TUMAINI UNIVERSITY MAKUMIRA THE IMPACT OF MOTHER TONGUE IN SECOND OR FOREIGN LANGUAGE LEARNING IN SECONDARY SCHOOLS A Case of Same District BY AMON C. DIDAS A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION HUMANITIES AND SCIENCE IN PARTIAL FULFILLMENT IN THE REQUIREMENTS OF THE AWARD OF DEGREE OF BACHELOR OF ARTS WITH EDUCATION OF TUMAINI UNIVERSITY MAKUMIRA USA RIVER, ARUSHA JULY, 2019 i TUMAINI UNIVERSITY MAKUMIRA THE IMPACT OF MOTHER TONGUE IN SECOND OR FOREIGN LANGUAGE LEARNING IN SECONDARY SCHOOLS A Case of Same District BY AMON C. DIDAS A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION HUMANITIES AND SCIENCE IN PARTIAL FULFILLMENT IN THE REQUIREMENTS OF THE AWARD OF DEGREE OF BACHELOR OF ARTS WITH EDUCATION OF TUMAINI UNIVERSITY MAKUMIRA USA RIVER, ARUSHA JULY, 2019 ii CERTIFICTION I, the undersigned certify that I have read and hereby recommend for acceptance by the Tumaini University Makumira, a research entitled: “The Impact of Mother Tongue in Second / Foreign Language Learning in Secondary Schools” in partial fulfillment in the requirements of the award of degree of bachelor of arts with education of Tumaini University Makumira. Approved by; Name of supervisor………………………………. Date……………………………………………… Signature……………………… iii DECLARATION AND COPYRIGHT I, AMON C. DIDAS, declare that this research work is my own original work to the best of my knowledge and for Tumaini University Makumira that it has not been presented and will not be presented to any other University for a similar or any additional degree award. REG NO …………………………………………………………… Date: ………………………………………………………………. Signature: ………………………………………………………….. COPYRIGHT This research is a copy right material protected under Berne convention, the copyright act of 1999 and other international and national enactments, in that behalf, on intellectual property. It may not be reproduced by any means in fully or in part, except for short extracts in fair dealing, for research or private study, critical scholarly review or discourse with an acknowledgement, without the written permission of the Supervisor of undergraduate study –TUMA on behalf of both authors. iv DEDICATION I dedicate this research work to my parents and all my guardians specifically and gargantuan Mr. and Mrs. Charles Didas, whose endless and colossal love, support and encouragement have given me the keenness during the entire time of my studies. v ACKNOWLEDGEMENT The successfulness of this work was not an individual due task, it was also accompanied by various supports from different people, but just a few to mention; with appreciation to all who in one way or another contributed in making this study success. First and foremost I would like to thank God Almighty for giving me a gift of nature confidence, strength, and good health throughout my study. I greatly express special appreciation to my father Charles Didas and Mother Anastazia Amon for their prayers with millions of blessings and their readiness to fight for my achievement. I also kneel down with due respect to thank the Same Diocesan priest including Rev. Fr. Bernard Mwaingwa, FR. Samwel Mvati Fr. Clement Mtei, Fr. Christopher Mboya and Fr. James Ijiko for their concrete formation and support I am conceited and grateful to my supervisor Irene Mollel, lecturer at Tumaini University Makumira in the department of languages and professional skills, who devoted her time giving me guidance, corrections, and comments to make this report attractive, fathomable and successful. I extend my sincere thanks to the heads of school, academic masters, teachers, and students of Chajale/Same Seminary, Kandoto Girls Science secondary School and Dido Devine Mercy Formation Center for their cooperation and support during Data collection process. Lastly, I gargantuan thank with appreciation my Friends Frolian Raphael and Mageni Magele for their mutual cooperation in favor of successfulness of this study. vi TABLE OF CONTENTS TITLE PAGE……………………………………………………………………………i CERTIFICTION ............................................................................................................. ii DECLARATION AND COPYRIGHT ........................................................................ iii DEDICATION................................................................................................................ iv ACKNOWLEDGEMENT .............................................................................................. v TABLE OF CONTENTS .............................................................................................. vi LIST OF TABLES .......................................................................................................... x LIST OF FIGURES ....................................................................................................... xi LIST OF ABBREVIATION......................................................................................... xii ABSTRACT .................................................................................................................. xiii CHAPTER ONE ............................................................................................................. 1 1.0 Introduction ................................................................................................................. 1 1.1 Background of the Problem ........................................................................................ 1 1.2 Statement of the Problem ............................................................................................ 2 1.3 Objectives ................................................................................................................... 3 1.3.1 General Objective .................................................................................................... 3 1.3.2 Specific Objectives .................................................................................................. 3 1.3 Research Questions ..................................................................................................... 3 1.4 Significance of the Study ............................................................................................ 3 1.5 Theoretical Framework ............................................................................................... 4 1.6 Conceptual Framework ............................................................................................... 5 1.7 Scope of the study and Delimitation of the Study ...................................................... 5 1.8 Definitions of Key Terms ........................................................................................... 6 CHAPTER TWO ............................................................................................................ 7 vii LITERATURE REVIEW .............................................................................................. 7 2.0 Introduction ................................................................................................................. 7 2.1 Mother Tongue............................................................................................................ 7 2.2 Second Language ........................................................................................................ 7 2.3 Foreign Language ....................................................................................................... 8 2.4 Language Learning ..................................................................................................... 8 2.5 Related Theories on this Study ................................................................................... 9 2.5.1 Behaviorist Theory................................................................................................... 9 2.5.2 Cognitive Theory ................................................................................................... 