CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The study explored the influence of mother tongue interference on the English proficiency of secondary

school students in Afikpo North Local Government Area, Ebonyi State, focusing on pronunciation,

grammatical usage, and lexical development. The aim was to understand how students’ native language

impacts their academic performance in English and suggest strategies for overcoming these challenges.

A descriptive-analytical approach combining qualitative and quantitative methods was adopted to

achieve a comprehensive understanding of the issue. The research targeted secondary school students

in Afikpo North, where Igbo is predominantly spoken, with a purposive sample of 400 students selected

from various schools to represent the population. Data were collected using structured questionnaires

with closed and open-ended questions, focusing on the students’ experiences and perceptions of

mother tongue interference in three specific areas: pronunciation, grammar, and vocabulary. The

responses were analyzed using percentages, frequencies, and thematic content analysis to identify

patterns and insights on the influence of the mother tongue on English proficiency.

The findings indicated a significant level of interference from the mother tongue across pronunciation,

grammar, and lexical areas. Seventy percent of the students reported difficulties in pronouncing English

words, attributing this to phonological differences between English and Igbo. Specific English sounds

that do not exist in the students’ native language were often substituted with similar sounds from Igbo,

leading to noticeable pronunciation errors. Many students inserted additional vowels in consonant

clusters or mispronounced consonants due to the phonetic patterns of their mother tongue.

Additionally, 67.5% of the respondents acknowledged that their pronunciation in English was affected by

how they articulated similar sounds in Igbo. This strong correlation between native language phonetics
and pronunciation errors suggested that the transfer of native phonological features into English was a

significant barrier to acquiring accurate pronunciation. Frequent corrections by teachers further

highlighted the persistence of these pronunciation issues, underscoring the need for targeted

intervention to address them.

The impact of the mother tongue was also evident in the grammatical usage of English, where 70% of

students reported that their native language influenced sentence structure. The grammatical

interference often resulted from the direct translation of expressions from Igbo into English, leading to

awkward or non-standard sentence constructions. This pattern reflected a common challenge in second

language acquisition, where students tend to apply syntactic rules from their mother tongue,

complicating their mastery of English grammar. For example, some respondents admitted to structuring

sentences in ways that mimicked Igbo syntax rather than following English grammatical rules. Moreover,

67.5% noted that their grammatical usage often deviated from what was taught in school due to their

reliance on native language structures, indicating a consistent pattern of applying first-language rules to

the second language.

Lexical interference was equally pronounced, with 70% of the students admitting to using English words

that had similar meanings in their mother tongue. While this strategy occasionally aided

comprehension, it also led to errors when the meanings did not align perfectly between the two

languages. Additionally, a significant number of students (67.5%) reported resorting to borrowing words

from Igbo when they could not remember the appropriate English term, especially during spoken

communication. This reliance on the native language vocabulary often resulted in the mixing of

languages, which posed a challenge in developing a comprehensive English lexicon. The findings also

indicated that students struggled to learn new English words due to the persistent influence of their
mother tongue, which affected their ability to detach from familiar linguistic structures and embrace

new vocabulary.

The results of the study demonstrated that mother tongue interference significantly affected English

language proficiency in students from Afikpo North. The patterns of interference identified in

pronunciation, grammar, and vocabulary suggested that these challenges were not solely due to

structural differences between English and Igbo but were also influenced by the educational

environment. The frequent occurrence of pronunciation difficulties and grammatical errors pointed to a

need for specific instructional strategies to address areas where students experienced language

interference. For instance, incorporating phonological training and contrastive analysis in teaching could

help students recognize and correct errors by highlighting the differences between English and Igbo

sound systems. Similarly, grammar-focused instruction could reduce the tendency for direct translation

by teaching students how to distinguish between the syntactic rules of their first and second languages.

The study also underscored the importance of creating immersive English-speaking environments to

support vocabulary development. Encouraging activities that required the exclusive use of English, such

as reading, debates, and interactive discussions, could help expand the students' English lexicon and

reduce their dependence on native language words. Providing opportunities for authentic language use

would foster a deeper understanding of English vocabulary and enable more natural language

development.

