THE EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE LEARNING OF ENGLISH LANGUAGE IN JUNIOR SECONDARY SCHOOLS IN IKA SOUTH LOCAL GOVERNMENT AREA, DELTA STATE

This study investigates the Effects of Mother Tongue Interference in the Learning of English Language in Junior Secondary Schools in Ika South Local Government Area, Delta State. The study was guided by three objectives and three research questions. A total sample of 100 students from four secondary schools was selected using a simple random sampling technique to ensure fair representation. A descriptive survey research design was adopted, and data for the study was collected through a structured questionnaire titled “The Effects of Mother Tongue Interference in the Learning of English Language Questionnaire (TEMTILELQ).” Data were presented in frequency tables and analyzed using descriptive statistics. Findings from the study revealed that mother tongue interference significantly contributes to common English language errors among students. The study also revealed that many students think in their native language before translating to English, reducing fluency and increasing errors in expression. Additionally, emotional factors such as fear and lack of confidence when using English language further contributes to reduced classroom participation. However, the study found that teachers actively employ strategies to mitigate these issues. The study concludes that the persistent influence of the mother tongue poses a barrier to effective English language acquisition among Junior Secondary School Students in Ika South Local Government Area, Delta State. Based on these findings, the study recommends that English language teachers adopt more interactive and phonologically based teaching strategies, and that students be encouraged to practice English both within and outside the classroom environment to reduce the impact of mother tongue interference.