1.1 Introduction
Language is a fundamental tool for communication, learning, and social interaction, and it plays a central role in the educational development of learners. Mother tongue refers to the first language a child acquires at home and uses naturally within the immediate social environment before formal schooling begins (UNESCO, 2003). In the Nigerian context, the mother tongue is often an indigenous language that reflects the cultural identity and social background of the learner. English Language, on the other hand, is the official language of instruction, administration, and assessment in schools, and it serves as a second language for the majority of students (Federal Republic of Nigeria, 2014). The interaction between the mother tongue and English Language within the school system has continued to attract scholarly attention due to its influence on students' academic performance.
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, limitation of the study and definition of terms.
1.2 Background of Study
Language has remained a central element in human development and formal education, particularly in multilingual societies such as Nigeria. The mother tongue, which is the first language a child acquires naturally within the home and immediate environment, forms the foundation of early communication, thinking, and social interaction. According to UNESCO (2003), the mother tongue plays a vital role in shaping a learner's cognitive development and cultural identity, and its influence often extends into formal schooling. In Nigeria, children typically begin their educational journey with a strong background in their indigenous languages, while English Language is introduced as a second language and later becomes the dominant medium of instruction.
English Language occupies a unique position in the Nigerian educational system as the official language of instruction, assessment, and administration. The Federal Republic of Nigeria (2014) stated that English is not only a compulsory school subject but also the language through which other subjects are taught beyond the early years of basic education. As a result, students' academic success largely depends on their level of proficiency in English Language. However, persistent poor performance in English Language examinations has continued to generate concern among educators and stakeholders (Federal Republic of Nigeria, 2014).
Scholars have examined the relationship between the mother tongue and the learning of English Language with varying perspectives. Ogunnaike (2002) reported that learners often transfer linguistic structures from their mother tongue into English, leading to challenges in pronunciation, grammar, and sentence construction. This form of language interference is common in second-language learning contexts and may negatively affect students' performance in English Language. Similarly, Obanya (2004) asserted that the dominance of indigenous languages in students' daily interactions limits consistent exposure to English, thereby slowing down the acquisition of effective language skills (Obanya, 2004).
Cummins (2001) affirmed that a solid foundation in the first language enhances conceptual understanding and supports the learning of a second language. When students are taught using a language they understand well, they are more confident, participate actively in classroom activities, and develop stronger literacy skills. In line with this view, UNESCO (2003) stated that mother-tongue-based instruction in the early years improves learning outcomes and provides a strong base for acquiring additional languages such as English (UNESCO, 2003).
Obanya (2004) stated that teachers often face the challenge of balancing the use of the mother tongue with the need to promote English proficiency. Some educators contend that excessive reliance on the mother tongue reduces students' motivation to practice English, while others argue that its strategic use aids comprehension and reduces learning difficulties (Obanya, 2004). Furthermore, variations in school environment, teacher competence, instructional materials, and language policies contribute to differences in how the mother tongue influences English Language learning. This study is set against the backdrop that this study seeks to examine the impact of mother tongue on students' performance in English Language.
1.3 Statement of Problems
Investigation revealed that English Language occupies a central position in Nigeria's educational system as the official language of instruction, assessment, and wider communication. Students' academic success across subjects largely depends on their level of proficiency in English Language. However, many students continue to demonstrate persistent difficulties in reading, writing, comprehension, and oral expression in English, particularly at the basic and secondary school levels.
In many classrooms, students are introduced to formal education through English, which is often not the language spoken at home or within their immediate community. When students rely heavily on their mother tongue for daily communication, the transition to English as a medium of learning becomes complex. Interference from the mother tongue affects pronunciation, sentence structure, vocabulary usage, and overall fluency in English. As a result, students' performance in English Language assessments is frequently below expected standards, limiting their academic confidence and broader educational development.
Furthermore, many schools lack clear language policies that guide the controlled use of the mother tongue alongside English. Teachers often adopt informal strategies based on personal judgment rather than evidence-based practices, which leads to inconsistencies in teaching methods. In addition, limited instructional materials, overcrowded classrooms, and insufficient teacher training in bilingual or multilingual education further complicate the situation. It is against this backdrop that this study seeks to identify how existing language practices within the school system influence learning outcomes and academic achievement.
1.4 Aim and Objectives of Study
The aim of this study is to examine the impact of mother tongue on students' performance in English Language. In achieving this aim, the following specific objectives were laid out as follows:
- To examine how mother-tongue interference affects students' pronunciation, grammar, and vocabulary in English.
- To determine the extent to which mother tongue influences students' performance in English Language.
- To assess the role of classroom language practices on students' understanding of English lessons.
- To identify teachers' language-use strategies in English Language instruction.
- To evaluate the relationship between mother tongue usage and students' achievement in English Language examinations.
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:
- To what extent does the mother tongue influence students' performance in English Language?
- How does mother-tongue interference affect students' pronunciation, grammar, and vocabulary in English Language?
- What role do classroom language practices play in students' understanding of English Language lessons?
- What language-use strategies do teachers adopt during English Language instruction?
- What is the relationship between mother tongue usage and students' achievement in English Language examinations?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between mother tongue usage and students' performance in English Language.
- H1: There is a significant relationship between mother tongue usage and students' performance in English Language.
Hypothesis Two
- H0: Mother-tongue interference has no significant effect on students' pronunciation, grammar, and vocabulary in English Language.
- H1: Mother-tongue interference has a significant effect on students' pronunciation, grammar, and vocabulary in English Language.
Hypothesis Three
- H0: Classroom language practices do not significantly influence students' understanding of English Language lessons.
- H1: Classroom language practices significantly influence students' understanding of English Language lessons.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help educators recognize the specific ways in which the mother tongue supports or interferes with students' acquisition of English skills such as reading, writing, speaking, and comprehension. Also, students will benefit as the study will support learning approaches that enhance comprehension, confidence, and performance in English Language.
Furthermore, school administrators will use the findings to improve supervision, curriculum delivery, and language policy enforcement. In addition, the research will assist teachers in adopting more effective instructional strategies that balance the use of the mother tongue and English Language in the classroom.
Lastly, researchers will find the study useful as a reference material for further studies in language education and bilingual learning.
1.8 Scope of Study
The scope of this study covers public secondary schools in Enugu State, Nigeria, with emphasis on junior secondary school students and English Language teachers. The research focuses on the influence of mother tongue on students' performance in English Language within the school environment.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Mother Tongue: This refers to the first language acquired naturally by a child within the home and immediate community and used for everyday communication. According to UNESCO (2003), the mother tongue forms the foundation of cognitive development and early learning.
English Language:
This refers to the official language of instruction and assessment in Nigerian schools and is learned as a second language by most students. The Federal Republic of Nigeria (2014) stated that English Language serves as the medium through which formal education is delivered beyond the early years of schooling.
Academic Performance:
It refers to the level of achievement demonstrated by students in English Language through tests, examinations, and classroom assessments. Obanya (2004) described academic performance as an outcome of instructional processes and learning conditions.
Language Interference:
This is the influence of the mother tongue on the learning and use of a second language, resulting in errors in pronunciation, grammar, or vocabulary. Ogunnaike (2002) explained that such interference is common in second-language learning contexts.
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