Mother Tongue Interference Research Articles

ANALYSING THE IMPLEMENTATION AND ACHIEVEMENT OF THE NATIONAL LANGUAGE SYLLABUS IN TAMIL PRIMARY SCHOOLS: A CASE STUDY OF UPSR RESULTS AND PROFICIENCY GAPS

The difficulties of using the National Language (NL) curriculum in Tamil primary schools in Malaysia are discussed in this paper. Although Tamil primary school pupils struggle with NL competence, hurting their secondary school preparation, the Malaysian educational system requires mastery of Bahasa Melayu, the National Language. The research uses 2019 UPSR data to examine the NL success levels in comprehension and writing among Tamil school children. Focusing on a sample of Tamil pupils, the approach used a quantitative study of test results from national-type schools. Data were gathered using UPSR Comprehension and Writing papers. The results showed a notable difference in NL proficiency as only 40.11% of pupils attained an acceptable level in both examinations. Important debates focused on the absence of NL exposure in everyday life and the effect of mother tongue interference as main contributing elements. According to the report, standardising the NL curriculum and enhancing it across the institutions would assist to reduce these disparities. This study highlights the necessity of strategic changes to promote Tamil primary school pupils' language competency, therefore guaranteeing better preparation for secondary education.

AN ANALYSIS ON GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE TEXT AT MTS NEGERI LABUHANBATU SELATAN

<p>Based on the findings and discussions in the previous chapter, the researcher concluded the type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text, and the cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. The conclutions are as follows The type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using descriptive text. Based on the description in previos chapter, it can be concluded that the second grade of MTsN 2 still made the errors when the students were asked to a descriptive text. The types of errors made by the students on writing descriptive text are based on surface strategy taxonomy which are classified into omission, addition, misformation, and misordering. After counting the errors, the researcher found 35 total of errors consisting of 16 errors of omission, 8 errors of addition, The cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. After analyzing each types of errors found in descriptive text in students writing of the second grade of MTsN 2 Labuhanbatu, the researcher can find some causes of errors. They are interlingual and intralingual transfer. Interlingual transfer is errors that are influenced by the interference of users mother tongue. The users still apply Indonesian pattern into English when they translate the sentences. Then intralingual transfer occurs when students get difficulty learn the second language.</p>

Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh

Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This study examined two issues: the difficulties that Bangladeshi undergraduates of English studies confront while developing academic writing skill, and the ways to develop L2 English writing skill. Participants of this study were 6 students studying English in different Bangladeshi universities and 3 English teachers who were teaching at tertiary level. Data collection tools were composition writing samples on a selected topic for undergraduates and a semi-structured interview schedule for teachers. Results indicated that poor grammatical competence and brainstorming skill, insufficient vocabulary, inadequate knowledge of mechanics and writing style, and mother tongue interference were the major barriers that Bangladeshi undergraduates of English studies frequently faced while writing in English.

Analyzing Mother Tongue Interference in Turkish EFL Students' Written Products: A Lexical and Syntactical Perspective

It is clear that languages vary in numerous aspects and are considered to be dynamic and evolving entities. It is evident that each language possesses distinct characteristics, and the way it interacts with another language over the extensive process of language acquisition is of great interest to many experts in the subject of Second Language Acquisition. Language learning is a continuous process that involves exposure to various elements. Despite extensive research, the idea of language transfer remains enigmatic as studies have not fully elucidated it. The objective of this study is to identify the errors that arise due to the influence of the first language on the learning of written English by Turkish learners of English as a foreign language in a formal environment. The objective is to examine the linguistic domains impacted by transfer and to analyze the consequences of this transfer on the educational process. The additional objective is to ascertain whether a correlation exists between the rates of error and the levels of proficiency in the second language (L2). The research questions are addressed through the utilization of qualitative and quantitative data analysis approaches. A total of 252 students were included in this study after excluding the 16 non-native Turkish speakers out of the initial 268 participants. The study's findings indicate that negative transfer is seen in both lexical and syntactical language categories. Empirical evidence has demonstrated a strong correlation between certain error kinds and the competence levels of students. Moreover, further specific recommendations have been proposed to enhance the discipline of Second Language Acquisition (SLA). The constraints of this study have also been incorporated.

