ABSTRACT

This study investigates the impact of the Yamba mother tongue on the English language skills of Yamba students. It offers an overview of how a student’s first language, also known as L1, can influence the acquisition and learning of their second language, in this case, English. The research conducted highlights that the mother tongue can have a detrimental effect on students’ English language abilities, particularly when English is taught as a foreign or second language. The conclusions drawn from the research, along with various recommendations, are presented in this paper. These findings aim to assist teachers in understanding the root causes of students’ limited English proficiency and their poor performance in exams. Furthermore, it provides insights into strategies for mitigating these issues and implementing more effective teaching and learning methods.

CHAPTER ONE INTRODUCTION

1.1 GENERAL INTRODUCTION

Introduction

Human beings possess an innate capacity for language acquisition, with their first language development typically occurring prior to formal schooling. This natural linguistic progression usually unfolds without conscious effort. Early observations and concepts regarding language acquisition have existed throughout history, including Plato’s belief in some form of innate word-meaning mapping. Additionally, Sanskrit grammarians debated for over twelve centuries whether language meaning recognition was divinely granted (possibly innate) or transmitted across generations through established conventions. For instance, a child may learn the word for “cow” by listening to trusted speakers discussing cows.

Mother tongue significantly influences second language acquisition, potentially creating impediments in the process. The term “mother tongue” is understood to represent “the language or languages learned while growing up among people who speak them” (Saville-Troike, 2006). In the context of this study, mother tongue refers to the language learned in childhood. Language acquisition involves the development of the capacity to perceive, comprehend, produce, and employ language for communication.

1.2 BACKGROUND TO THE STUDY

Language acquisition is often shaped by the linguistic environment in which individuals are raised. People typically learn and adopt the language commonly spoken around them, either at home or within their local communities. For example, individuals born and raised in French-speaking towns such as Douala and Yaoundé naturally acquire French as their primary language. Similarly, those who grow up in English-speaking towns like Bamenda and Buea predominantly learn English. As English is a global language, speakers worldwide can converse and understand each other, even though various regional variations exist. However, the influence of the mother tongue can sometimes disrupt smooth communication.

Students from regions with a strong mother tongue influence may find it challenging to build confidence in their English language skills. Consequently, they tend to incorporate elements of their mother tongue into their English usage, which can lead to non-standard or incorrect English language usage. This influence affects multiple aspects of language, including vocabulary, syntax, grammar, spelling, and pronunciation. As a result, students may face difficulties in achieving proficiency in the English language.

1.3 SIGNIFICANCE OF THE STUDY

The study’s significance extends to both educational and social levels:

Educational Level:

For educators, this research offers valuable insights into understanding the influence of mother tongue on students’ English language proficiency. This understanding can help teachers identify and address students facing difficulties in acquiring and effectively using the English language due to the influence of their mother tongue.

Students can benefit from this study by gaining insights into the reasons behind their suboptimal English language performance. Understanding the root causes of their language challenges can enable them to improve their language skills.

Social Level:

This research can help communities better interact and relate to individuals who struggle with English language proficiency due to mother tongue influence. It fosters improved communication and understanding between individuals from different linguistic backgrounds.

1.4 OBJECTIVES OF THE STUDY

General Objectives:

The primary objective of this study is to enhance the understanding of how the mother tongue, specifically the Yamba dialect, influences the English language, thereby shedding light on the challenges faced by Yamba students.

Specific Objectives:

1. Identify the effects of the Yamba dialect on the English language skills of Yamba secondary school students.

2. Examine the specific areas of the English language affected by the Yamba dialect and understand the reasons behind this influence.

3. Propose potential solutions to mitigate the impact of mother tongue on the English language skills of students.

1.5 STATEMENT OF THE PROBLEM

It is evident that individuals from the Yamba community have unconsciously adopted non-standard or incorrect usage of the English language due to the influence of their mother tongue. This language challenge not only affects these individuals but also hinders effective communication and interactions with others. The persistence of this issue may lead to misunderstandings, conflicts, and, in some cases, social isolation. This study aims to address the root causes of this linguistic issue and provide recommendations for its resolution.

1.6 RESEARCH QUESTIONS

General Research Question:

Does the Yamba mother tongue influence the English language skills of students, resulting in language proficiency challenges?

Specific Research Questions:

a) What are the effects of the Yamba dialect on the English language skills of Yamba secondary school students?

b) In which specific areas of the English language does the Yamba dialect exert its influence, and why?

c) What measures can be implemented to reduce the impact of the mother tongue on students’ English language skills?

1.7 HYPOTHESES

The hypotheses for this study are as follows:

1. The Yamba mother tongue has a negative influence on the English language skills of students, leading to poor academic performance.

2. The influence of the mother tongue results in non-standard pronunciation and usage of the English language.

The scope of this study is limited to form four students in three secondary schools located in the Yamba area, specifically Government Secondary School Ndzebuck Mbem, Government Secondary School Rom, and Government High School Nwa. The study focuses on students’ English language proficiency, including written aspects such as grammar, syntax, vocabulary, and spelling.