The Learners’ Mother Tongue Interference in the development of EFL Speaking Skills in Algeria: The Case of 1st and 2nd Years of Aoudiai Mohamed Secondary School (Ait Aissa Mimoun) in Tizi-Ouzou.
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Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
The present work deals with the problem of the learners’ mother tongue interference in the
acquisition of EFL speaking skills in Algeria. This study seeks to investigate how the first
language of the learners, Arabic and Berber, interferes with learning FL when speaking in
the EFL classrooms. Two theories were used in this study in relation to language transfer: the
first one is the Behaviorist learning theory and the second one is Contrastive Analysis theory
(CA) in order to compare between some elements of the target language structure
(phonology, morphology, grammar) with the same elements in the learners’ MT. The purpose
is to know the differences that lead to the negative interference of the learners learning
English language while acquiring speaking skills, and to know whether teachers’ give
feedback to their learners to overcome the interference of their MT. In this research study,
two data collection tools were used: Eight classroom observation sessions were conducted on
1st and 2nd in Aoudiai Mohamed (Ait Aissa Mimoun) in Tizo-Ouzou and a questionnaire,
which was submitted to 1st and 2nd year secondary school teachers of English in (Tizi-Ouzou)
The gathered data were anlysed by using computer program called social package for social
sciences(SPSS) and the qualitative data were presented referring to discourse analysis
(DA).Using all these tools ,results were reached related to the questions asked in the General
Introduction: 1st and 2nd year secondary school English learners make errors due to the
interference between English and their mother tongues (Arabic and Berber) when they speak
English at various levels such as Syntax, Grammar, Phonology, Lexis and Pronunciation. At
the end of this work, some recommendations were made in order to reduce the mother tongue
interference.
Description
74p.;30cm.(+cd)
Keywords
Mother tongue interference
Citation
The Learners’ Mother Tongue Interference in the development of EFL Speaking Skills in Algeria: The Case of 1st and 2nd Years of Aoudiai Mohamed Secondary School (Ait Aissa Mimoun) in Tizi-Ouzou.