Main Article Content

Abstract

The study was designed to examine mother tongue interference in the use of English in Secondary Schools in Oshimili South L.G.A of Delta State. Three research questions were formulated for the study. The study adopted survey design. The target population of the study consists of 164 English teachers from 12 public Secondary schools in Oshimili South L.G.A. of Delta State. The sample of the study was Ninety-two (92) respondents. Stratified and random sampling technique was used to obtain the sample. Data collected from respondents were obtained using structured questionnaire and analysed using mean and standard deviation. The results of the analysis revealed that mother tongue negatively influenced communication in English Language. Poor socio-economic background of learners, media of learning, cultural factors, deficiencies in pedagogic method by teachers, knowledge and personality of teachers, amongst others were factors responsible for students’ inability to learn English in the study area. Number of dialects found is so large that it is practically impossible to address all the accents in a classroom. The study recommended amongst other that Teachers of English Language are reminded that teaching of English Language should not be geared towards passing examination in English per se; rather the emphasis should be on competence of students in writing, reading and speaking as well. This will help in no small measure in making them understand not only English but all other subjects that are taught in English Language.

Article Details

How to Cite
DOMINIC NGOZI PATIENCE, & NKEREUWEM OGONNA N. (2020). Mother Tongue Interference In The Use Of English In Secondary Schools In Oshimili South Local Government Area Of Delta State. International Journal for Social Studies, 6(1), 326-337. Retrieved from https://journals.eduindex.org/index.php/ijss/article/view/20172