Influence Of Mother Tongue Research Articles

Acquisition of prenominal adjective order by Jordanian EFL learners

This study investigates how Jordanian EFL learners manage to learn the order of English prenominal adjectives, shedding light on learners’ cognitive processes and the possible impact of their first language. It focuses on two-, three- and four-adjective sequences to identify the areas of difficulty and their sources. The authors of the present study relied on their experience. They referred to some experts in Arabic grammar to compare the students’ order of English prenominal adjectives with the order of Arabic adjectives to inform the degree of their mother tongue's influence. A test based on the order of prenominal adjectives suggested by Svatko (1979) was used for data collection to achieve the study objectives. The study participants were 42 Jordanian advanced EFL undergraduate students at Al-Hussein Bin Talal University in Jordan. The study results revealed that Jordanian EFL learners encounter great difficulties in using prenominal adjectives, especially as the complexity of sequences increases. The overall percentage of correct answers across all categories is 35%. The results also showed that intralingual errors outweighed interlingual errors, scoring 77%.

Influence of Mother Tongue on English Pronunciation: A Contrastive Analysis of Bogghom and English Phonemes

Influence of Mother Tongue on English Pronunciation: A Contrastive Analysis of Bogghom and English Phonemes

An Error Analysis Of Article System: A Case Of ESP Students

Analyzing errors is very important for ESP students because they can relate to their work, it also provides ESP students with corrections Errors in learning behavior. This research aimed to investigate the errors, the most prominent type, and the causes of errors in using English articles in academic writing. The Researcher examined the academic writing by the ESP students. The researchers use an analytical parameter developed based on Biber et al. (1999) to analyze article errors. The causes of errors were obtained through a questionnaire developed based on the categories proposed by Brown (2007). After analyzing the data, the Researcher found 30 errors in Addition, Omission, and substitution categories. The most prominent type of Error is omission error, with a frequency of 293 occurrences or 76%. The main type of omission error is an omission of the definite article "the" before nouns or noun phrases. In contrast, the major cause of errors is mother tongue influence, with an average mean of 4.17 in the questionnaire responses. This study's findings indicate the need for teaching strategies and materials to prevent common article usage errors.

The Influence of Mother Tongue Thinking on Second Language Writing

In the process of foreign language understanding, learning and using, thinking in the mother tongue will inevitably lead to the intervention of strong mother tongue contextual knowledge in the brain, and then activate the mother tongue expressions that match the mother tongue contextual knowledge. The object of second language acquisition is influenced by age, the current study set out to examine to what degree of acquisition (AOA), defined as a learner's first intensive exposure to a second language (L2) environment, mediates the final state of poster, spoken vocal accommodation. The more the students use mother tongue thinking in English writing, the shorter the writing text. This negative correlation is most prominent in the text-generation activities of writing. In fact, similar experimental findings were found in early studies. For intermediate learners, the longer the code-switching takes place in second-language writing, the shorter the text will be. Therefore, the research topic of this paper is the influence of mother tongue thinking transfer on second-language writing.

ANALYSIS OF PHONOLOGICAL ERRORS IN MAHARAH KALAM PRESENTATION OF NAHWU WADHIFI BOOK

The lack of attention to the Maharah Kalam has made many Arabic language scholars unable to communicate using Arabic. Insufficient self-confidence, fear of being wrong in terms of rules and pronunciation create obstacles for students to speak Arabic, therefore an It is necessary to analyze linguistic faults so that Arabic pronunciation pays more attention and in order to avoid mistakes in Arabic pronunciation. The purpose of this study is to outline the types of phonological errors in Maharah Kalam, as well as to analyze phonological errors in student Maharah Kalam. This research is field research and is a qualitative descriptive study that employs a linguistic error analysis approach. Ways for gathering data that involve observation and recording. This observation is carried out by paying attention to students' speech and noting any grammar mistakes. Documentation is completed using recording technology. According to the study's findings, consonant sound alterations represent faults at the phonological (phoneme) level, including: changes in consonant /ث/ to consonant /س/, consonant /ع/ to consonant /أ/, consonant /ص/ becomes a consonant /س/. The other errors are errors in reducing phoneme sounds, phonological mistakes at the level of syntax, and phonological mistakes at the morphological level. It can be concluded that there are several errors in language and the factor causing language errors is a lack of attention to the language rules that should be applied. Apart from that, there is the influence of the student's mother tongue or second language, and the influence of the environment, both formal and informal, as well as the lack of application of Arabic. Several causal factors have a big influence on students' phoneme pronunciation errors. This research can provide a new platform for Arabic speakers to always pay attention to Arabic rules when speaking.

