Full Project - THE YORUBA LANGUAGE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA

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Full Project – THE YORUBA LANGUAGE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Language interference, particularly the influence of a learner’s first language (L1) on the acquisition of a second language (L2), is a well-documented phenomenon in bilingual education. In Nigeria, where English serves as the official language and a medium of instruction, students often face challenges due to the interference of their mother tongue. This review examines the extent and nature of Yoruba language interference in the English language learning process among secondary school students in Nigeria, focusing on phonological, syntactic, semantic, and morphological aspects.

Phonological interference is one of the most prominent issues observed among Yoruba-speaking students. Yoruba is a tonal language with a syllabic structure, whereas English is stress-timed and features a complex vowel system. Studies have shown that Yoruba students often struggle with English sounds that are absent in their native language, such as /v/, /z/, and /θ/. For instance, words like “zoo” may be pronounced as “soo,” and “champion” as “shampion” due to the absence of certain consonant sounds in Yoruba . Additionally, Yoruba speakers may omit or misplace stress patterns in English words, leading to mispronunciations and reduced intelligibility.

Syntactic interference also poses significant challenges. Yoruba sentence structures differ from those of English, particularly in word order and the use of articles and plural markers. For example, Yoruba does not inflect for plural nouns, leading students to omit the plural ‘s’ in English, saying “book” instead of “books” . Furthermore, the lack of distinction between singular and plural pronouns in Yoruba can result in errors such as “I shared the fruits between the students” instead of “I shared the fruits among the students.” These syntactic discrepancies can hinder students’ ability to construct grammatically correct English sentences.

Semantic interference arises when students transfer meanings from Yoruba to English, leading to incorrect usage of words. A common example is the use of the Yoruba word “ija,” which means both “fight” and “quarrel,” leading to sentences like “I fought my sister” when the intended meaning is “I disagreed with my sister” . Such semantic errors can cause confusion and miscommunication, affecting students’ proficiency in English.

Morphological interference is evident in the incorrect application of word formation rules. Yoruba lacks certain morphological structures present in English, such as prefixes and suffixes. This absence can lead to errors in word formation, as students may apply Yoruba morphological rules to English words. For instance, a Yoruba speaker might say “I have an information” instead of “I have information,” due to the absence of an indefinite article in Yoruba .

The impact of these interferences is not limited to linguistic accuracy but extends to academic performance. Research indicates that students’ academic achievements in English are adversely affected by mother tongue interference. Factors contributing to this include inadequate teaching methods, lack of exposure to English outside the classroom, and insufficient educational resources . Moreover, the dominance of Yoruba in students’ daily lives reinforces the interference, making it challenging to attain proficiency in English.

In conclusion, Yoruba language interference significantly affects the study of English among secondary school students in Nigeria. Addressing this issue requires a multifaceted approach, including teacher training, curriculum development, and creating an immersive English-speaking environment. By understanding the specific areas of interference and implementing targeted interventions, educators can enhance students’ English language proficiency, thereby improving their overall academic performance.

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