10 2.6 Empirical Studies ...................................................................................................... 10 2.7. Research Gap ........................................................................................................... 12 2.8 Chapter Summary ..................................................................................................... 12 CHAPTER THREE ...................................................................................................... 13 RESEARCH METHODOLOGY ................................................................................ 13 3.0 Introduction ............................................................................................................... 13 3.1 Research Design........................................................................................................ 13 3.2 Area of Study ............................................................................................................ 13 3.3 Selection of Sample Size and Sampling Technique ................................................. 14 3.3.1 Sample Size ............................................................................................................ 14 3.3.2 Sampling Technique .............................................................................................. 14 3.3.2.1 Purposive Sampling ............................................................................................ 14 3.3.2.2 Simple Random Sampling .................................................................................. 15 3.4 Data Collection Method ............................................................................................ 15 3.4.1 Questionnaire Method ............................................................................................ 15 3.4.2 Interview Method ................................................................................................... 15 viii 3.4.3 Observation ............................................................................................................ 16 3.5 Data Analysis Procedure ........................................................................................... 16 3.6 Ethical Consideration ................................................................................................ 16 3.7 Chapter Summary ..................................................................................................... 16 CHAPTER FOUR ......................................................................................................... 17 DATA ANALYSIS INTERPRETATION AND DISCUSSION ............................... 17 4.0 Introduction ............................................................................................................... 17 4.1 Characteristics of Respondents ................................................................................. 17 4.2 Phonological Effects of Mother Tongue (Chasu) on Second Language (English) Learning .......................................................................................................................... 18 4.3 How Phonological Effects of Mother Tongue Effects Second/Foreign Language Learning .......................................................................................................................... 19 4.3.1 Blocks Fluent and Competent in Learning English ............................................. 20 4.3.2 Removes Learner‟s Communicative Confidence .................................................. 21 4.3.3 Block Quick Grasping of Ideas during Class Room Instruction............................ 22 4.4. Solutions of the Effects of Mother Tongue on Second/Foreign Language Learning22 4.4.1 Teachers should use various Techniques in Teaching English Language ............. 23 4.4.2 Formulation of School Language Policy with Set of Laws and Implementation .. 24 4.4.3 Learners should be provided with Good Learning Environment........................... 24 CHAPTER FIVE .......................................................................................................... 25 SUMMARY CONCLUSION AND RECOMMENDATIONS ................................. 25 5.0 Introduction ............................................................................................................... 25 5.1 Summary of the Study .............................................................................................. 25 5.2 Conclusion ................................................................................................................ 26 5.3 Recommendation ...................................................................................................... 26 ix 5.3.1 To the Government ................................................................................................ 27 5.3.2 To the Teachers ...................................................................................................... 27 5.3.3 To the Parents ........................................................................................................ 27 5.3.4 Recommendation for Father Study ........................................................................ 27 REFFERENCES ........................................................................................................... 28 APPENDIX A: TONGUE TWISTERS FOR PRACTICES IN ENGLISH LANGUAGE LEARNING .................................................................................................................... 29 APPENDIX B: COVER LETTER FOR RESEARCHER‟S INTRODUCTION ........... 30 APPENDIX C: QUESTIONNAIRE FOR STUDENTS ............................................... 31 APPENDIX D: INTERVIEW QUESTIONS FOR TEACHERS ................................... 33 APPENDIX E: INTERVIEW FOR STUDENTS ........................................................... 34 APPENDIX F: OBSERVATION CHECKLIST ............................................................ 34 APPENDIX G: PERMISSION LETTER FOR DATA COLLECTION ........................ 36 x LIST OF TABLES Table 1: Communicative mode Adopted from Shannon & weaver (1949)………….. 5 Table 2: English Words Pronounced ............................................................................ .18 Table 3: How Phonological Effects of Mother Tongue (Chasu) Affect L2/FL Learning ......................................................................................................................................... 20 Table 4: Response to Solutions of the Phonological Effects of Mother Tongue on L2/FL…………………………………………………………………………...23 xi LIST OF FIGURES Figure 1. A map of the Area of Study .......................................................................................... 14 Figure 2. Characteristics of Respondents ..................................................................................... 17 xii LIST OF ABBREVIATION MT Mother Tongue Fl Foreign Language L1 First Language xiii ABSTRACT Learning the second language (English) has been a gigantic problem. This study aimed at finding the impact of mother tongue in second or foreign language learning in secondary schools in Same district. In addressing this study, three research objectives were developed; to identify the phonological effects of mother tongue on second/foreign language learning, to assess how the phonological effects of mother tongue affect second/foreign language learning and to explore the solutions of the effects of mother tongue on second/foreign language learning in secondary schools. Case study design was used, random and purposive sampling were employed to get the targeted population and data was gathered through questionnaire, observation and interview, the data obtained was analyzed using descriptive analysis and thematically. Result from the study reveals that, mother tongue has effects on learning English. Also answers from respondents drew the conclusion that mother tongue blocks fluent and competent in learning English, remove learner‟s communicative confidence and block quick grasping of ideas. These results indicate that, teachers should use appropriate teaching techniques that provide learners with adequate practices like tongue twisters, provision of good learning environment as well as school language policy. 