Correlation between end-weight principle and adjective clauses in English: Q1 SCOPUS applied linguistics articles and Thai EFL learners’ essays

The researcher in this study applied the notions of quantitative method, theoretical linguistics and applied linguistics to examine the correlation between the linguistic theory of end-weight principle and English adjective clauses in Q1-SCOPUS applied linguistics articles and Thai EFL learners’ descriptive essays. The significance of this study is that structure and use in writing should be learned simultaneously. This current study also innovatively supports Thai EFL learners to examine their linguistic competence in structuring information in their English writing. The data collection in this study was divided into two datasets. The first dataset was 20 Q1-SCOPUS applied linguistics articles published between 2022 and 2024. Approximately 200,000 words provided 117 sentences containing adjective clauses in the final position or VP-postmodifiers. On the other hand, the second dataset was 67 descriptive essays written by Thai EFL high-school learners from both public schools and private schools under the supervision of the Ministry of Education, Thailand. The original theory of the end-weight principle proposed by Quirk et al. (1972) is followed in this study. The syntactic structure of adjective clauses follows Radford (2009) who analyzed adjective clauses as complementizer phrases (CP). The inferential statistical analysis of correlation follows SPSS 29. The results showed that there was a statistically significant relationship between the datasets of applied linguistics articles and EFL learners’ descriptive essays where the p-values were reported at 0.01 and 0.02, respectively. Not only do these statistical relationships show that English is an end-weight language, but also Thai EFL learners can follow the norm accurately. This is due to the positive effect of the mother tongue interference since the Thai language is an end-weight language. The pedagogical implication of the study to EFL learners is that information structures should be contributed to grammar classes. For future studies, it is recommended to test the hypothesis of the end-weight principle with reduced adjective clauses in the medial position of sentences.

Analisis Problematika Pembentukan Lingkungan Bahasa Arab

Learning Arabic for PBA students is not only sufficient to be conducted in the classroom, but there must be a special environment outside the classroom that supports the provision of language materials in the classroom. Therefore, PBA STAI Syaichona Moh. Cholil Bangkalan tries to create an Arabic environment from year to year. However, this effort cannot be separated from the various problems, so the purpose of this research is not only to describe the process of formation of the Arabic language environment, but also to analyze the problems of creating an Arabic environment in PBA STAI Syaichona Moh. Cholil Bangkalan. This research is a qualitative research to explore existing problems directly and not only through the existing literature. The results of this study are the creation of an Arabic speaking environment in PBA STAI Syaichona Moh. Cholil Bangkalan is formed in a formal and informal manner. While the problems in creating an Arabic speaking environment include an open campus environment, neighboring Islamic boarding schools and other non-Arabic speaking study programs, mother tongue interference, lack of motivation, lack of regulations for language offenders, no private dormitory for PBA students, lack of supervision from leadership, and absence of supporting funds.

From Constraints to Control: The French Language Classroom in Multilingual Nigeria

There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.

COMMON GRAMMATICAL ERRORS FOUND IN STUDENTS’ WRITING

This study aimed at exploring the types of common grammatical errors are found in the students’ writing and finding out the dominant type of common grammatical errors found in students’ writing. This study used descriptive qualitative and quantitative method. The data were taken from the 21 compositions of students who took Basic Writing Class in English Letter Study Program, Faculty of Language and Literature of Flores University. Each writing has three kinds of writing. They are about family member, individual favorite object, and natural objects descriptions. The upshots of the study indicates there are 9,1% students who made errors in verb tense, 12,6% students who made errors in subject-verb agreement, 15,3% students made error in article, 4,5% students made error in preposition, 6,3% students made error in number, 4,5% students made error in pronoun, 1,8% students made error in possessive, 1,8% students made in word choice, 11,7% students made error in spelling, 19,8% students made error in word order, 7,2% students made error in capitalization, and 5,4% students made error in punctuation. The errors are caused from many factors; the students are still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its use. Besides, errors happened because of their first language (Indonesian logical thinking), or we could say the learners’ mother tongue interference (interlingua source), some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules.
 

