THE EFFECT OF LANGUAGE INTERFERENCE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

ABSTRACT

Language Interference can be viewed as a transfer that affects learning both negatively and positively. It means that there is possibility for the learners to produce some mistakes or errors in learning a second language especially English. The aim of the study is to identify the effect of language interference on the academic performance of students in secondary school in Calabar South. In achieving this aim, the following specific objectives were laid out to examine the difficulties of language interference encountered by students in their academic performance, observe the differences when students speak another language outside their mother tongue, assess the level of linguistics is interference most noticeable among the secondary school students, and assess the transfer of their indigenous language intonation patterns while speaking their second language among secondary school students in Calabar South. The research design used in this report is descriptive design, utilizing questionnaire method to obtain information from the respondents for this project. Primary data were collected from the primary source which questionnaire was used as an instrument of data collection while secondary data were sources from textbooks, journals, newspapers and the internet were employed. The data were presented on a frequency distribution table and analyzed using simple percentage, while hypothesis was tested using chi-square test. The importance of language to the Nigerian society, this research seeks to state the effect that language interference has on the academic performance of students, since English language is the second language they come in contact with in almost every subject in school.

CHAPTER ONE

1.1 Introduction

Language Interference can be viewed as a transfer that affects learning both negatively and positively. It means that there is possibility for the learners to produce some mistakes or errors in learning a second language especially English. This idea is supported that there is high probability of cross-linguistic influence in second language acquisition and this influence may produce some errors which are caused by negative transfer (Mede et al., 2014). The language interference in pronunciation means as a result, Interference refers to the problem that students present in oral speech activities in aspects related to the correct pronunciation of English sounds (Sinha, 2009).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of Study

Before the 19th century, the study of language was made. Sir Williams Jones (1786) suggested affinity of Sanskrit and Persian with Greek, opening the study of genetic relationship between languages, with this revelation of affinity, the birth of the school of historical comparative linguistics.

In the 19th century, Jacob Grimm, Rasmus Rast et al studied and established the existence of the indo-European language family. In the 20th century, the structural or descriptive school of linguistics is Ferdinand the Saussure, he believed in language “as a systematic structure, linking though and sound”.

Sources of Language

The Divine Source: In Hindu, tradition, language came from a goddess called Sarasvati, the wife of Brahma, creator of the universe. In most religious circles, there is a divine source who provides humans with language.
The Natural Sound Source: It is assumed that primitive words have the limitation of natural sounds which early men and women heard around them. For example, when an object flew by making a sound, man limited the sound and used it to the object associated with it. To substantiate this, it is observed that modern languages have some words with pronunciation which seems to “echo” naturally occurring sounds like splash, buzz, bang, etc.
Oral Gesture Source: There is a link between physical gesture and orally produced sound. For example, gestures of the body could indicate a range of emotional states and intentions. This, in linguistics is known as ‘paralinguistics or non-verbal means of communication’.
Glossed Genetics: This focuses on the biological basis of the formation and development of human language.
Physiological Adaptation: Use of human organs like teeth, mouth, tongue, pharynx, larynx, lips, brain, etc.
Interactions and Transition: Human beings use language to interact with each other, economically or socially to show hostility and pleasure, etc.

In transition, we use language or linguistic ability to communicate knowledge, ideas, skills, etc. it is a known fact that languages change over time. For example, English language has an origin from Anglo Saxon and the Romance languages. French, Spanish, Italian had their origin in Latin with the establishment of the principles, pro-theory of historical linguistics. It become certain that languages change.

Languages are grouped or classed into families because of their common decent from an earlier parent. Therefore, language can be traced as far back as human existence. For example, a romance language such as French can be traced back to Latin. Thus, they are genetically related. Changes in languages are gradual as evidenced in the history of English the middle English and modern English.

Languages can be classified typologically and genetically. For language to be classified typologically, there are regular patterns that are found in them. For example, patterns of vowels, word order: SOV, SVO and OSV. Typological classification does not consider relatedness. For example, English and Yoruba languages are unrelated languages, but they have the SVO structure. In terms of typological classification, it has to do with structure.

On the other hand, genetic classification deals with languages that have a common origin. The common ancestor is called PROTO-language. Historically, the origin of language can be traced to their common origin-historical language. When people who speak the same language moved from one place to another, there will be variation in the language, but they can still understand each other.