Influence of Mother Tongue on Phoneme Pronunciation in Speaking Mandarin for IX Grade Students of SMP Tunas Bangsa Makassar

This research is a qualitative descriptive study that aims to obtain data on the influence of mother tongue on the pronunciation of phonemes in speaking Mandarin for class IX students of SMP Tunas Bangsa Makassar. The data of this research is the pronunciation of segmental phonemes including consonants and vowels in Mandarin. The research data was obtained through audio recordings related to the oral test activities carried out by students. The data that has been obtained is then analyzed using an assessment table, conversion table and Foreign Service Institute table. From the results of data analysis, it is known that there is an influence of mother tongue on the pronunciation of phonemes in speaking Mandarin for class IX students of SMP Tunas Bangsa Makassar by obtaining FSI 1+ level, namely in the category of students being able to initiate and follow conversations and socialize on a limited basis.

<span>Using teaching facilities to support Khmer ethnic students at some primary schools in Soc Trang, An Giang and Dong Thap in learning Vietnamese</span>

This article studies the use of visual teaching aids in supporting Khmer students at some primary schools in Soc Trang, An Giang, and Dong Thap provinces to learn Vietnamese well. Specifically, the article points out the influence of mother tongue on pronunciation and word use of Khmer students at some primary schools in Soc Trang, An Giang and Dong Thap provinces in learning Vietnamese. It also shows that visual teaching aids can facilitate stundents learning to read, write, speak, and narrate in Vietnamese language, and makes clear the demand for visual support of Khmer students in some schools when learning Vietnamese. From those results, the author proposes the measure related to using visual teaching aids in teaching reading, writting, speaking, and storytelling in Vietnamese for Khmer students at some surveyed primary schools. This study used theoretical research methods to find out the influence of mother tongue on learning Vietnamese of Khmer primary school students, collected information about mispronunciation and the need for visual support of 80 Khmer students in Soc Trang, An Giang and Dong Thap provinces. The results show that students' pronunciation and word use errors are related to the similarities in sounds and meanings of the two languages, and the rate of needing visual support to learn Vietnamese is very high. Therefore, the article proposes to use visual teaching aids to support Khmer primary school students at the above provinces in learning Vietnamese with some specific instructions and examples. The study has limitations on the size of the survey sample and will be improved in next studies.

The Transfer and Influence of Mother Tongue in English Language Learning

With the rapid development of society, communication becomes frequent, language as a medium is particularly important, and the demand for English among Chinese native learners is further expanded. In second language learning, ingrained native thinking deeply influences people, and native thinking is then applied to learning the language. Starting from the theory of the transfer of mother tongue, this paper focuses on the effects of positive and negative the transfer of mother tongue on learners in English learning. Through the methods of comparative analysis and case study, it lists the positive or negative impacts that the possible similarities or differences bring people and analyzes the methods that can avoid the negative the transfer of mother tongue. The purpose is to enable learners to understand the language differences more fully, to minimize the weakening of the negative transfer of the mother tongue, and to overcome the difficulties caused by the negative transfer, which plays an important role in enhancing the learners' learning efficiency and language proficiency. From this research, it can be seen that the transfer and influence of mother tongue in English language learning can not be eliminated. But people can use positive native language transfer positively, and people cannot ignore the threat of overuse of the native language to English language learning either.

Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology

Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.

Understanding the Difficulties of Saraiki Speakers with English Vowel Pronunciation at Secondary Level

English language is an international language, as for as the pronunciation of English vowels is concerned, the learners of L2 face a lot of problems. It’s believed that Pakistani students especially Saraiki students face colossal difficulties in the production of English vowels and face a lot of problems in the recognition of English vowel sounds because of the improper guidance by the teachers as well as the influence of mother tongue. Pakistani Institutions neglect the importance of pronunciation. The researcher conducted research in district Multan (Pakistan) and from Multan city, she selected fifty students of 9th and 10th class from five different Govt. and Private high schools. From each school ten students were selected and female students from four different schools and male students from one school were selected. A list of one hundred and sixty words was prepared and these words were pronounced by the students. Data was recorded in a C.D and analysed in percentage. Findings showed that there was a lack of teachers’ training as well as improper guidance to the students by teachers and the surroundings. This study suggested some ways for improving pronunciation of English vowels and at the end conclusion was drawn.

Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill

Communication capacity (Speaking skill) in English language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. There were 523 students included using a simple random sampling technique and 30 EFL teachers using an availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The results showed that EFL teachers were not using different techniques to teach English speaking skills, and they were not making sustainable follow-ups on how learners performed. They also apply the teacher-centered method rather than the learner’s method. Learners face challenges from their mother tongue's influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student-related problems like being disinterested in being involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well-equipped English mini-media, and the bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

The Impact of Creative Writing Activity on EFL Learners' Non-Core Vocabulary Acquisition

<em>In the context of ELT and EFL classrooms, creative writing has been underutilized in language learning and critical consciousness development (Stillar, 2013). This paper presents a quantitative approach that aims to explore the impact of a creative writing activity in terms of non-core vocabulary acquisition within B2-level EFL classrooms. By conveying a set of in-class and autonomous creative writing activities, the study deepens not only into vocabulary acquisition but also into second language acquisition (SLA) purposes. The investigation aims to discover the extent to which the instruction of creative writing activities fosters EFL learners’ acquisition of non-nuclear vocabulary. Following a quantitative methodology, a non-core vocabulary pre-test and post-test were administered to students. These tests included sections for analyzing students' knowledge of non-core vocabulary and the linguistic repertoire used in vignette descriptions (strip comics). Results from a paired samples t-test suggested that integrating creative writing activities in EFL environments not only enhanced lexical acquisition but also fostered detachment from cultural nuances and the influence of the students' mother tongue. All the scrutinized elements within the students’ linguistic repertoire were improved after the creative writing instruction. Within this analysis, the verbs and adjectives were the elements that were the most improved in terms of specificity and concreteness. Overall, the study sheds light on the potential benefits of integrating creative writing activities in EFL classrooms. The findings hold promising implications for EFL educators seeking innovative strategies to enhance language learning and intercultural competence.</em>

INFLUENCE OF MOTHER TONGUE ON DEVELOPMENT OF L2 WRITING SKILLS AMONG MIDDLE-SCHOOL STUDENTS

Learning another language which is crucial for academic and professional purposes has been an important focus of research. While learning second language, certain forces related to the language affect this process. One of those forces is the interest of this study. Thus, current study investigates how the mother tongue affects students writing abilities, who are taking English as a compulsory subject in middle school whose native languages are Urdu and Punjabi. Without language, education process in classroom would not be possible. Students experience difficulties in native language when speaking and writing English due to interference. Current research focuses on influence of mother tongue on Pakistani pupils' development of writing skills while studying English as compulsory subject in the classroom. A random sample of 50 pupils in grades 6, 7, & 8 aged amid 11-14 years was chosen from 3 schools, all speaking Urdu & Punjabi as their mother tongues. The Contrastive Analysis Model developed by Robert Lado (1957), proposed by Ellis (1985) was used to analyse data. Results reveal that errors in word order, grammar, & spelling were caused by L1's interference in pupils' writing in target language. Findings suggest that teachers should do the need analysis of the students at beginning of sessions with help of relevant and appropriate tools.

An Analysis of Pronunciation in Word Stress Towards Students of Sixth Semester of English Education at UIN Raden Intan Lampung

Stress placement in English words is conduct with complicated rules. Hence, assigning stress correctly in English words is still a challenge for learners. This research explored the production of English word stress by 23 students of the sixth semester at Islam State University Raden Intan Bandar Lampung. This research used a qualitative approach, and the data were recorded by giving a task to pronounce 15 words. PRAAT software was utilized to analyze the recordings, including measuring the pitch, intensity, and duration as indicators. The result illustrated that the students word stress pronunciation was avarage. Almost all the students were able to distinguish the placement of stress correctly, with a percentage of 82% on two syllables, 51% on three syllables, and 67% on four syllables. Mother tongue influence, local accent and lack of exposure in utilized word stress also contribute the problem

Analyzing The Factors Involvement in Declining Kalasha Language

Language is vehicle of cultural transmission, a tool for communication, a symbol of self-identity and self-expression. So, no community would like to see their language die, but there are numerous factors that lead to this phenomenon and Kalasha language is one of such languages. Kalasha is an indigenous language spoken by the minority who reside in district Chitral. The aim of this study was to investigate the reasons of decline of Kalasha language. The sample was selected randomly from three valleys of Chitral, Bumburat, Birir and Rumbur. The study followed a mixed method approach, qualitative and quantitative methods. Through questionnaires and interviews data were collected and quantitative data were analyzed statistically through SPSS. The findings indicate that majority of the Kalasha speakers considered that some factors like tourism, marriage, conversion to other religion, travelling or immigration, and influence of mother tongue in kalasha valley are reasons decline of Kalasha language.

Problems Related to the Learning of English Pronunciation at the First Year Students of English Department Universitas Muhammadiyah Makassar

This research aimed to investigate the problems of pronouncing diphthongs and to reveal the factors causing the problems of pronouncing diphthongs at the First Year Students of English Department Universitas Muhammadiyah Makassar. The researcher used Descriptive qualitative research in this researh. The researcher used document analysis and inteview as intruments in data collection. The researcher took 10 students from the second semester of English Department as sample in this research.The findings of this research showed that there were two problems faced by the students of pronouncing diphthongs, including the students monophthongized the diphthong sounds to pure vowel sounds and substituted one diphthong sounds with other diphthong sounds. Meanwhile, the factors that cause the students problems of pronouncing diphthong sounds are the influence of mother tongue, lack of knowledge in diphthong materials, lack of practice, difficult to memorize diphthong sounds, fossilization, and lack of motivation.

