Mother Tongue Interference Research Articles

Phonological Interference of Mother Tongue in Vocabulary Acquisition by Libyan Speakers

Phonological Interference of Mother Tongue in Vocabulary Acquisition by Libyan Speakers

Inteferensi Bahasa Indonesia terhadap Bahasa Inggris yang Digunakan oleh Para Staff Hotel dan Restoran di Daerah Pariwisata Candidasa

Research on the interference of mother tongue to second language has attracted the interest of bilingual researchers. Most of their research is related to second language learning. However, language interference that occurs in hotel and restaurant workers is still an area that has not been studied much. Therefore, this study aims to identify the interference that occurs in the use of the English language of hotel and restaurant staff in the Candidasa tourist area, Bali. By using a qualitative approach, data collection was carried out on the conversations that occurred between hotel and restaurant staff and the tourists they served. The conversations were recorded and analyzed. The results of the study indicate that there is interference between the Indonesian language and the English used, namely word choice interference, phonological interference and grammatical interference.

Improving English Pronunciation Skills by Using English Phonetic Alphabet Drills in EFL Students

This study aims to investigate the improvement of EFL students’ English pronunciation skills by using English phonetic alphabet drills. The samples of this study were 35 first-year students of English for International Communication major, Faculty of Humanities and Social Sciences, Rajamangala University of Technology Tawan-ok. They all registered for the English Pronunciation subject in the second semester. The instruments used for collecting data were English phonetic alphabet drills, English phonetic alphabet collecting forms, observation and focus group interview questions. The data were analyzed both statistically and descriptively. The results showed that all students were able to pronounce English consonant and vowel sounds more accurately after applying English phonetic alphabet drills. However, Nasal /m, n, ŋ/in the final position, and /l/ in the initial and medial position were still the problematic consonant sounds including central vowels, /ʌ/ and /ə/, and the back vowels, /ɒ/, /ʊ/, /u/ and /əʊ/. Students also had difficulties pronouncing voiced sounds. The causes of pronunciation errors were due to differences in the phonological system of the languages, mother tongue interference, and English spelling and pronunciation. From the findings, it was clear that the English phonetic alphabet knowledge could help student improve their English pronunciation.

The Teachers’ Corrective Feedbacks on the Students’ Grammatical Errors in their Written Descriptive Text and Their Response.

This study aimed to find out (1) The teachers’ feedbacks on the students’ grammatical errors in the students’ descriptive text; (2) The students’ responses towards the teachers’ grammatical feedbacks in their descriptive text. The research design is Descriptive Qualitative Research conducted at SMP 1 Ma’rang Pangkep. The subject of research was three English teachers and thirty students who were selected by Purposive Sampling Technique. The instrument of data collected were teachers’ corrective feedback and the student’s response from the descriptive text. The result of the research showed that corrective feedback on the students’ grammatical errors in descriptive texts was more dominant in syntax errors, in this case mis formation errors. These errors occurred because of student’s mother tongue interference. The students still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its used. Besides that, some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules. Students’ response by imitating the teacher's corrective feedback. Because they were aware that the parts which were given feedback were incorrect and they agreed with the correction suggested by the teacher. Thus, they directly imitated the corrections and did not change any other parts. And a few students ignore.

Profanity on Jordan’s Twitter

This study discusses how profanity is used online and whether it records any gender-related differences. It explores how often and why certain swear words are used on Jordan’s Twitter. The data are harvested by a computer specialist and consist of 5,000 English tweets—2,500 by females and 2,500 by males. The tweets were posted from Jordan within the period 2015-2020 and were randomly selected from 500 different accounts. The study concluded that the most common swear words on Jordan’s Twitter were fuck, shit, damn and hell, and that there is statistical evidence that women swear more than men, contrary to several previous studies. Women also tend to use a greater variety of swear words, often mitigating their effect through abbreviated forms. The study also attributed the high frequency of the swear words found in the data to their syntactic flexibility, mother-tongue interference, and the fact that most of these words are closed monosyllables.