1 CHAPTER ONE 1.0 Introduction The proposed study is about the impact of mother tongue on second/foreign language learning in secondary schools. This chapter presents the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitation and limitation of the study, the scope of the study, theoretical and conceptual framework, the definition of key terms and chapter summary. 1.1 Background of the Problem Learning of the second language has been a curious problem specifically in Same District secondary schools, as the English language is not an indigenous language of this district. Learners have their own spoken language (mother tongue) and it is mostly used inside and outside the classroom. In second language or foreign language learning one of the factors which seem to cause students to face complex language situation is their mother tongue language. Growing up in this area, this has been the situation and the researcher kept on observing this during his Teaching Practice. English language learning students gave the impression of the effect of mother tongue on second language learning. Different reviews also indicate that, the situation affects the country of Tanzania and external countries like Kenya, Uganda among others. According to crystal, (2006) as cited from (Wilkins, 1976) It is very rare for an individual to develop a comprehensive knowledge of a foreign language as a native speaker. 2 However, a second language learner has a tendency to transfer his habits from his mother tongue to the second language system and this situation is universal. Language transfer refers to the learners trying to apply rules and forms of the first language into the second language, this transfer of L1 linguistic features to L2 is called Interlingua Interference (Iqbal, 2016). Moreover, Wrog (2007), argued that, even when the non-native speaker„s vocabulary and grammar are excellent, but their pronunciation falls below a certain threshold level, they are unable to communicate efficiently and effectively in the second language. It‟s with these conflictions that fascinated the researcher to carry out a study which sought to identify ways in which mother tongue (Chasu language) affect second /foreign language learning (English). 1.2 Statement of the Problem Mother's tongue interferes L2/FL learning in the aspect of phonology, syntax, and morphology in general. This occurs when the learners transfer from mother tongue to L2/FL due to some effect and berries resulted from the mother tongue. Krashen (1983) on Interference refers to the errors made by carrying habits of the first language to the second language or dialect and it can be noticed inform of pronunciation, vocabulary and grammar (www.grooarchieve.com). This study, therefore, sought to investigate how mother tongue affects second/foreign language learning (English) in secondary schools in Same District. It is because of the mentioned problem this study concentrated on the phonological effects of mother tongue on second or foreign language learning. 3 1.3 Objectives 1.3.1 General Objective To investigate the impact of mother tongue on second/foreign language learning in Secondary Schools in Same District. 1.3.2 Specific Objectives 1. To identify the phonological effects of mother tongue on second/foreign language learning in secondary schools in Same District. 2. To assess how the phonological effects of mother tongue affect second/foreign language learning in secondary schools in Same District. 3. To explore the solutions of the effects of mother tongue on second/foreign language learning in secondary schools in Same District. 1.3 Research Questions This study sought to investigate and provide answers to the following questions: 1. What are the phonological effects of mother tongue on second/foreign language learning Secondary Schools in Same District? 2. How do phonological effects of mother tongue affect second/foreign language learning in Secondary Schools in Same District? 3. What are the solutions of the phonological effects of mother tongue in second/foreign language learning in Secondary Schools in Same District? 1.4 Significance of the Study The exploration of this study will help the learners of second/foreign language, teachers and individuals or group of people who use English as an L2 or FL to; Identify speech problems they encounter while learning the second language as a 4 result if mother tongue and be able to correct, correct and control negative influences of their mother tongue on English language learning. It will also help an English language teacher to be aware of the mother tongue problems facing the learners of English and how to solve them. Furthermore, the study will help the researcher to improve his knowledge on the topic through different data obtained from different sources and develop some theories on second language learning as well as articles publication. 1.5 Theoretical Framework The theoretical framework of this study was guided with the main two related theories of second language learning. The theories include; Behaviorist theory and cognitive theory of second language learning. Behaviorism theory considers language learning as the formation of habits, as it was assumed that a person learning the second language would start with the habit founded in the first language and that these habits would interfere with the new ones needed for the second language learning. Cognitive theory is based on the view that learners are credited with using their cognitive abilities in a creative way to work out a hypothesis about the structure of the foreign language. They construct rules, try out, and alter them if they prove to be inadequate. Despite the distinct ideas of these theories, they vindicate that second language can be learned depending on the environment of the learner. Learners also have the complex cognitive ability to learn the second language. In this case, all of the theories support the study. 5 1.6 Conceptual Framework This study is framed on the concept that, Mother Tongue affects second/foreign language learning specifically in the process of transferring from mother tongue to L2/FL. This blocks learning interaction and it is realized to many people that mother tongue affects them when learning l2/fl. Learners have linguistic structures of their first language, the process of transferring them to the second language result in errors and difficulties in the learning process. However, succeed but with the escalation of the problem. Below is a conceptual model used to explain the human communication process. Table1.Communicative mode Adopted from Shannon &weaver (1949) Sender (A teacher) Message Pronounce the following words; Medium Receiver ( student) Response; Oral This /ðIs/ /ðIө/ Something /sʌmөIŋ/ /ӨʌmsIŋ/ School /sku:l/ /skul/ Feedback (Effects of mother tongue) This concept generalizes the two variables; independent and dependent variable whereby mother tongue is an independent variable and the second language is the dependent variable. 