1.1 Introduction
Indigenous language refers to the native languages spoken by people in a specific region, passed down through generations and rooted in the culture and traditions of the community (Adegbija, 2004). In this study, indigenous languages are the mother tongues of students, which influence their spoken English. According to Hoff (2013), the interaction between indigenous languages and English in educational contexts has become a significant area of study, particularly in regions where multilingualism is prevalent. In junior secondary schools, students' proficiency in spoken English can be notably influenced by their use of indigenous languages. Indigenous languages, often spoken at home and within local communities, play a crucial role in shaping students' linguistic development and academic performance (Hoff, 2013). The presence of these languages can affect the acquisition of English, both positively and negatively, by influencing pronunciation, syntax, and vocabulary usage (Crystal, 2003).
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
The influence of indigenous languages on the learning and use of English in multilingual societies has deep historical roots, particularly in post-colonial countries where English was introduced as a result of European colonization. In many African countries, including Nigeria, English became the official language of education, governance, and business following colonization. However, indigenous languages such as Yoruba, Igbo, Hausa, and hundreds of others remained dominant in informal settings and were passed down through generations as the primary languages spoken at home (Adegbija, 2004). After gaining independence in the mid-20th century, many African nations retained English as the official language due to its role as a unifying medium of communication across ethnically diverse populations. As a result, English was adopted as the medium of instruction in schools, including junior secondary schools. Students, however, continued to speak their indigenous languages at home, which created a complex linguistic environment where students had to navigate between two languages with different grammatical, phonological, and syntactic rules (Omoniyi, 2007).
Language plays a crucial role in the education process, serving as the medium through which students acquire knowledge and communicate ideas. In multilingual contexts, such as in many African countries, students often grow up speaking one or more indigenous languages at home while learning English as a second language in school (Bamgbose, 2011). This linguistic diversity is a defining feature of the educational landscape and has implications for students' performance in spoken English, especially in junior secondary schools where English becomes the primary medium of instruction.
In many parts of the world, particularly in countries with rich linguistic diversity, students are exposed to both their native or indigenous languages and the English language from an early age. Indigenous languages provide cultural and linguistic identity, but they also influence students' acquisition of English, often affecting pronunciation, grammar, and overall spoken proficiency (Omoniyi, 2007). Studies have shown that language interference occurs when the structure and rules of the first language are applied to the second language, creating a blend of linguistic patterns that affect fluency (Ellis, 2006).
Nigeria, for example, is home to over 500 languages, with students in different regions using languages such as Yoruba, Igbo, and Hausa as their first language (Adegbija, 2004). While English is the official language and is used for instruction in schools, students' indigenous language background influences their ability to speak and comprehend English. This linguistic interference can be observed in aspects such as phonological structures, sentence patterns, and vocabulary usage, where indigenous language rules are often superimposed on English (Bamgbose, 1991).
The relationship between indigenous languages and English has significant implications for students' academic success and communication skills. In particular, the challenge for educators lies in balancing the preservation of indigenous languages while ensuring that students gain proficiency in spoken English, which is often critical for their academic and future professional opportunities (Obondo, 2007). Therefore, understanding the influence of indigenous languages on students' spoken English in junior secondary schools is crucial for developing teaching methods that enhance language acquisition while acknowledging the importance of linguistic diversity.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of indigenous language on spoken English of students in junior secondary schools.
1.3 Statement of Problems
Investigation revealed that the influence of their mother tongue is evident in their speech patterns, which is resulting in phonological errors such as incorrect pronunciation and intonation. Additionally, structural differences between indigenous languages and English are leading to sentence formation issues and grammatical inconsistencies (Ellis, 2006). This is particularly problematic in junior secondary schools, where English is the medium of instruction, and students are expected to communicate effectively in the language.