English Vowel

In this case the differences that exist in two different languages Pronunciation can be a barrier to communication. A speaker can cause misunderstandings when he mispronounces a word in a foreign language. English has a number and types of sounds that are very different from the number of sounds in that language. Indonesian.Also, a letter with a different word can represent a different sound. The aim of this course is to equip students with knowledge of English vowels so that they can improve the pronunciation of English words to make them better and correct. This training is conducted online via Zoom Media because You are taking the semester through the use of two approaches namely teaching and training.Although not 100% of partners succeed in producing the correct pronunciation, improvements can be seen in the pronunciation of the accompaniment. Partners, meanwhile, had a positive attitude toward the activity through active participation in the training provided and also satisfaction. From the survey data provided by the service team, partners were identified as part of the campaign.Barriers encountered during the activity were due to the partner's lack of confidence and the influence of the partner's mother tongue.

The Influence of Age on Eye Movements during Reading in Early Elementary School Children.

Eye movement disorders have been observed in many eye diseases, such as amblyopia and developmental dyslexia. The detection of pathological eye movement behaviour is difficult and requires more data for comparison. Therefore, the main purpose of this study was to evaluate the influence of age, school level, gender, and mother tongue on eye movements while reading. One hundred and twenty-seven normally sighted children aged 7 - 12 were recruited from grades 2 - 5. The children were asked to read aloud two texts of The New International Reading Speed Text (IReST) of similar difficulty. Eye movements while reading were recorded by eyetracking technology (SMI RED 250, SensoMotoric Instruments, Teltow, Germany). The eye movement parameters were obtained from 118 children, and reading speed (words/minute), number of saccades, number of fixations, reading errors, and influence of school grade were analyzed. We showed a significant influence of age in all eye movement parameters. The main finding of this study is that younger children performed more saccades, a higher number of fixations per word, and more reading errors while taking more time to read the text than older children in higher grades. In early grades, non-native German speakers read more slowly and performed more saccades and fixations, but no more differences were seen by grade 5. Overall, there was no significant influence of gender or school system on reading parameters. This study highlights the need for an age-appropriate normative database for eye movements during reading.

A STUDY ON PROBLEMS IN SPEAKING OF ENGLISH-MAJORED FRESHMEN AT TAY DO UNIVERSITY AND SOME SUGGESTED SOLUTIONS

In this globalization era, there have been drastic changes taking place all over the world. People’s desires are fulfilled when they clearly express their ideas and opinions to others. Thus, they need to learn speaking skills in order to fulfill their ambitions, desires, and goals. However, it is so difficult for students to master this skill because they encounter some common problems when speaking. Therefore, the research entitled "A study on problems in speaking of English-majored freshmen at Tay Do University and some suggested solutions" was carried out in order to identify common problems in English speaking of English majored freshmen at Tay Do University and provide some suggested solutions. In this study, questionnaires and interview papers were used as the main instruments to collect the data. The participants were 80 English-majored freshmen in the two classes of English course 16 including 16A and 16B at Tay Do University. The study's findings revealed that freshmen majoring in English had several common problems with vocabulary, pronunciation, grammar, the influence of mother tongue, and psychology in speaking. It is expected that this study will assist English-majored freshmen at Tay Do University in recognizing and overcoming obstacles in the process of speaking.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0027/a.php" alt="Hit counter" /></p>

Mother Tongue Influence and Its Impact on Spoken English of Indian Language Speakers

The present study aims to explore the influence of the mother tongue on spoken English among Indian language speakers and its impact on fluency and intelligibility. The study will investigate the specific linguistic features of Indian languages that may transfer to spoken English, and the extent to which this transfer affects the quality of spoken English among Indian language speakers. Furthermore, the study will delve into the strategies that Indian language speakers use to overcome the influence of their mother tongue in spoken English. This research will be conducted through a combination of qualitative and quantitative research methods, including interviews, questionnaires, and language tests. The findings of this study will provide valuable insights into the challenges faced by Indian language speakers in spoken English and may inform the development of language learning and language teaching materials. The study will contribute to the field of second language acquisition research by shedding light on the complexities of cross-linguistic influence and its impact on spoken English among Indian language speakers. The results of this study will be of significant importance for educators, language teachers, and language learners, as it will help to understand the nuances of the language transfer phenomena.