1.7 Scope of the Study and Delimitation of the Study The scope of this study was based on the Kilimanjaro region particularly in Same District. It will focus on the learners who use English as a second language and the teachers who teach the envisaged language in Secondary schools. The study will be conducted from December 2018 up to June 2019.Mother tongues affect French, 6 Germany, Latin language learning, just to mention but a few. But, all these cannot be investigated as the study is restricted to English/foreign language learning only. 1.8 Definitions of Key Terms Mother Tongue Mother tongue is a traditional term for a person's native language.it is a language that a person has been exposed to from birth (Nordquist.2018). Second Language Is a language that is not the native or first language /L1 of the speaker, but is learned by the speaker after his/her native language (Rod.2003?) Language Learning Is the process by which the language capability develops in human (rod.2003). Thus after the acquisition of the L1 the learner develop the ability to master other language. Chapter Summary This chapter dealt with the introduction of the study which explained the background of the problem, statement of the problem, the purpose of the study, objective of the study, research questions, theoretical and conceptual framework, and delimitation of the study and the definition of key terms. The next chapter will deal with the literature review. 7 CHAPTER TWO LITERATURE REVIEW 2.0 Introduction This section will review the literature that analyzes the impact of mother tongue on second or foreign language learning in secondary schools considering the explanation of the linguistic terms, empirical studies, research gap and chapter summary. 2.1 Mother Tongue Awoniyi, (1978) defined mother tongue as the language which a group of people considered to inhabitants of an area acquired in the early years and which eventually becomes their natural instrument of thoughts and communication. Also, Mother's tongue is defined as the first language that a person learned. In terms of that view, the person is defined as a native speaker of the first language, although one may also be a native speaker of more than one language if all of the languages were learned without formal education, such as through cultural immersion before puberty. Often a child learns the basics of the first language(s) from family (Oluwole, 2017). Moreover, Nordquist (2018) defines Mother tongue as a language that a person has been exposed to from birth. And this is the definition that the research supports as it the native language is acquired after birth and it is not learned. 2.2 Second Language Second language learning is defined broadly including the learning of any language to any level, provided only that it takes place sometimes later than the acquisition of the first language. The second language is learned under the influence of the first 8 language and the learners develop the linguistic structures of the first language and use them in second language learning. (Elis 1994). Also, Krashen as cited by Gomez, (2002), state that, Second language is acquired in the environment where it is actually spoken as everyday by a certain group of the population. Therefore, from the above definitions, the second language is the language learned after the acquisition of the first language. 2.3 Foreign Language According to Myles & Mitcheil, (1998), foreign language is a language which is not a native language in a country. Stern (1983) adds that foreign language is the language originally from another country than the speaker. Also, foreign language is usually studied either for communication or for reading the material in the language In line with this foreign language is a language not widely spoken and used by the people of a community /society/nation. (www.igiglobal.com) Concisely, in concoction with the above definitions, foreign language is the language which is non-native in a country and it is purposefully learned. 2.4 Language Learning Is the process by which the language capability develops in human.(rod.2003). Thus after the acquisition of the L1 the learner develop the ability to master the other language. 9 Also, Rutherford, (1987) argue that Language learning entails the successful mastery of steadily accumulating structural entities and organizing this knowledge into coherent structures which lead to effective communication in the target language. He added that the process of language learning a learner makes an act of transfer from one language to another and this result to some errors in L2 acquisition. Generally, second language learning is independent of the first language (mother tongue) as the mastery of the first language structure help in transferring them to the second language. 2.5 Related Theories on this Study The related theories for this study are; behaviorist theory, and the cognitive theory of second language learning. 2.5.1 Behaviorist Theory Behaviorist viewed language learning as the formation of habits, as it was assumed that a person learning the second language would start off with the habit founded in the first language and that these habits would interfere with the new ones needed for the second language learning. Behaviorist explained learning in term of imitation, practice, reinforcement (or feedback on success) and habit formation. (Spade & Light Brown. 2009). Behaviorism was often linked to contrastive analysis which claimed that first language and target language are similar; learners should acquire target language structure with ease. Instead many errors are not predictable on the basis of their first language. (Elis 1994). Though Krashen, 1982. Crashed this idea as learners from different background made some errors and some of them would not have been 10 predicted by contrastive analysis between learners of L1 and L2.Concentration was based on positive and negative transfer. This theory supports the study with the notion that it is possible to learn a language with easy with predictable errors. 2.5.2 Cognitive Theory The theory is based on neurobiology, seeking to relate observed behavior to brain activity. Also cognitive is based on the view that learners are credited with using their cognitive abilities in a creative way to work out a hypothesis about the structure of the second language .they construct rules, try them out and alter them out. Language learning, in this account proceeds in a series of the transitional stage as learners, acquires more knowledge of the L2. For learners themselves, errors are indispensable since the making of errors can be regarded as a device the learners uses in order to learn. (Spada & Light Brown, 2009). The errors that the learner creates in learning the language are the one that becomes the challenges in the process of learning; therefore the theory supports my study. 2.6 Empirical Studies Yadav (2014) contended that learner's L1 is an important determinant of Second Language Acquisition. The L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data in the input and to perform as best as they can. The cultural features connected with L1 use can be put to good effect when teaching L2 According to Rahuman, (2017), the influence of mother tongue in a second language learning process is inevitable. But it can be minimized considerably with the appropriate guidance. The knowledge of the area where interference occurs and 11 alternative measures in teaching a second language will improve the quality of learning the second language. Also Mede, Et al., (2014) argues that there is a high probability of cross-linguistic influence in second language acquisition and this influence may cause some errors, which are caused by the negative transfer. Manrique, (2013) stated that mispronunciation and grammatical errors are the most common types of interference between the mother tongue and the target language. Also, it was affirmed that writing has been considered as the most difficult of the four language skills. According to Maros, Kim & Salehuddin, (2007), omission and the use of wrong forms are the two most common types of errors in all categories; although not all the errors are due to mother tongue interference. a large number of errors identified in the use of determiners, subject-verb agreement and copula „‟be‟‟ reflected the interference of mother tongue. Furthermore, Ucheuma (2011) several factors affect the learning and proficiency of the second language and among them is culture, age, environment, method of acquisition, nature the structure of the first language and the amounts of effort invested. Khan.et al, (2017) made an assumption that; mother tongue has particular influence in the process of learning the English language. In addition to this, Denizer (2017) generalized that, mother tongue interference is in all aspects of language learning and it leads to a great challenge in learning the second language. 