1.1 Introduction
The nativization of spoken English in a multi-ethnic and multi-linguistic environment like Nigeria has given rise to the varieties of Nigerian English as affected by mother tongue interference notwithstanding the effort that is being made towards preserving and advancing the Standard English. English due to its long stay in Nigeria, has been adopted and appropriated by Nigerians and is used as the language of education and made to fulfill all the roles normally reserved for the mother tongue. In such families, it is a serious offence for such children to speak any of the indigenous languages. Due to the many years that the English Language has co-existed with indigenous Nigerian languages and its use for expressing Nigerian experience and situations, it has developed linguistic patterns which have identified it as a distinct variety of world Englishes (Udofot, 2007: 7).
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 questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
English Language is a creation which every human being is endowed with or blessed; a unique gift of language is used naturally as one tool of expression consisting of different sub skills. The English language is the official and native language of Britain, Ireland, North America, Australia, America and most of the British colonies, (for the colonies, it is regarded as the official language rather than native). It is commonly divided by periods into Anglo-Saxon, or old English (about 450-1100 Bc), Middle English (about 1100 to 15Bc) and modern English (from 1500 to date).
A language is a second language when it is chosen as the official language of a people who have other languages. In several countries of Africa, including Nigeria, it is the official language, the language of government, education, administration and general national and international transactions. It also, in these countries, serves as the language of the law courts, the mass media and commerce. In many of 'such countries, it did not become important by choice. It is the major aspect of British colonialism which has stuck like glue years after the countries regained their independence. Text books have remained in English especially in countries like Nigeria where there are numerous indigenous languages which deter curriculum planners from providing texts in so many languages.
Language is an important tool that enhances human communication and interaction. It is a vital instrument in cultural transmission and preservation of a social group. It is in a fundamental sense, a crucial tool in the preservation and propagation of the human species. An examination of the linguistic content of a particular speech community can provide information about the life style, occupation etc. of a given people.
The English language beings the national official language for the British colonies of which Nigeria is among makes it our second language. Hence, our respective mother tongue exists before colonization. This has necessitated the teaching and learning of the English language and its consequent interference in our mother tongue in various study points nationwide. It is therefore, glaring to state that, Nigeria is a linguistically complex society by the mere fact of the history of its creation. It is estimated that there are between 250 and 400 language spoken in Nigeria (INTER NET).
This linguistic heterogeneity promotes the continued use of English in Nigeria. Ethnologic include English amongst its list of Nigeria language this hardly supervising since the role of English language in Nigeria diverse and ubiquitous, especially as a means of intra and international communication. It is as a result of the negative effects which the mother tongue had caused the study of English language on the educational structures of the attempt to determine the effect of the use of mother tongue on the teaching and learning process in secondary schools.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Interference and the Nativisation of English Language.
1.3 Statement of Problems
Investigation revealed that every individual has a first language or Nativisation of English. Hausa language is a largely spoken language in the Northern part of Nigeria. It is observed that most Hausa native speakers posses this problem of their second language (English) facing syntactic problem as a result of the interference or the influence of the mother tongue (Hausa) over the second language (English). This is why a native speaker of Hausa language is easily identified if he/she speaks English language because the interference will be observed once the speakers makes an utterance.
Now, the English language is generally an accepted language which was introduced into Nigeria through colonialism and missionary activities are now spoken, thought and learned in Nigeria.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Interference and the Nativisation of English Language in Nigeria. In achieving this aim, the following specific objectives were laid out as follows:
- To find out the factors instigating the interference of English Language among students of secondary school in Nigeria.
- To investigate the nativisation of English Language among teachers in the area under study.
- To know how teachers makes use of correct methods in teaching of English language in secondary school in Imo municipal.
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:
- Are there factors instigating the interference of English Language among students of secondary school in Nigeria?
- Does the nativisation of English Language enhance students’ performance in the area under study?
- Does mother tongue actually interferes in the learning of English language in secondary school?