Interferensi Bahasa Ibu Terhadap Penguasaan Bahasa Indonesia Menulis Cerita Rakyak

The aim of this research is to describe the form of mother tongue that often interferes with mastery of Indonesian, as well as to find out the factors that cause mother tongue interference with mastery of Indonesian in writing the Mamasa folklore by class IX students of SMPN 2 Sesenapadang Mamasa. The type of research used is qualitative research. The research method used is direct observation (observation). The analysis techniques used are data collection, data redaction, data presentation and conclusions and withdrawal/verification. The results of the research show that it is true that there is interference in Mamasa's mother tongue with the mastery of Indonesian in writing Mamasa folk tales by class IX students of SMPN 2 Sesenapadang Mamasa, due to the students/speakers' daily habit of using their mother tongue.

Structural Errors Related to Word Formation among the Second Learners of English: A Case Study of Undergraduate Students of the Department of English and Literary Studies, Ebonyi State University, Abakaliki

Structural errors related to word formation among the second learners of English pose serious problems to L2 users of English especially at the undergraduate levels of English Studies. The study aims to find out the structural errors related to word formation inEnglish and consider the pedagogical implications. The Item and Process (I.P.) Analytical theoretical framework is adopted while a descriptive research design method is deployed for the analysis. The finding showed that students have problems withdifferent morphological processes in English as a result of factors such as the inconsistency in the morphological rules, misapplication of some word formation rules, and mother tongue interference. The study, therefore, recommends that teachers of English in this area of study should endeavour to master the in-depth knowledge of these morphological rules and applications to be able to transfer the skills to the second learners of English.

INTERFERENCE IN LEARNING ENGLISH LANGUAGE: AN ANALYSIS OF SENTENCE CONSTRUCTION IN THE WRITTEN WORK OF YEAR 3 ESL LEARNERS IN WANGSA MAJU PRIMARY SCHOOL, MALAYSIA

ABSTRACT One of the most significant and interesting aspects of human development is language acquisition. Since English is a universal language, it is an essential language of interaction and education. Therefore, we have to take this language of education for professional competence seriously. The aim of the study is to explore the analysis of cultural interference, an aspect that significantly hinders the learning and acquisition of English among young Malay learners. It aims to identify the students’ errors in sentence construction, particularly on the occurrence of mistakes in subject-verb-agreement’ (SVA), determiners, and the copula ‘be’. The data of this study came from an exploratory study of errors in the written essays by Year 3 students in Wangsa Maju Primary School, Malaysia. The findings of the study showed that the students were struggling and having difficulty in using accurate English grammar in their academic writing. The results revealed that the most frequent errors were the incorrect usage of the copula ‘be’ and the absence of determiners. The interference of mother tongue played a vital cause towards inhibiting the production of error free English language sentences. Lack of understanding of how the English language grammar function also accounted to this. All these could be seen as interlingual errors whereby the native language of the participants influenced their writing patterns.

Effects of Mother Tongue Interference in the Learning of English Intonation

The learning of English intonation by non-native speakers is a nuanced process significantly influenced by the interference of their mother tongue. This interference, often categorized under linguistic interference or language transfer, manifests in various facets of English language acquisition, including the critical aspect of intonation. Intonation, which encapsulates the variation in pitch while speaking, is integral to the effective communication and comprehension of spoken English. This study delved into the multifaceted impacts of mother tongue interference on English intonation learning, with a particular focus on how phonological and suprasegmental features of a learner's first language influence their ability to acquire and produce the correct English intonation. Through a review of existing literature and examination of practical examples, the study highlights the challenges faced by learners, especially in academic settings, and suggests potential pedagogical strategies to mitigate the negative effects of mother tongue interference. The findings underscore the necessity for a tailored approach in teaching English intonation to non-native speakers, taking into consideration the phonological characteristics of their mother tongue to foster a more conducive learning environment for mastering English intonation.

Analysis of Phonological Errors in Reading Qasidah Burdah at Darul Falah Islamic Boarding SchoolTambak Sumur Sidoarjo Indonesia

This study aims to describe the phonological errors of students of the Salafiyah Islamic boarding school, Darul Falah 42, Tambak Sumur, Sidoarjo. In addition to explaining the error, it also seeks the underlying causes or factors for the errors in the pesantren students to provide solutions to help improve the following learning process. In collecting data, researchers used listening, note-taking and recording techniques. In addition, researchers also use observation techniques, interviews, and also documentation. The research method uses a qualitative descriptive method. The phonological errors of the students were found in two groups of sounds, namely the group of throat sounds (الحلق) and the group of sounds of the tongue (اللسان). In this study, two causes or factors of error were found, namely linguistic factors and non-linguistic factors—the different alphabetical characters between Arabic and Indonesian caused the error. The non-linguistic factors include lack of self-confidence, reading comprehension, and mother tongue interference. Then, the researchers provide several solutions to help improve the subsequent learning process, namely that students should increase their enthusiasm for learning and improve their reading, teachers should pay special attention to students who are not fluent in reading Arabic literature, and teachers should provide recitation reviews for every student's mistakes.