12 From the above review the researcher noticed that, Some authors like Yadav (2014) and Rahuman, (2017), contends that mother tongue influence L2 learning example “L1 is an important determinant of Second Language Acquisition” (Yadav 2014) also (Rahuman, 2017), contends that the influence of mother tongue in second language learning process is inevitable. On the other hand, Mede&Manrique.2013) Argue that l1 cause some errors in learning l2,they stated that mispronunciation and grammatical errors are the most common types of interference between the mother tongue and the target language (Manrique,2013). Furthermore, Ucheuma (2011)rely on the view that there several factors which affect the second language learning apart from the mother tongue, the factors include, environment, age among others. 2.7 Research Gap Researchers have conducted a related study and agreed that mother tongue affects second language learning; however, they did not trace its impact in Tanzania and how it affects L2/FL learning in secondary schools. In this study the researcher will fill the gap by identifying the phonological effects of mother tongue on second/Foreign language learning, to find out how the phonological effects of mother tongue affect the second/Foreign learning Language learning and to explore the solutions of the phonological effects of mother tongue in second/foreign language learning in Secondary Schools in Tanzania particularly in Same District 2.8 Chapter Summary The chapter review was divided into three sections, the theoretical framework and the related empirical studies. This helped the researcher to identify the areas where other researcher did not emphasize. The chapter that follows will deal with research methodology. 13 CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction This chapter presents the description of the research design, area of the study, population, sample size and sampling techniques, methods of data collection, data collection procedure and data analysis procedure. 3.1 Research Design The research design refers to procedures for collecting, analyzing and reporting research in qualitative and quantitative research (Cresswell, 2014). In this study the researcher will use case study design because it provides a systematic way of collecting data, it helps to investigate the extent of the problem focusing in a small area of the study and also it involves the combination of methods of data collection which will help in data gathering. 3.2 Area of Study This study will be carried out in Same District which is one of the Seven Districts of the Kilimanjaro region of Tanzania. It is bordered to the north by the Mwanga district to the northeast by Kenya, to the south and southeast by the Tanga region and to the west by the Manyara region. The district has a total number of 31 wards.(www.getamap.com). 14 Figure 1. A map of the Area of Study 3.3 Selection of Sample Size and Sampling Technique 3.3.1 Sample Size The sample size is the number of observations that constitutes a sample (Evans et al, 2000). In this study, the researcher will accumulate data from two secondary English teachers and 20 students from three secondary schools in same district. Hence the total number of respondents will be 66. 3.3.2 Sampling Technique According to Kothari (2004) sampling technique refers to the procedures the researcher would adopt in selecting items for the sample. This study will involve simple random sampling and purposive sampling. 3.3.2.1 Purposive Sampling According to Omari (2011), purposive sampling is the picking units most relevant or knowledgeable in the subject matter of the study. Purposive sampling will be used when selecting teachers as respondents. English teachers were selected because they were considered to have relevant information about the topic under study. 15 3.3.2.2 Simple Random Sampling This provides an equal chance for every member ofthe population to participate (Cresswell, 2014). This method will be used in the selection of students as respondents. A class list for each class will be obtained and every 9th student will be chosen. 3.4 Data Collection Method Methods of data collection refer to the methods the researchers use in performing research operations (Kothari, 2004). In this study primary data will be obtained using questionnaires, observation and interviews, while secondary data will be gathered from various documents, journals, books, the Internet, websites and reports relating to this study. 3.4.1 Questionnaire Method Kombo (2006), a questionnaire is a list of questions arranged systematically and designed to solicit information from the individuals. The researcher will use openended questionnaire and close-ended questionnaire. The method will be used to students. 3.4.2 Interview Method The interview is a method of data collection involves the presentation of oral-verbal stimuli and reply in terms of responses (Kothari, 2004) it involves structured and semi-structured interview. The researcher will use semi-structured as the respondents are few. Also, the overall reason for using the interview method is that this study involves experiments. In this study, the interview will be used for teachers and students. 16 3.4.3 Observation This method helped the researcher to collect data by observing the teaching of English pronunciation in the classroom, Language of instruction in the classroom and outside the classroom, language policy of the school and the general way of speaking. Then the observed situation in the classroom and existing literatures for the study was used as a source of variables constructed in the questionnaire. The researcher selected this method because it provides relevant information. Also, it provides the room for the researcher to verify the information acquired through questionnaire and interviews. 3.5 Data Analysis Procedure Data analysis is a process of inspecting, cleaning, transforming and modeling data with the goal of discovering useful information, suggesting, conclusion and supporting decision making. (Hellerstein2008). The researcher will analyze the data, organize and interpret them thematically and by using tables 3.6 Ethical Consideration Before going for data collection, the researcher will pick permission letter from the university research coordinators office and from the Educational Officer of Same district. During data collection, the researcher will ensure the respondent the degree of confidentiality, by using their information for the successfulness of this study. 3.7 Chapter Summary This chapter sets out the methodology on how the data will be collected with an inclusion of the area of study, sample size and sampling procedures, target population, methods for data collection, data analysis and ethical consideration. The next chapter will deal with analysis, discussion and interpretation of the findings. 