The recommendations derived from these findings include emphasizing phonological awareness through

targeted exercises, using contrastive analysis in grammar instruction, and promoting immersive learning

environments to facilitate language acquisition. Additionally, teacher training programs should address

the impact of language interference, equipping educators with strategies to identify and overcome the

specific challenges their students face. Parental support is also vital, as a supportive home environment
that encourages English use can complement formal education and aid in overcoming language

interference.

Overall, the study concluded that mother tongue interference posed a significant challenge to English

language learning among secondary school students in Afikpo North. The evidence suggested that

addressing these barriers through a multifaceted approach could improve students’ proficiency and

academic performance in English. By implementing instructional strategies tailored to the linguistic

realities of students, educators can help mitigate the effects of language interference and support the

development of English language skills in multilingual contexts.

5.2 Conclusion

This study has demonstrated that mother tongue interference significantly affects the English

language proficiency of secondary school students in Afikpo North Local Government Area. The

findings revealed substantial impacts across three major aspects: pronunciation, grammatical

usage, and lexical features. Students frequently exhibited pronunciation challenges due to the

phonological influence of Igbo, struggled with grammatical constructions that mirrored the

syntax of their native language, and faced difficulties expanding their English vocabulary

because of lexical borrowing and translation from Igbo. These challenges highlight the extent to

which the mother tongue shapes language learning and underscore the need for targeted

interventions to address language interference.

The study's results point to a broader implication for language education in multilingual settings.

For students to achieve higher levels of English proficiency, educators must not only teach the

language itself but also address the underlying factors that contribute to language interference.

This includes recognizing the phonological, grammatical, and lexical transfer from the mother
tongue that affects English language acquisition. By focusing on these specific areas, educational

strategies can be more effective in improving students' language skills and academic outcomes.

5.3 Recommendations

To address the significant challenges posed by mother tongue interference in the English language

proficiency of secondary school students, several proactive measures can be taken. One essential

approach is the integration of focused pronunciation exercises into daily lessons, allowing students to

better grasp the phonological differences between their native language and English. By using visual

aids, audio recordings, and targeted practice drills, students can become more familiar with English

sounds, gradually improving their pronunciation. Teachers should utilize phonetic training tools that

offer clear, relatable examples to help students articulate difficult sounds with confidence.

In addition to pronunciation training, it is important for teachers to emphasize the structural differences

between English and the students' mother tongue when teaching grammar. This requires practical,

context-based lessons that not only explain the grammatical rules but also demonstrate common errors

caused by direct translation from the native language. Teachers can create exercises that encourage

students to construct sentences using English grammar rules, helping them to recognize and correct

mistakes influenced by their mother tongue.

Another crucial step is to immerse students more deeply in English-speaking environments. Schools can

encourage the use of English in extracurricular activities such as debates, discussions, and clubs,

providing students with more opportunities to practice fluency outside the traditional classroom setting.

Encouraging a culture of reading is also beneficial, with access to English books, magazines, and online

resources helping students to expand their vocabulary. For students who often rely on their native

language when communicating, bilingual dictionaries can offer valuable guidance by highlighting the

differences between similar words in their mother tongue and in English.

professional development. Workshops and seminars focused on bilingual education and language

acquisition can equip teachers with the latest strategies to support their students. Teachers should also

be encouraged to adopt interactive teaching methods that actively engage students, making the

learning of English both practical and enjoyable.

Parents, too, are instrumental in this process. Schools should involve them by organizing programs that

highlight the importance of practicing English at home. Parents can foster an English-friendly

environment by encouraging conversations in English, reading English materials together, or watching

educational programs in the language, thus reinforcing the skills learned in school.

At a broader level, curriculum development should also be considered, with policymakers reviewing and

possibly introducing structured programs that specifically address mother tongue interference.

Language support programs or after-school tutoring tailored for second-language learners can bridge

the learning gaps more effectively. Additionally, creating language laboratories in schools, equipped with

audio-visual tools, would provide students with a dynamic and interactive environment to practice their

pronunciation, listening, and speaking skills at their own pace, further enhancing their fluency and

confidence in English.