THE IMPROVEMENT OF MISPRONUNCIATION ENCOUNTERED BY MOST YOUNG ENGLISH LEARNERS

Mispronunciation is a critical issue encountered by most young English learners in a second language learning that causes low spoken English proficiency, which plays important roles today. The objectives of this study were to identify the segmental changes resulted in the articulation of English mispronounced words produced by most young learners, to describe the different elements between Indonesian and English sound systems, and to explain the phonological interference of mother tongue in English mispronunciation. This study uses descriptive qualitative research design performed on ten primary school students selected by using purposive sampling in Semarang. Data were collected by using simak method and analyzed by using padan fonetik artikulatoris method.
 The data suggest that the majority of the participants had difficulty in articulating the words with absent phonemic segments /ɪ, æ, əː, ɔ, ʌ, eɪ, ʊə, ɪə, aɪə, ʃ, θ, ð, ʒ, voiced v/, silent letters <b, d, e, t, w, gh, and r in some cases>, spelling patterns <th, ow, ph, ie, ueue, ough>, and tricky words including several English borrowings that have inconsistent spelling pronunciation. The results showed that the interference of L1 sounds and pronunciation rules occurred through substitution of closest native sounds for absent phonemes, insertion of native sounds, and negative transfer of L1 spelling pronunciation. It can be concluded that most of the young learners mispronounced on words with absent phonemic segments, silent letters, spelling patterns of many letters combination, and several English borrowings.

Examining Frequent Grammatical Errors in Student Theses: A Case Study of a Private University in Sulawesi

The purpose of this study was to determine the most common grammatical errors found in students’ theses at a private university in Southeast Sulawesi, and to consider the possible causes of the students’ mistakes. Descriptive qualitative methods were used. Students were recruited through purposive sampling. The theses were analyzed using the Mileys & Huberman’s approach. During the data collection process, the writer documented the thesis background and noted any errors that were discovered. 803 errors were found in the background of students’ theses. The most common errors were on misformation, which accounted for 547 or 68.12% of all errors, followed by omission errors, which accounted for 128 or 15.94% of all errors. Misordering and addition, on the other hand, accounted for 11.83% and 4.10% of all errors, respectively. The researchers deduced from the error analysis that mother tongue interference and target language causes contributed to these errors (false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restrictions, hypercorrection, overgeneralization, or system-simplification).
 Keywords: frequent grammatical errors, misformation, misordering, addition, omission

Influence of Mother-Tongue On English Language Use Selected Mother-Tongue Factors Affecting English Language Usage, A Case Study of Ikom Local Government Area

Over the years, English Language has been accorded a very high prestige in Nigeria.The status and functions given to English in Nigeria has made it become imperative for every Nigerian citizen to learn how to speak, read and write the language. This is as a result of the pluralistic linguistic situation of Nigeria which has made it impossible for national language. This accounts for why English has been allotted prestigious domains of use in Nigeria. This study was undertaken to investigate and shed more light on the effect that mother-tongue influence has on spoken English in Nigeria. The focus of this study is on selected mother-tongue factors affecting English language in Nigeria. In order to manipulate variables properly to achieve tenable results, this study will focus on the phonetic and phonological levels of mother-tongue interference. 150 Ikom learners/users of English were sampled from SSS3 students selected from three secondary schools in Ikom Local Government Area, Cross-River State, where Ikom is their native language. Tape recorders and smart recorders were instruments of data collection alongside (phonetic) articulation tests. The technique employed in the analysis of data was descriptive and quantitative. The sources of data were relevant textbooks, magazines, journals, libraries (online and offline) and the internet. The findings revealed that, the mother-tongue of Ikom learners/and users of English negatively influences their spoken English, significantly in their articulation of English consonants, vowels and consonant clusters; and suprasegmentals such as stress and intonation.

The Psychological Constraints of Using Japanese Among Indonesian Students

This study discusses the psychological constraints for Indonesian students in using Japanese as one of the student learning processes in order to improve speaking skills. The main obstacle for students is the sentence structure which differs between the mother tongue and the target language. The difference between the Japanese sentence structure and the Indonesian sentence structure can be seen in the learners' speech. The discussion in this study presents the influence of the interference structure of the Indonesian language on Japanese speech. Mother tongue interference then becomes a psychological constraint in the use of Japanese among Indonesian students. Research data were obtained through interviews with elicitation. The results of this study indicate that a number of syntactic elements that affect Japanese speech are found in the fields of phrases, clauses and sentences. This is mostly influenced by structural elements in the different syntaxes of Indonesian and Japanese languages, which actually have different cultural aspects. From this, it is evident that foreign language learners, especially Indonesians, have psychological barriers in speaking Japanese because the language is influenced by linguistic environmental factors related to the way Japanese people express things through their language.