Therefore, in Calabar South, Nigeria where the research was carried out, the activities that was conducted is to know the Effect of Language Interference on the Academic Performance of Secondary School Students.

1.3 Statement of Problem

The use of a particular form of a language by an individual, reflects the individual’s social status. That is why Blackar (1999) says, we actually live and behave in a world of language. Hence, the use of language to an extent is an item which reflects social identity.

In a politically, socially, culturally and linguistically diverse society, the learning and usage of a second language becomes very necessary not because it makes possible mutual interaction. In our Nigerian society, such is the situation because Nigeria has a geographical and political entity as was colonized by the British who were from a different linguistic background but English was adopted as a medium of communication and interaction.

Wilson and Smith (2009) states that, “it is widely held and proven that human beings are disposed to learning certain types of language”. This innate disposition enables one to acquire a first language and learn a second one. This ability however, differs from one individual to the other and this is what Elindor (1989) described as “linguistic inequality” – a striking difference in the lexis users the difference that exists between these two speakers enables us to assess them as one belonging to a higher class and the other to a lower class in the social strata.

When we listen to most students in secondary schools in Calabar South, traces of interference are observed. If we listen to some students and also listen to a monolingual student who is a speaker of Efik, we notice an obvious difference. We realize a considerable element of English in the student of Efik origin. Linguistically, the effect is located at the phonological level.

When we also listen to the secondary school students in Calabar South, at the phonological level, we hear how sounds in Efik are reproduced in terms of English; interference occurs. Here lies the problem which this study seeks to investigate.

1.4 Aim and Objectives of Study

The aim of the study is to identify the effect of language interference on the academic performance of students in secondary school in Calabar South. The aim of the study is to identify the effect of language interference on the academic performance of students in secondary school in Calabar South. In achieving this aim, the following specific objectives were laid out as follows:

To examine the difficulties of language interference encountered by students in their academic performance
To observe the differences when students speak another language outside their mother tongue
To assess the level of linguistics is interference most noticeable among the secondary school students in Calabar South
To assess the transfer of their indigenous language intonation patterns while speaking their second language among secondary school students

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

Will students encounter difficulties in their academic performance?
Are there noticeable differences when these students speak another language outside their mother tongue?
Are code-mixing and code-switching predominant features in language interference?
Will the attention of secondary school teachers be drawn to the over – bearing effect of second language acquisition, and will this reduced the risk of these students losing their own indigenous language?
Will students notice the transfer of their indigenous language intonation patterns while speaking their second language?
At what level of linguistics is interference most noticeable among the secondary school students in Calabar South?

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

The review of relevant literature is the main topic of this chapter. A literature review covers theoretical and methodological contributions to a certain issue in addition to the state of knowledge at the time of writing. It provides information about the state of the art in relation to the subject you are writing about. It examines the body of work on the chosen subject. The literature evaluation in this study comprises the …

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TABLE OF CONTENTS
PRELIMINARY PAGES

Title page
Approval page
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE

INTRODUCTION

1.1 Introduction

1.2 Background of Study

1.3 Statement of Problem

1.4 Aim and Objectives of Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Significance of Study

1.8 Scope of Study

1.9 Limitations of the study

1.10 Definition of Terms

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

2.2 Theoretical Framework

2.3 Mother Tongue

2.4 The Concept of Interference

2.4.1 Mother Tongue Interference

2.5 Concept of Pronunciation

2.5.1 English Language Learning

2.5.2 Speaking Skill

2.6 Problem and Importance of Qualified Teachers

2.7 Teacher Self-Efficacy

2.8 Conceptual Review

2.8.1 Out-of-field Teacher

2.8.2 Professional Focus

2.9 Students' Gender and Academic Achievement

2.10 Empirical Review

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.3 Population of Study

3.4 Sampling and Sampling Technique

3.5 Validation of Research Instrument

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Questionnaire

3.8.1 Interview

3.8.2 Key Informants Interview

3.8.3 Observation

3.9 Statistical Analysis

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 Introduction

4.2 Presentation and Analysis of Data

4.3 Test of Hypothesis 1

4.4 Test of Hypothesis 2

4.5 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

REFERENCES

APPENDIX A - “QUESTIONNAIRE”

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