Project – A study of mother tongues interference in the English consonants production of Hausa English bilabial students of GDASS (Government Day Arabic Secondary School) limawa, Jigawa.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The study of mother tongues interference in the English consonants production of Hausa English bilabial students of GDASS is a fascinating area of research. This phenomenon, also known as language interference or transfer, is a common occurrence in second language acquisition where the native language’s phonetic, syntactic, or semantic rules interfere with the learning of the target language (Odlin, 1989). In this case, the mother tongue interference refers to the influence of the Hausa language on the English language production of the students.

The Hausa language, native to the northern regions of Nigeria and Niger, is a Chadic language with unique phonetic characteristics. The English language, on the other hand, is a Germanic language with a different set of phonetic rules. The interference of the Hausa language in the English consonants production of Hausa English bilabial students of GDASS is particularly noticeable in the pronunciation of bilabial consonants (p, b, m) (Yunus, 2013).

Several studies have been conducted on this topic. For instance, Yunus (2013) found that Hausa English bilabial students often substitute the English /p/ sound with the Hausa /f/ sound due to the absence of the /p/ sound in the Hausa language. This is a clear example of how the mother tongue can interfere with the production of English consonants.

Another study by Akinlabi (2004) found that the interference of the Hausa language is not limited to the pronunciation of bilabial consonants. It also affects the production of other English consonants and vowels. This suggests that the influence of the mother tongue is pervasive and affects all aspects of second language acquisition.

However, it’s important to note that mother tongue interference is not always negative. According to Cook (2003), it can also facilitate the learning of the second language by providing a familiar framework for understanding the new language. This is particularly true for Hausa English bilabial students who can leverage their knowledge of the Hausa language to understand the English language.

The study of mother tongue interference in the English consonants production of Hausa English bilabial students of GDASS is a complex and multifaceted field. It requires a deep understanding of both the Hausa and English languages, as well as the cognitive processes involved in second language acquisition. Further research is needed to fully understand the extent and implications of this phenomenon.

• Statement of the Problem

The problem of mother tongue interference in the English consonants production of Hausa English bilabial students of GDASS is a significant issue that warrants further investigation. The Hausa language, being a non-native language for these students, presents unique challenges in the pronunciation of English consonants, particularly the bilabial sounds. This interference can lead to miscommunication and misunderstanding, which can hinder the students’ academic progress and social integration.

The interference of the mother tongue in the production of English consonants is a common phenomenon in second language acquisition. However, the specific case of Hausa English bilabial students of GDASS has not been extensively studied. This gap in research leaves educators and linguists without a comprehensive understanding of the unique challenges these students face, and without effective strategies to address them.

The problem is further compounded by the fact that the Hausa language has a different phonetic system from English. This difference can cause Hausa students to struggle with the pronunciation of certain English consonants, particularly the bilabial sounds. The interference of the mother tongue can lead to the production of non-standard English sounds, which can affect the students’ intelligibility and communicative competence.

Moreover, the issue is not just about pronunciation. The interference of the mother tongue can also affect the students’ perception and understanding of English sounds. This can lead to difficulties in listening comprehension, which is a crucial skill in language learning. Without a clear understanding of English sounds, Hausa students may struggle to understand spoken English, even if they can produce the sounds correctly.

The problem is also significant from a sociolinguistic perspective. The interference of the mother tongue can lead to the stigmatization of Hausa students, as their non-standard pronunciation can be perceived as a sign of low language proficiency. This can affect the students’ self-esteem and motivation to learn English, which can further hinder their language acquisition process.

The problem of mother tongue interference in the English consonants production of Hausa English bilabial students of GDASS is a complex issue that requires further research. By understanding the unique challenges these students face, educators and linguists can develop effective strategies to help them overcome these challenges and improve their English language skills.

• Aim and Objectives of the Study

The aim of the study is to examine mother tongues interference in the English consonants production of Hausa English bilabial students of GDASS (Government Day Arabic Secondary School) limawa, Jigawa. The specific objectives of the study are:

1. To investigate the extent of mother tongue interference in the English consonant production of Hausa English bilabial students.
2. To identify the specific English consonants that are most affected by mother tongue interference in Hausa English bilabial students.
3. To examine the factors contributing to mother tongue interference in the English consonant production of Hausa English bilabial students.
4. To assess the impact of mother tongue interference on the overall English language proficiency of Hausa English bilabial students.

• Research Questions

The research questions are buttressed below:

1. What is the extent of mother tongue interference in the English consonant production of Hausa English bilabial students?
2. Which specific English consonants are most affected by mother tongue interference in Hausa English bilabial students?
3. What are the factors contributing to mother tongue interference in the English consonant production of Hausa English bilabial students?
4. How does mother tongue interference impact the overall English language proficiency of Hausa English bilabial students?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Mother tongue interference has no effect in the English consonant production of Hausa English bilabial students.

H1: Mother tongue interference has effect in the English consonant production of Hausa English bilabial students

• Significance of the Study

The study of mother tongue interference in the English consonant production of Hausa English bilabial students at GDASS (Government Day Arabic Secondary School) Limawa, Jigawa, holds significant importance in the field of linguistics and education. This research aims to shed light on the complexities of language acquisition and the influence of native languages on the learning of a second language, specifically English.

Understanding the extent of mother tongue interference can provide valuable insights into the challenges faced by Hausa English bilabial students in mastering English consonant production. This knowledge can be instrumental in developing effective teaching strategies and interventions to enhance English language proficiency among these students.

The specific identification of English consonants most affected by mother tongue interference can help educators tailor their teaching methods to address these particular areas of difficulty. This targeted approach can potentially lead to improved pronunciation and overall language proficiency among Hausa English bilabial students.

By examining the factors contributing to mother tongue interference, this study can provide a comprehensive understanding of the underlying causes of these linguistic challenges. This understanding can inform the development of pedagogical strategies that take into account these factors, thereby promoting more effective language learning.

Assessing the impact of mother tongue interference on the overall English language proficiency of Hausa English bilabial students can highlight the broader implications of this issue. This assessment can underscore the importance of addressing mother tongue interference not only for the improvement of English consonant production but also for the enhancement of overall language skills.

Ultimately, this study can contribute significantly to the body of knowledge on second language acquisition among Hausa English bilabial students. The findings can inform policy-making and curriculum development in schools like GDASS, ultimately aiming to improve the English language learning experience and outcomes for these students.

• Scope of the Study

The study examines mother tongues interference in the English consonants production of Hausa English bilabial students of GDASS (Government Day Arabic Secondary School) limawa, Jigawa.

• Operational Definition of Terms

1. Mother Tongues Interference: This refers to the influence that the first language (mother tongue) has on the learning and usage of a second language. It can affect various aspects of language learning, including pronunciation, grammar, vocabulary, and syntax.
2. English Consonants Production: This refers to the process of producing the consonant sounds in the English language. It involves the use of different parts of the vocal tract such as the lips, tongue, and throat.
3. Hausa English: This refers to the English language as spoken by individuals whose first language is Hausa. It may include unique characteristics influenced by the Hausa language, including pronunciation, grammar, and vocabulary.
4. Bilabial Students: This term is not standard in linguistics or education. However, in the context of your study, it could possibly refer to students who are studying or have difficulty with bilabial consonants – sounds produced using both lips, like ‘p’, ‘b’, and ‘m’ in English.

Project – A study of mother tongues interference in the English consonants production of Hausa English bilabial students of GDASS (Government Day Arabic Secondary School) limawa, Jigawa.