An Acoustic Study of the Stop Consonants in Lettered-Words Produced by Chinese Mandarin Speakers

This paper presents key findings from an acoustic study on Chinese Mandarin Speakers’ realization of the stop consonants in lettered-words and the stop consonants in Chinese phrases. The research was conducted through voice recording and analysis of data collected from Chinese Mandarin speakers. Recordings of 2000 overall tokens were collected and analyzed using Praat phonetic software. The mean VOT values obtained from both lettered-words and Chinese phrases were compared and statistically tested using the Independent Samples t-test. The research findings show that first, the stop consonants in lettered-words produced by Chinese Mandarin speakers are all voiceless stop consonants, distinguished as being [+aspirated] and [-aspirated]. Second, the VOT values of [p] [t] [k] in lettered-words are significantly lower than their counterparts in Chinese phrases. Third, the stop consonants in lettered-words have the same stop pattern as those in Chinese phrases. The research presents proof that where there is phonemic similarity (but phonetic dissimilarity) across Chinese Mandarin and English, L1 phonetic properties are strong for Chinese Mandarin speakers to produce lettered-words in L1 environment, which further confirms former scholars’ conviction of mother tongue interference in L2 learning. Similar phonemes in L1 and L2 are realized identically to L1 sounds, and there is significant interference from the speaker’s native language on phonetic properties produced in L2. In addition, the research presents implication for future research that might explore other acoustic features of lettered-words in Chinese Mandarin.

THE STUDENTS’ ERRORS IN WRITING EXPOSITORY TEXT AT THE ELEVENTH GRADE OF MAS DARUL FALAH LANGGAPAYUNG

<p>This research aimed to analyze the students’ errors in writing expository text at the eleventh grade of MAS Darul Falah, Langga Payung, Labuhan Batu Selatan. In this research, the researcher used a qualitative method. The participant of this research were eleventh grade students of MAS Darul Falah. This research were conducted by snowball sampling and the researcher only took 10 students to write expository text based on the topic they choose in sixty minutes. The data were collected by giving test to the students. The data were analyzed by using documentary technique of Miles and Huberman. It was consisted of three steps were data reduction, and data display and conclusion drawing or verification. The result of the study indicating that there are some errors that made by students such as 6 errors of auxiliary verb (13%), 3 errors of subject (7%), 4 errors of conjuction (9%), 4 errors of article (9%), 3 errors of misformation (7%), 3 errors of misordering (7%), 5 errors of preposition(11%), 4 errors of singular and plural (9%), 2 errors of possesive adjective (4%), 6 errors of lexical (13%), 5 errors of capitalization (11%). From the frequency of each error types, errors of auxiliary verb and lexical errors was the errors which most frequently produced by the students. The students made errors because of their first language (Indonesian logical thinking), or we should say the students mother tongue interference (interlingual source), some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules, and intralingual errors that is caused of errors resulting from complicated system of the target language itself. Besides that the students still confused to arranging the sentences correctly, it is because of the lack of knowledge, grammar, pronoun or poor vocabularies and its use.</p>

