IMPACT OF MOTHER TONGUE INTERFERENCE ON THE LEARNING OF ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN ILESA WEST LOCAL GOVERNMENT AREA OF OSUN STATE
Abstract
This study investigated mother tongue interference in English as a second language among secondary school students in Ilesa West, Osun State. Using a descriptive survey design, data was collected from 100 students across five schools. Analysis via descriptive and inferential statistics revealed that mother tongue interference significantly impacts students’ spoken and written English, grammatical skills, and overall learning outcomes. The study concluded that native language structures exert a strong influence over the acquisition of English. Recommendations include increased parental involvement in promoting both languages at home.
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