Another challenge is that teachers, who are often multilingual themselves, sometimes reinforce the use of indigenous languages in the classroom, whether consciously or unconsciously. This is limiting students’ exposure to spoken English and their ability to practice the language in real-time, further exacerbating the problem of linguistic interference (Adegbija, 2004). Furthermore, the lack of sufficient resources and tailored teaching strategies that address the needs of students from multilingual backgrounds is contributing to the ongoing struggle to attain fluency in spoken English (Cummins, 2000). These challenges underscore the need for targeted interventions in the educational system to address the influence of indigenous languages on spoken English in junior secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the indigenous language on spoken English of students in junior secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To explore the role of teachers and the school environment in either mitigating or exacerbating the influence of indigenous languages on English learning.
- To examine the extent to which students' indigenous languages affect their pronunciation, grammar, and overall fluency in spoken English.
- To assess the effectiveness of existing educational strategies in helping students overcome the challenges posed by linguistic interference.
- To identify the common linguistic patterns from indigenous languages that interferes with students' spoken English.
- To propose recommendations for improving the spoken English proficiency of students, considering the multilingual context in which they learn.
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:
- How do indigenous languages influence the pronunciation, grammar, and fluency of students' spoken English in junior secondary schools?
- What are the common linguistic patterns from indigenous languages that interfere with students' ability to speak English fluently?
- How do teachers and the school environment contribute to the influence of indigenous languages on students' spoken English?
- To what extent are existing educational strategies effective in addressing the challenges posed by the influence of indigenous languages on spoken English?
- What recommendations can be made to improve students' proficiency in spoken English while considering their indigenous language backgrounds?
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.
- H0: Indigenous languages do not significantly influence the pronunciation, grammar, or fluency of spoken English among students in junior secondary schools.
- H1: Indigenous languages significantly influence the pronunciation, grammar, and fluency of spoken English among students in junior secondary schools.
1.7 Significance of Study
This study will provide valuable insights into the linguistic challenges faced by students in junior secondary schools as they navigate between their indigenous languages and spoken English. It will contribute to a deeper understanding of how linguistic interference affects students’ English language proficiency, particularly in pronunciation, grammar, and fluency.
The findings will be useful for educators and policymakers in developing targeted teaching strategies that will address the influence of indigenous languages on English learning. This study will also benefit teachers by highlighting the role they play in mitigating or reinforcing language interference, thereby helping them adjust their classroom practices to better support students.
Additionally, it will inform curriculum developers and educational planners on the importance of incorporating multilingualism into the learning process to enhance English language acquisition. Students themselves will benefit from the proposed solutions that will improve their spoken English proficiency, ultimately contributing to better academic performance and communication skills.
Finally, this research will serve as a resource for future studies in the field of language learning in multilingual environments, opening doors to further exploration of the complexities of language acquisition in similar contexts.
1.8 Scope of Study
The scope of the research is focused on indigenous language on spoken English of students in junior secondary schools using Ido Local Government Area, Oyo State as a case study.
1.9 Limitations of the Study
The study faced several limitations that affected the scope and depth of the research.
- One of the major challenges was insufficient data, as not all schools provided adequate records or access to relevant student information, which limited the comprehensiveness of the findings.
- Frequent power failures during data collection and analysis processes also disrupted the research workflow, causing delays in completing various stages of the research study.
- Additionally, there was a delay from respondents, particularly teachers and students, in completing surveys and participating in interviews, which extended the timeline of the research.
- Financial constraints restricted the ability to gather data from a larger sample size or multiple locations, while time constraints limited the study to a specific geographic area and a set number of schools, rather than a broader cross-section of junior secondary schools.
1.10 Definition of Terms
Indigenous Language: This refers to the native languages spoken by people in a specific region, passed down through generations and rooted in the culture and traditions of the community (Adegbija, 2004). In this study, indigenous languages are the mother tongues of students, which influence their spoken English.
Spoken English: Spoken English refers to the verbal use of the English language, focusing on fluency, pronunciation, intonation, and correct grammar in communication (Ellis, 2006). It is the medium through which students express their thoughts and ideas in English in both academic and social settings.
Language Interference: Language interference, also known as linguistic transfer, occurs when elements of a speaker's native language influence their use of a second language, leading to errors or differences in grammar, pronunciation, or syntax (Lado, 1957). This study explores how indigenous language interference affects students' spoken English.
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