Monocentric Concepts in Phonetic Errors of ‘Bimanese’ EFL Learners

The open debate between monocentric and plurecentric concepts on pronunciation makes this research carried out. Monocentric is the concept which tends to emphasize an English learning approach for non-native speakers based on standard English or anglo-american style and believes in the existence of error sounds, while plurecentric considers the errorneous as the variety of English instead of error sounds. However, the researcher only tried to investigate the error, which sounded particularly phonetic, by taking 10 Bimanese college students. 50 words were given to the participants, and the record test was used during the pronunciation test. This test became the data to answer what phonetic errors were produced by Bimanese EFL learners using error analysis in the form of qualitative method and descriptive analysis. The communication problems that were caused by phonetic errors were identified as well becoming the second research question to be answered. This was done considering the relationship between intelligibility and pronunciation. The communication processes of two Bimanese Youtubers with foreigners were investigated for understanding the phenomenon of intelligibility and pronunciation using observation tests on four video vlogs. The findings showed that vowels were the most deviated errors produced by Bimanese. The deviation that occurred was barely caused by fossilization and mother tongue interference; the illiteracy of the participants in the pronunciation and the inconsistency of English sound systems took the most. Eventually, the researcher discovered misunderstandings and a lack of confidence that were caused by phonetic errors in the communication process.

The Effects of Mother Tongue Interference among ESL Learners’ Speaking Skills

The Effects of Mother Tongue Interference among ESL Learners’ Speaking Skills

Analysing The Problems Faced by The Students at The Sixth Semester to Speak English at English Education Department

This study aimed to find out the problems faced by the students in the sixth semester of English Education Department at Unismh Makassar to speak English fluently in the class and the factors causing the problems. This study used descriptive qualitative method in type of phenomenology in which the researcher used observation checklist and semi-structure interview to collect the data. The results showed that there are two main problems faced by the students to speak English fluently, namely linguistic problems which consist of: poor in grammar, lack of vocabulary and lack of pronunciation and also non-linguistic problems which consist of: blankness, shyness and anxiety. The factors causing students are poor in grammar manly caused by: seldom to learn grammar by themselves and were seldom to learn grammar in the previous semesters. Lack of vocabulary is caused by the students are not motivated to improve vocabulary by themselves. Lack of pronunciatiaon are caused by: the interference of mother tongue, lack of practice by themselves and pronunciation classes lacked of practice. In addition, blankness are mainly caused by: forget what to say, interruption and eye contact. Furthermore, shynes is caused by the students are afraid of making mistakes. Lastly, anxiety is caused by the students are afraid of being laughed or judged and commentated by the lectures if making mistakes.

Common Errors in Pronouncing Minimal Pairs Made by English-Majored Freshmen at Ba Ria – Vung Tau University, Vietnam

In the current globalization era, English increasingly becomes the most desirable language to be mastered. The act of producing correct pronunciation is considered as the crucial aspect contributing to the communication competence in English since mispronunciation will certainly lead to misunderstanding in communication. However, in fact, there is a significant difference in the sound system of English and Vietnamese language, which makes many Vietnamese learners encounter problems of pronouncing some sounds in English, especially the minimal pairs. In order to achieve the aim of discovering pronunciation errors of minimal pairs in English, 58 freshmen of English department at Ba Ria-Vung Tau University participated in this investigation by completing the questionnaire and recording the pronunciation of seven common pairs of word containing minimal pairs including /tʃ/ - /dʒ/; /s/ - /ʃ/; /s/ - /z/; /b/ - /p/; - /dʒ/; /t/ - /θ/ and /z/ - /ð/. The result shows the students are unable to differentiate the sounds of those minimal pairs; and the primary causes for this problem are the learners' mother tongue interference, and their limited exposure of English language. In addition, some recommendations in the light of findings are presented in this paper.

Speaking Up: A Comprehensive Investigation of EFL Secondary Students' Speaking Skill Problems in Indonesia's Islamic School Context

This study aims to explore the problems encountered by EFL secondary students in learning speaking skills in the context of Islamic schools in Indonesia. The study employed a descriptive qualitative method and used observation, interview, and questionnaire as data collection instruments. The findings revealed that the problems encountered by students in speaking skills can be categorized into fourgroups: language problems, mental problems, personal problems, and education problems. Language problems included mother tongue interference, poor pronunciation, poor grammar, unnatural spoken English, slow speech, and limited vocabulary. Mental problems included nervousness, shame, low confidence, and lack of ideas. Personal problems consisted of attitude, laziness, environmental effects, and cultural gaps. Finally, education problems included the technique and method of teaching, facilities in teaching-learning, and limited use of media. The results of the study underscore the importance of speaking instruction for EFL learners and the need for teachers and researchers to consider language learners' speaking needs in the context of teaching and learning English. This study contributes to the ongoing discussion on EFL speaking instruction and provides implications for teachers and researchers in designing effective language teaching programs.