17 CHAPTER FOUR DATA ANALYSIS INTERPRETATION AND DISCUSSION 4.0 Introduction This chapter interprets, analyzes and discusses the findings obtained from the area of study. The findings were in relation to research questions which aimed to achieve the objectives of the research, which were; To identify the phonological effects of mother tongue on second/foreign Language learning in secondary schools in Same District, to assess how the phonological effects of mother tongue affect second/foreign Language learning in secondary schools in Same District and to explore solutions of the effects of mother tongue on second/foreign Language learning in secondary schools in Same District . This chapter employs a thematic and quantitative approach in the process of analyzing, interpreting and discussing the findings obtained from interview and questionnaire. The researcher administered a total of 60 questionnaires in 3 secondary schools in Same District. Total of 47 was returned which translated into a return rate of 78.3% which was very appropriate for this study. 4.1 Characteristics of Respondents The total of 47 respondents was involved in this study. 21(55%) were male and 26(45%) were female. Category of these respondents‟ includes6 teachers and 41students. Female 55% Figure 2. Characteristics of Respondents Male 45% 18 From figure 2 above, the number of females exceeds that of male. The reason for the variation can be due to the nature of the study where many of the respondents from Chasu society were ladies. 4.2 Phonological Effects of Mother Tongue (Chasu) on Second Language (English) Learning In this objective, the study ought to find out the phonological effects of Chasu Language in learning English. This objective involved teachers and students, interview and observation were used to accumulate data. The respondents were asked to pronounce some of the English words and the researcher observed some phonological effects of their mother tongue when learning English. The findings were analyzed using statistical and thematic approach. Table 2: English Words Pronounced Total no. of Total no. of Total no. Percentage respondents pronounced of the words correct response 18 13 4 30.8% Total no. Percentage of incorrect response 9 69.2% Total percentage 100% Source: Field data March 2019 From table 1 above 13 words were pronounced during interview questions by 6 Students from each selected school which gave a total of 18 respondents. Only 4 (30.8%) words were correctly pronounced while the incorrectly pronounced words were 9 out of 13 (69.2%) of the total number of words. 69.2% of the deviant articulations were mainly caused by language difference due to: misplacement of stress, lack of assimilation concept and confliction in some fricative sounds. When teachers were interviewed said that, students who speak Chasu Language as their mother tongue face difficulties in pronouncing some English words such as those with sound /s/, /Ө/ and /ð/: where as a result of mother tongue, the sound /s/ is 19 pronounced as /Ө/ and /ð/ as /z/ depending on the learner‟s home background and environment. The findings imply that the problem occurs in words with sound /s/, /Ө/and /ð/ whereby learners use the linguistic structure of Chasu Language when articulating sounds in English Language. This is realized in connected speech, for example in phrase „‟watidhe‟‟ in Chasu „‟ what do you say‟‟ in English, feasibly appear in their conversation, particularly when they face with the words ending with /s/ preceded with /Ө/ or /ð/ for example in phrase „‟what is the.. .‟‟the preceded article „the‟ traces learners back to phrase „‟ watidhe‟‟ eventually they articulate as „what/whatI/ is /Ið/ the/ /ze/ or //ðe/. It can be /ze/ or //ðe/ depending on the background environment of the learner, those who originate from upper Pare/ Chasu society use /ðe/ and those from low pare/Chasu ( pare yachini in Kiswahili) uses /ze/. This means that learners use the linguistic structures of L1 in learning English. From the researcher‟s explored literature, Krashen(1982) argued that L1 habits would interfere new ones needed for second Language learning with predictable errors. 4.3 How Phonological Effects of Mother Tongue Effects Second/Foreign Language Learning This objective involved teachers and students as respondents, the respondents were asked whether those phonological effects of mother tongue affect them in English language learning. Questionnaires, interview and observation were used to obtain data in this objective. 20 Table 3: How Phonological Effects of Mother Tongue (Chasu) Affect L2/FL Learning Category of Frequency Agreed Percentage Disagreed Percentage Total respondents percentage Students 41 36 76.6% 5 10.6% Teachers 6 6 12.7 - - 100% Source: Field Data March 2019 From table 2 above42 (89.4%) respondents agreed that phonological effects of mother tongue (Chasu) have appallingly effect in learning English; however, during interview 5(10.6%) students disagreed. Those who agreed commented that phonological effects of mother tongue, blocks fluent and competent in learning and English language speaking solitary, Removes learner‟s communicative confidence and block quick grasping of ideas in classroom instruction. The 5 (10.6%) students, who disagreed, had no reasons to support their act in response. 4.3.1 Blocks Fluent and Competent in Learning English 26 (55.9%) respondents projected hat, Phonological effects of mother tongue ought to block learner‟s competence and fluent in learning and speaking solitary, due to incorrect pronunciation of English words, slip tongue, wrong placement of stress and intonation along with time-consuming. One of the teachers, when interviewed, had this to say “Learners from Chasu Language faces difficulties in pronunciation of English sounds when trying to make it, they split ends with errors in tone and stress placement, and thus their English is very bad”(13 March, 2019) The researcher observed that there some English words with similar properties to Chasu Language of which learners pronounce them as in Chasu Language (direct 21 transfer of pronunciation). When learners face words with similar properties tend to mispronounce or block their fluent. This implies that phonological effects affect English Language learning, particularly in pronunciation which results to incorrect, incompetent and less fluent learners of English. The findings cohere with the researcher‟s exhaustive literature by Manrique (2013) who held that miss pronunciation and ungrammatical errors are the most common type of interference between mother tongue and target Language. 4.3.2 Removes Learner’s Communicative Confidence All teachers who were involved in this study suggested that; phonological effects of Chasu Language remove learner‟s confidence in learning English; and it occurs in their archetypal conversation and throughout classroom discussions and presentations. One of the teachers said “Students lose confidence instead of self-correction after the point of mispronunciation as a result of mother tongue and therefore the participation of those learners becomes weak due to the sense of fear they build up during speaking” (13th March, 2019). When the researcher wanted to know if the use of mother tongue can lead to low self-esteem, one of them commented that the use mother tongue contributed to low self-esteem especially in forums that required the use of the English language like debates. The result entails that errors in pronunciation create had an environment for language learning among the affected learners. Ucheuma (2011) proposed several factors that affect the learning and proficiency of the English language and among them is the environment and method of acquisition. 