a multilingual country.
Danladi (2013:22) noted that language policy becomes the extraordinary measures to
determine values, norms, basis of conduct, and loyalties in the country. Nigeria is a multi
ethnic society, in view of its geographical spread, coupled with its over 450 languages
3. and the number of their speakers. In the same vein, Danyaro (2007:12) was of the opinion
that English Language has become one of the prerequisite subjects for anyone applying to
study in the Nigerian higher institutions. It is therefore expected that anyone who scored
a credit at ‘O’ level exams will be able to satisfactorily show an element of proficiency in
English.
Mother tongue is a language in which a multilingual person conducts his everyday
activities in which he has the greatest linguistic facilities or initiative knowledge. It is the
language in which for the effectiveness of its functions required the learner’s knowledge
of all four basic skill of learning i.e. speaking, listening, reading and writing.
Mother tongue is defined as the language that a person speaks best, and so is often
the basic for socio-linguistics identity. Also it is the language which a group of people
considered inhabiting, and which eventually becomes their natural instrument of thought
and communication. Such views are but merely reflections of the different
methodological shift in English language teaching which have brought new and different
outlooks in the role of mother tongue.
The interference of mother language in learning and speaking English as a second
language is generally a lifelong experience. Learners and speakers never manage to shake
off the lexical stress pattern of their native language in their English oral production.
Children learn their mother tongue by imitation, but when learning a second language,
they face difficulties of accepting the rules different from that of their mother tongue.
Therefore, the interference of native language is felt in their language learning and
communication. Interference can be described as deviations in a learner’s/speaker’s use
of a foreign language which can be traced back to the learner’s/speaker’s first language
4. that has been acquired before. In concordance with this, Radhiha & Kala (2013) opined
that interference include errors that occur in the learning of a second language.
The importance of English language acquisition is that it serves as a stepping
stone for proficiency in other school subjects because other subjects apart from the native
languages are taught and examined with the use of English Language.. The knowledge of
English Language is important for educational, economic and national development of a
country. Also English language as a school subject derives its importance from its
utilitarian value to the larger society.
There is dearth of literature on mother tongue interference among Yoruba-English
bilinguals in the study area, therefore this study is set to fill the gap in literature by
examining mother tongue interference among selected Yoruba-English bilinguals in Ado-
Ekiti Local Government Area of Ekiti State.
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Aim and Objectives of the Study
1.3 Research Questions
1.4 Methodology
1.5 Theoretical Framework
1.6 Significance of the Study
1.7 Statement of the Problem
1.8 Conclusion
CHAPTER TWO: LITERATURE REVIEW
2.1 English Language in Nigeria
2.2 Second Language Acquisition
2.3 Factors affecting Second Language Learning
2.4 The Concept of Mother Tongue
5. 2.5 Significance of mother tongue
2.6 Controversy over negative attitude towards mother tongue
2.7 Interference
2.8 Bilingual
2.9 Factors that Cause Language Interferences
2.10 Transfer Error
CHAPTER THREE: DATA PRESENTATION AND DATA ANALYSIS
3.1 Introduction
3.2 Statistical Analysis
3.3 Analysis of selected errors committed due to mother
tongue interference by the students
3.4 Discussion
CHAPTER FOUR: GENERAL CONCLUSION
4.1 Introduction
4.2 Summary
4.3 Conclusion
4.4 Recommendations
References
Appendix
For the complete write up, contact MCBENLEO Edu consult on 08030746761,
08061669817
e-mail: sohjayventures@gmail.com
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Account number: 2037779911
Account name: Daramola Blessing and send the teller through whatsapp or email
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Note: it will be edited to suit your case study