5.4 Implication of the Study

The implications of this study are far-reaching, especially in the context of education and language

acquisition in multilingual societies like Nigeria. First, the study highlights the critical impact of mother

tongue interference on students’ ability to master English, which is not only a language of instruction

but also a key to social mobility and academic success. This interference affects pronunciation, grammar,

and vocabulary, revealing that students who predominantly use their native language in everyday

communication face more significant challenges in mastering English. As a result, educational systems
need to be more aware of these linguistic dynamics and integrate strategies that specifically address the

unique struggles of second-language learners.

Another important implication is the necessity for a shift in teaching approaches. English teachers,

especially in regions where multiple languages coexist, must adopt methodologies that acknowledge the

influence of students' mother tongues on their English learning process. The findings of this study

suggest that traditional, one-size-fits-all teaching methods may not be sufficient for students grappling

with language interference. A more nuanced, bilingual approach, which respects the role of the mother

tongue while actively promoting English fluency, can make a significant difference in students’

performance. This implies that teacher training programs should emphasize bilingual education

techniques, ensuring educators are equipped to handle the complexities of teaching English in a

multilingual context.

Moreover, the study underscores the role of policy in shaping educational outcomes. Policymakers and

curriculum developers must recognize the importance of addressing mother tongue interference at the

foundational level. By revisiting the national curriculum, there could be opportunities to introduce more

robust language support mechanisms that are tailored to students in rural or linguistically diverse areas.

This could involve integrating language labs, special tutoring sessions, or after-school programs that

provide additional support for students struggling with language interference, ensuring that no student

is left behind due to linguistic barriers.

The findings also have implications for parental involvement in education. The study suggests that

students who use English more frequently at home perform better in school, indicating that parents

have a crucial role in reinforcing what is taught in the classroom. This calls for greater collaboration

between schools and families, where parents are made more aware of the impact of home language
practices on their children’s academic success. Schools may need to engage parents through workshops

or regular communications, encouraging them to support their children’s English learning at home, even

in contexts where the mother tongue is dominant.

Overall, this study provides a deeper understanding of the challenges students face in learning English

due to mother tongue interference and calls for a more responsive educational system that considers

the diverse linguistic realities of students. It also sets the stage for future research on how specific

teaching strategies and policies can be refined to further mitigate these challenges, ultimately improving

language education in multilingual societies.

5.5 Limitations and Suggestion for future Research

The limitations of this study primarily stem from its scope and methodology. First, the research was

confined to secondary school students in Afikpo North Local Government Area of Ebonyi State, which

may limit the generalizability of the findings to other regions with different linguistic and cultural

backgrounds. While the study provides valuable insights into the effects of mother tongue interference

in this specific area, the linguistic diversity of Nigeria suggests that students in other regions, who speak

different native languages, might experience language interference in unique ways. Thus, the

conclusions drawn from this study may not fully capture the broader national or regional variations in

language learning challenges.

Another limitation is the reliance on self-reported data collected through questionnaires. Although this

method provides direct insights from the students, it may introduce biases such as social desirability,

where students might underreport or overstate their difficulties with English due to the influence of

their mother tongue. Additionally, students’ self-assessment of their language abilities might not

accurately reflect their actual proficiency, as they may not be fully aware of the extent of their errors in
pronunciation, grammar, or vocabulary. This limits the objectivity of the data and the precision with

which the impact of mother tongue interference is measured.

Furthermore, the study focuses predominantly on the linguistic aspects of learning English, such as

pronunciation, grammar, and vocabulary, without extensively exploring other potential factors that

could influence English proficiency. These could include socio-economic factors, quality of teaching,

availability of learning resources, or the frequency of English usage in the students' everyday

environment. By not accounting for these broader contextual factors, the study’s findings may not fully

capture the complex array of influences affecting students’ English language acquisition.

Lastly, the study’s design is cross-sectional, meaning it captures a snapshot of the students' experiences

and language proficiency at a single point in time. This approach does not account for how language

interference might evolve over time or how long-term exposure to English might mitigate the effects of

the mother tongue. A longitudinal study would provide a more comprehensive understanding of how

students' English skills develop in relation to their native language over time, offering deeper insights

into the lasting impacts of mother tongue interference.