22 4.3.3 Block Quick Grasping of Ideas during Class Room Instruction Respondents accepted that the use of mother tongue affected pronunciation and performance of oral skills section thus influencing delay of content grasping during instruction, one of the teachers said “Students get difficulties in oral skills since they do not distinguish between letters (spellings) and pronunciation of independent sounds due to the use of mother tongue, this negatively affected their learning” (13th March, 2019). The findings entail that, mispronunciation of words leads to delay of content grasping during English Language practice and classroom instruction which create a dreadfully hard environment for learning to the learners. Yadav (2014) contended that the L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data. 4.4. Solutions of the Effects of Mother Tongue on Second/Foreign Language Learning This objective aimed at finding the solutions to the effects of mother tongue in second /foreign language learning. The respondents were teachers and students responded to this objective, interview and questionnaire were used to obtain data. Table 3 below shows the response to solutions of the phonological effects of mother tongue on L2/FL learning. 23 Table 4. Response to Solutions of the Phonological Effects of Mother Tongue on L2/FL Solutions Respondents Responses Teachers should use the various technique in teaching the English Language Formulation and implementation of school Language policy 44 21 44 13 Learners should be provided with a good learning environment Total respondents Source: Field Data March 2019 44 Percentage % 7.7% 29.5% 44 9 44 20.4% 100% 4.4.1 Teachers should use various Techniques in Teaching English Language Both teachers and students representing 36.4% projected the technique to be used in English language learning as the techniques embrace all the methods that can be used to help learners learn English with easy. The mentioned techniques include; providing tests for pronunciations as one of the assessment criteria and ensuring learners practice English through debates participation, providing affected learners with the vocabularies normally those with conflicting sounds for practice and the use of tongue twisters. In the case of practice, teachers said “Learners should be given tongue twisters with conflicting sound like /ө/ as mixed with /Ѣ/ example whether the weather is find whether the weather shall weather, whether you like or not but sun suit this for those sits sat by guests said thanks, you see! I have used this and it has solved the problem in 80% for most of the form four students commit mistake rarely” (13th March, 2019) See more tongue twisters in appendix A During observation, the researcher used the same method to other school and it reacted with positive response. The findings connote that involving learners into 24 practice will help to omit errors and mistakes resulting from the use of the mother tongue. This can be verified by Spade and Light brown (2009) as cited from Krashen‟s Behaviorist Theory of learning which explained that, learning in term of imitation practice reinforcement and habit formation would help to remove predictable errors. This concludes that learners correct their errors through practice and correct reinforcement from the teachers. 4.4.2 Formulation of School Language Policy with Set of Laws and Implementation 13.6% of respondents anticipated on the formulation of school language policy with a set of laws and implementation, as it stops learners from using mother tongue in conversations. They added that, the laws should be in line with punishments without compromising freedom of affected learners at school. 4.4.3 Learners should be provided with Good Learning Environment 20.4%respondents proposed that environment measures the learner's proficiency in the mastering of English language. Also, the researcher observed that those learners who premeditated English medium schools are not affected by their mother tongue in spite of coming from areas dominated by Chasu Language. Teachers further added that children with below ten years (particularly 3-6s) years should be exposed to English medium schools before being affected by their mother tongue. Data hold that environment and age have enormous effects on L2 learning. This is verified from the cognitive theory that, Language learning proceeds in a series of the transitional stage as learners acquire more knowledge of the L2.also from the empirical study Ucheuma (2011) concluded age and environment as one of the factors affecting English Language learning 25 CHAPTER FIVE SUMMARY CONCLUSION AND RECOMMENDATIONS 5.0 Introduction In this chapter, the researcher presents the summary and conclusions drawn from the findings of this study as well as presents recommendations and suggestions for further research. 5.1 Summary of the Study This study is about the impact of mother tongue on second/foreign language learning in secondary schools in Same District. The study findings revealed that a large number of students (78.3%) who participated in study speak Chasu language as their mother tongue This meant that the results of the findings can be generalized to a large extent to cover the entire students‟ population affected by mother tongue in Same District under the similar context. The researcher used the three research objectives to guide the study and came out with data research analysis. The first objective aimed at finding out the phonological effects of mother tongue in second /foreign language learning in Same District. The study found that English language learners fail to pronounce syllables with /s/z/ð/and /ө/ and it is realized and in a connected speech, this was supported by 73.3% respondents. It is ought to be caused by learners home environment and language different. The second objective sought to explore how the phonological effects of mother tongue affect second /foreign language learning in secondary schools in Same District. The study found out that phonological effects of mother tongue block learners fluent and competent in English speaking due to the incorrect pronunciation of English words during speaking and it leads to losing of confidence to the affected 26 student‟s instead of self-correction and result to weak participation in classroom interaction The third objective aimed at finding solutions for solving the phonological effects of mother tongue on second/foreign language learning in secondary schools in Same District. The research found that making a language policy that would be strictly followed was worthwhile, teachers to select appropriate technique for teaching learners who are affected by mother tongue like providing tests for pronunciations as one of the assessment criteria and ensuring learners practice in learning English through debates participation, providing affected learners with the vocabularies normally those with conflicting sounds for practice as well as exposing learner far away from home background as supported by 44 respondents 5.2 Conclusion This study has investigated the impact of mother tongue on second/or foreign language learning in secondary schools in Same District, Thus by means of a detailed literature review and an empirical investigation, other studies related to this were reviewed. English language learners from Chasu language in Same District fail to pronounce clearly, syllables with /s/z/ð/and /ө/ and it is realized and in connected speech, as the result it: block learners competent and performance when learning the English language, removes learners confidence normally when the meet with conflicting sound and wrong placement of stress. This can be solved by, using appropriate techniques of English language teaching, motivating learners to speak English and formulation and implementation of school language policy. 5.3 Recommendation Based on research findings and summary, the following were recommendations for actions and further studies the researcher would like to make. 27 5.3.1 To the Government The government curriculum and syllabus designers of English should include pronunciation as atopic to be taught and practiced at school with clear recommendation and order. 