Common Pronunciation Errors of Chinese-Speaking Students in Malaysia

One of the leading reasons of the high unemployment of Malaysian graduates is their poor command of and inability to communicate in English. Employers affirm that English proficiency is an important hiring criterion, and pronunciation plays an important role in assessing speakers’ language skills in job interviews. This research was conducted to identify the common pronunciation errors of Form 5 higher proficiency Chinese-speaking students and the possible contributing factors to these errors. This study utilised the mixed-method research design, combining elements of quantitative and qualitative research: reading-aloud word-list, questionnaires and interviews. Students were individually asked to read a word list containing 200 words that cover all 24 consonant sounds and 20 vowel sounds in the English language. Results indicated that the 5 most common pronunciation errors according to articulatory types are voiced vs. voicing consonants, fricative consonants, short monophthongs, plosive consonants and final consonant deletion. Outcomes indicated that the main likely factors contributing to students’ pronunciation errors are mother tongue interference, lack of input and usage of the English language and lack of attention to the pronunciation element in the classroom. As this study uncovers common pronunciation errors amongst students, educators may considerably focus on areas making their teaching of pronunciation more effective and conclusive to reduce students’ pronunciation errors and improve their language speaking ability. Keywords: phonetic; proficiency; pronunciation error; second language; speaking

Analisis Kesalahan Berbahasa dalam Menulis Teks Pidato Bahasa Arab Siswi Kelas 5 Pondok Modern Arrisalah Ponorogo

This study aims to describe and explore: 1) Forms of language errors, 2) Factors causing language errors, 3) Efforts that can be made to minimize language errors in writing Arabic speech texts for grade 5 students. This study uses a qualitative content analysis approach. on language errors in 3 samples of Arabic speech texts for 5th grade Arrisalah Islamic Boarding School students in the 2019 Academic Year. The results showed language errors at the phonological level, morphological level, syntactic level, and semantic level. Factors that cause language errors that affect these errors are: mother tongue interference, inability to obey Arabic rules, compulsion to use Arabic, and ignoring penalties for language violators. Solutions to minimize errors are: nahwu and sharaf learning innovation, referring to Arabic mu'jam, adding insight into Arabic and improving language skills, being serious in writing speech texts, motivating students to be enthusiastic in using Arabic holding ishlah al-lughah and activities with Arabic themes, as well as increasing discipline in the use of language.

Assessing The Interference of Mother Tongue Towards Students’ Spoken English Ability at SMPN 39 SBT

This research was conducted through descriptive qualitative research with the aim of the study are to find out kinds of phonological interference in the spoken English by students at SMPN 39 SBT and to describe factors which affecting the phonological interference in the spoken English by students at SMPN 39 SBT. The study taken a place in SMPN 39 SBT which located in desa Mida, Kec. Pulau Gorom. The subject of this study were eleven students of second grade at SMPN 39 SBT which spoken Bahasa Gorom as their mother tongue. The data were collected by using video recording, field not and interview. The researcher uses the content analysis which focuses on analyzing kinds of phonological interference by Uriel Weinrich, and the factors which affecting the phonological interference Rod Ellis. The result shown that there are 4 kinds of phonological interference found in the students’ utterances. Those are; 1). Under-differentiation of Phonemes. 2). Over-differentiation of Phonemes. 3). Reinterpretation of Distinction. 4). Actual Phone Substitution. The factors which include internal and external factors found in this study. They are; a). Motivation. b). Language Learners’ Attitude. c). Learners’ Personality. d). Teacher’s Behavior. e). Learning Environment.

Mother Tongue Interference In Writing English As a second Language Among the students of Tamil language.

This paper investigates and analysis the common interference of mother tongue, were committed by the students who are native of Tamil language, in writing English as a second language. The purpose of this current study is to reveal the common interference of the first language Tamil with its rules and structures in writing ESL. This study was conducted by using the qualitative research method and an essay was taken, from the participants, as a tool of this study . Data were collected from 50 Advanced level students who study at the government schools and these written samples were gathered from the Tamil native students who passed English language in their O/Level examination. The collected data were analyzed and identified the interference of mother tongue,in writing English as a second language, are in punctuation, capitalization, spelling, vocabulary, wrong use of pronoun, word order or sentence structure, preposition, conjunction and adjective. Besides this study will help to our students to develop their writing skills of L2, also to correct them. As well, this article will assist the teachers of ESL to approach the students in learning English as a second language.

Mother Tongue Interference In Writing English As a second Language Among the students of Tamil language.

This paper investigates and analysis the common interference of mother tongue, were committed by the students who are native of Tamil language, in writing English as a second language. The purpose of this current study is to reveal the common interference of the first language Tamil with its rules and structures in writing ESL. This study was conducted by using the qualitative research method and an essay was taken, from the participants, as a tool of this study . Data were collected from 50 Advanced level students who study at the government schools and these written samples were gathered from the Tamil native students who passed English language in their O/Level examination. The collected data were analyzed and identified the interference of mother tongue,in writing English as a second language, are in punctuation, capitalization, spelling, vocabulary, wrong use of pronoun, word order or sentence structure, preposition, conjunction and adjective. Besides this study will help to our students to develop their writing skills of L2, also to correct them. As well, this article will assist the teachers of ESL to approach the students in learning English as a second language.

