THE INFLUENCE OF MOTHER TONGUE INTERFERENCE ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE LEARNING IN NIGERIAN SECONDARY SCHOOLS
ABSTRACT
This study investigated the influence of mother tongue interference on English language learning among secondary school students in Nigeria. Using a descriptive survey design, data were collected from English teachers and students to examine how native language transfer affects learners’ performance in English skills such as pronunciation, grammar, and comprehension. Findings from previous research indicate that interference occurs at multiple linguistic levels and negatively impacts academic outcomes in English (Onyenweaku & Orji, 2018; Akinlabi, 2025). The study revealed that first language interference is a significant barrier to achieving fluency and communicative competence in English, affecting both spoken and written performance. The research recommends enhanced English‑only interactions in classrooms and pedagogical strategies to mitigate negative transfer effects. The findings contribute to improved language teaching policies and practices in Nigerian educational contexts.
CHAPTER ONE
1.1 Background of the Study
English language proficiency is critically important in Nigeria due to its role as the official language of instruction, governance, and international communication. For many Nigerian learners, English functions as a second language (L2) learned after the local or indigenous languages (first language, L1). However, the multilingual nature of Nigeria with over 500 languages spoken across various regions creates a complex linguistic environment where learners frequently transfer structures from their mother tongues into English, leading to interference and errors (Onyenweaku & Orji, 2018).Mother tongue interference refers to the influence of an individual’s first language on the acquisition, production, and comprehension of a second language. This phenomenon is especially observable in areas such as pronunciation, syntax, vocabulary use, and communicative competence (Akinlabi, 2025). For instance, studies in Nigerian secondary schools have shown that students often struggle with English phonemes and sentence constructions because of the underlying sound systems and grammatical patterns of their mother tongues (Oyewole, 2017) Research in Ebonyi State found that mother tongue interference occurs at the lexical, syntactic, semantic, and phonological levels, constituting a significant impediment to learners’ competence in English (Onyenweaku & Orji, 2018). Moreover, a recent study of first‑year university students revealed that backgrounds in indigenous languages affected performance in “Use of English” courses, demonstrating the enduring influence of L1 on L2 academic outcomes (Ekpenyong, 2024). Such interference contributes to persistent challenges in mastering English language skills among learners, including inaccurate pronunciation, grammatical errors, limited vocabulary, and poor comprehension. These difficulties often translate into low scores in external examinations such as the West African Senior School Certificate Examination (WASSCE) and affect students’ academic success and confidence (international comparative studies have confirmed similar trends where first language influence shapes second language outcomes). An important dimension of this problem is pedagogical: many educators are not adequately trained to address interference effects in classroom instruction, and conventional teaching methods may inadvertently reinforce first language transfer (Akinlabi, 2025). Therefore, examining how mother tongue interference affects English performance in Nigerian secondary schools is essential for improving language teaching strategies and enhancing learner outcomes
1.2 Statement of the Problem
Despite English being a compulsory subject in Nigerian schools, many students continue to perform poorly in both internal assessments and external examinations. A significant contributor to this trend is the interference of mother tongue features in English language learning. Students often transfer pronunciation patterns, grammatical structures, and vocabulary from their first language into English, leading to errors, reduced fluency, and lack of confidence in communication. This persistent problem suggests that mother tongue interference remains a major barrier to effective English language acquisition in Nigeria.
1.3 Purpose of the Study
The main purpose of this study is to:
Examine the extent to which mother tongue interference influences students’ performance in English language learning.
Identify specific linguistic areas (e.g., pronunciation, grammar, vocabulary) most affected by interference.
Recommend pedagogical strategies to reduce negative interference effects in English classrooms.
1.4 Research Questions
The study is guided by the following questions:
To what extent does mother tongue interference affect students’ performance in English language?
In what ways does first language transfer influence pronunciation and grammar in English language learning?
What strategies can teachers use to minimize the negative effects of mother tongue interference?
1.5 Significance of the Study
This study is significant to:
Teachers, by helping them understand how first language transfer affects learners and informing instructional practices.
Curriculum planners and policymakers, by providing evidence to support curriculum reforms and teacher training.
Students, by highlighting areas that need improvement for better proficiency in English.
Future researchers, by contributing up‑to‑date empirical insights into language interference in Nigerian contexts.
1.6 Scope of the Study
This research focuses on secondary school students in selected urban and rural areas of Nigeria. It examines how mother tongue interference affects English language learning, particularly in pronunciation, grammar, and vocabulary use. The study excludes primary and tertiary levels and does not involve detailed sociolinguistic analysis of all indigenous languages. Akinlabi, W. A. (2025). Mother tongue interference on academic performance: A case study of Yoruba English language students of Federal College of Education, Yola, Adamawa State. Nigerian Journal of African Studies. Ekpenyong, M. N. (2024). The influence of first language on the use of English among first‑year students of Akwa Ibom State University. Journal of Sociology, Psychology and Anthropology in Practice, 13(1), 34–44. Onyenweaku, O., & Orji, O. J. (2018). Effects of mother tongue interference in the learning and use of English as a second language: A study of Afikpo North Educational Zone of Ebonyi State, Nigeria. The Melting Pot, 2(1). Oyewole, O. (2017). Influence of mother tongue in the teaching and learning of English language in selected secondary schools in Ondo State, Nigeria. Journal of Education and Practice, 8(30).