5.3.2 To the Teachers Teachers should come up with teaching methods that are interactive to ensure that students are given an opportunity to interact with each other in English so that students can have good communication skills. Also to ensure that they become competent in pronunciation for learners imitation 5.3.3 To the Parents Parents should create a better environment for learners of English by taking them to English medium schools and exposing them in far environment from home during studies 5.3.4 Recommendation for Father Study Further research should be conducted on the syntactic effects of mother tongue in second /foreign language learning in secondary schools. This research should be replicated in other districts which learners face difficulty in learning English as the result of mother tongue. 28 REFFERENCES Baglione, L. (2010). Writing a Research Paper in Political Science. Nairobi: Thousand Oaks Cresswell, J. W. (2014). Educational Research: Planning Conducting and Evaluating Quantitative and Qualitative Research (4Th Ed). Edinburgh Gate Harlow, England: Pearson Educational Limited: Shannon, C & Weaver, B. (1949). Human communication process, retrieved from, http://www.iacact.com/?q=models Ellis, R. (1994). Instructed second language acquisition.UK: Blackwell Publishers English: cogent education. Retrieved from 10.1080/2331186×.2016.1210997 Enon, J. C. (1998). Educational Research Statistics & Management. Uganda: Makerere University Educational. Evans, M., Hastings, N., & Peacock, B. (2000).Statistical Distribution (3rd Ed). New York: Willey Publishers LTD. Kombo, D. K & Trompo, D. L. A. (2006) Proposal and Thesis Writing. Nairobi: Pauline Publications Africa. Kothari, C. R. (2004). Research Methodology-Methods and Techniques (2nd Ed). New Delhi: New Age International (P), Publishers Ltd. Moster ,l.m. (2016). the influence of mother tongue and gender on the acquisition of English(l2).Namibia:cogenteducation.Retrievedfrom10.1080/2331186×.2016 . Myles, F. & Mitcheil, R. (1998). Second Language Learning Theories. London: Oxford University Press. Nordquist.R.(2018).Mothertongue.Retrievedfromhttps://www.thoughtco.com/mothe tongue-anguage-1691408 Spade, N. & Light brown, M. (2009).how languages are learned, 3rded.new York. Oxford University press. Wilkins, D. A. (1976).Second language learning and teaching. London: Arnold 29 APPENDIX A: TONGUE TWISTERS FOR PRACTICES IN ENGLISH LANGUAGE LEARNING 1. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn‟t fuzzy, was he? 2. If a dog chews shoes, whose shoes does he choose? 3. Six sticky skeletons (x3) 4. Which witch is which? (x3 5. I slit the sheet, the sheet I slit, and on the slitted sheet I sit 6. Lesser leather never weathered wetter weather better 30 APPENDIX B: COVER LETTER FOR RESEARCHER’S INTRODUCTION My name is AMON C. DIDAS, a third-year student at Tumaini University Makumira pursuing Bachelor of Arts with education. I am conducting research entitled “the impact of mother tongue on second/foreign language learning in secondary schools” the case of same district. The proposed study is about how the phonology of mother tongue (Chasu) affect learners in learning English, basing in the fact most of the learners encounters a very big problem in articulation of English words and as a result s/he may lack communicative competence, this study, therefore, seeks to identify the effects and address the solutions In order to find out mother tongue affect L2/Fl leaning, I Kindly request you to respond honestly by ticking the appropriate responses to the questions or information needed. Your responses and information in the questionnaire/interview will be confidential and anonymous. So please do not write your name anywhere in the questionnaire Name …………………………………………………………….. Mobile no…………………………………………………………. Email address ……………………………………………………. Signature…………………………………………………………. 31 APPENDIX C: QUESTIONNAIRE FOR STUDENTS INSTRUCTION For each item “tick” the appropriate space or “write” in the space provided. A. PERSONAL PARTICULARS. School name…………………………………………… Date……………………….. Gender: male ( ) female ( ) Class/form one ( ) two ( ) three ( ) four ( ) five ( ) six ( ) B. QUESTIONS 1. a) What is your mother tongue language?................................................... b) Is English your second or foreign language?............................................. c) Mother tongue makes English language learning hard while, a) Reading (b)Speaking b) listening (c)Writing d). Translate the sentences below into the English language i. Igari la shule letiki wekureherewhwa majingo lethina etwe ii. Mwanawedi eshinjia darathani hithimanya chemla nkhini 2(A) Do you face any challenges when pronouncing or learning pronunciation in the target language (English) as a result of your mother tongue? Yes ( ) No ( ) B) Basing on your experience in language learning, what are the phonological effects of mother tongue (kipa /chasu) in English language learning to the secondary schools‟ students? 32 ………………………………………………………………………………………… ………………………………………………………………………………………… ………..……………………………………………………………………………… ………………………………………………………………………………………… 2. Do those phonological effects of mother tongue (Kipare /Chasu) affect you while Learning English language? Yes or No ………………………………………………………………………………………… If yes how? If no, why? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 4. What do you think are the appropriate measures that can be used to help learners who are affected with mother tongue while learning English? (Give out five solutions) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 5. Do you have language policy in your school? Explain briefly how it works ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Thanks for your cooperation 33 APPENDIX D: INTERVIEW QUESTIONS FOR TEACHERS A. PERSONAL PARTICULARS School name……………………………………………….. Date………………………………………………………… Gender…………………Education level ………………… Working experience…………………................................. B. QUESTIONS 1. Which language do your students use as their mother tongue? 2. Do your students face a pronunciation problem as a result of mother tongue when learning English? 3. What are the phonological effects of mother tongue (chasu/ kipare) on English language learning in secondary schools? 4. Do those phonological effects the learning of the English language? 5. How phonological effects of mother tongue affect second/foreign (English) language learning in Secondary Schools in Same District? 6. Basing on your experience, what should be done to overcome the phonological effects of mother tongue on English language learning in secondary schools? 7. What activities can be conducted to help in putting the problem into rest 8. Which materials do you use in culminating learners fluent in English Thank you very much for your time 34 APPENDIX E: INTERVIEW FOR STUDENTS B. PERSONAL PARTICULARS School name……………………………………………….. Date……………………………………………………….. Gender: A. Male ( ) Female ( ) QUESTIONS 1. What is your mother tongue/first language? 2. Which language do you use as a media of communication herein your school? 3. What challenges do you face while speaking English 4. Would you please pronounce the following words? i. Contraceptive Construction ii. Characteristics vi. What is the vii. This xi. Something xii. Please iii. Pseudo iv. School v. viii. Theatre ix. Thanks x. going xiii. Good 5. Translate the following sentence into English Mwana wedi ethikundie kutonga heijanja la kio, theiri kumtogola kirumbi Igari la shule letikiwe kureherewhwa majingo lethina etwe Mwana eshinjia darathan ehithimanya chemla nikhini APPENDIX F: OBSERVATION CHECKLIST 35 Name of school ……………………………….. 1. Phonological effects of mother tongue on L2/FL learning 2. How phonological effects of mother tongue affect L2/FL learning 3. Solutions of the phonological effects of mother tongue in L2/FL learning 36 APPENDIX G: PERMISSION LETTER FOR DATA COLLECTION