A STUDY ON THE DIFFICULTIES IN PRONUNCIATION OF ESL LEARNERS

In many ESL classes across the globe, English pronunciation is still not given enough attention. One of the primary reasons why it is overlooked is because there arent many pronunciation techniques accessible to instructors in the context of the school setting. The purpose of this research is to identify the problems in English pronunciation that learners experience as a result of the presence of Mother Tongue (MT) interference in their speech. In this article, the survey technique was used to gather information from a variety of sources, including interviews, personal conversations over the phone, and meetings. The report also included suggestions and recommendations for reducing the pronunciation difficulties that ESL learners encounter. There were a total of 102 samples gathered through Google forms in India. The findings of the study are discussed in detail in the interpretation.

The Effect of Gender on the Bilingual and Bicultural Identity of the Iraqi EFL Learners' Recognition and Production of Request

This study examines the effect of gender on students' bilingual and bicultural identity in their recognition and production of request is studied. This means that it investigates to what extent the learners’ mother tongue and culture influence their recognition and production of request in the EFL and the effect of gender on such an identity. The study aims at exploring and identifying the linguistic patterns of request in English used by Iraqi EFL learners, those patterns of request transferred from Iraqi EFL learners’ mother tongue, and the Iraqi EFL learners’ cultural patterns and cultural realization of request transferred from Arabic culture into the EFL. Some hypotheses of the study state that there is a bilingual and cultural identity in using request by Iraqi EFL learners, females are better than males in request perception and production and they are worse in Arabic monolingualism and monoculturalism, students are better in English monolingualism and monoculturalism than in the other request features, students’ English monolingual and monocultural identity is more apparent in request perception than in production.
 To validate or refute its hypotheses, a test comprising recognition and production has been constructed and applied to fifty Iraqi EFL learners at fourth year, Department of English, College of Education for Humanities, University of Thi-Qar at the academic year (2020-2021). After data analysis, some conclusions are arrived at.
 The study concludes that Iraqi EFL learners are pragmatically incompetent and they have a bilingual and bicultural identity because of their mother tongue and culture interference.

Mother-Tongue Interference in Learning English in English Meeting Club

Interference is a phenomenon that occurs in a society when learning a new language and bilingualism is one of the causes why interference is. Interference occurs mostly because the speakers who have more than one language used to interact with one another. This study aimed to describe the kind of interference errors made by learners of English in English Meeting of disorders caused by the mother tongue. This study used qualitative method which its subject was taken from participants of English Meeting. The collecting of data used audio recording which was converted into transcription. The results showed that interference errors committed by English language learners' is generally influenced to phonetic refers to speech sounds, lexical interference to the level of words and grammar disorder refers to the rules of grammar in language. This is due to the fact that the speaker Indonesia experienced a huge obstacle when trying to use English as the target language as first language learners have mastered. The source of the difficulties is based on the level difference between the Indonesian system and the English systemKeywords – Interference, Bilingualism, Interference errors

Analysis of Foreign Learners’ Lexical Errors: A Case Study of Kassala University

The aim of this paper is to identify the types of lexical errors made by learners in Sudan in producing English words. To achieve these purposes, the researcher offered three questions. The data was gathered from free compositions writing test. The study sample consists of 50 students enrolled in the Department of English language at Kassala University. To answer the study questions, the frequency tables and percent were used. The findings of the study indicate that the students committed errors resulting from mother tongue interference and other factors such as overgeneralization and incomplete application of rules. Recommendations are suggested that lexical errors still need more studies and investigation because it is a very wide area and very difficult one.

Students’ grammatical error analysis in the recount text translation

This research aims to determine the types of grammatical errors that students make the most and least frequently, as well as the causes of those errors, using the Surface Strategy Taxonomy that was identified in students' recount text translation. The participants in this study were SMAN 1 Pringsewu first-graders in the academic year 2020/2021. This research adopted a descriptive qualitative method by using a translation task and questionnaire for the instruments. According to the Surface Strategy Taxonomy, the students made all types of errors: omission, addition, misformation, and misordering. In recount text translation based on Surface Strategy Taxonomy, the most common error made by students was misformation, whereas the least frequent error type was misordering. Problems with the target language, mother-tongue interference, a lack of eagerness to learn the target language, a lack of confidence, and the absence of error feedback from the teacher were all possible causes of those errors. This indicates that the students’ English grammar understanding was still limited. Therefore, the English teacher is expected to solve it by providing appropriate teaching methods and materials to reduce errors.

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords: Errors, Sentence Structure, English writing skill