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First Language Interference in Learning the English Language

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First Language Interference in Learning the English Language First Language Interference in Learning the English Language Maribel Fontiveros-Malana Cagayan State University-Andrews Campus Abstract This research investigated on the first language interference in learning the English language among three cultural groups – the Ilocano, the Ibanag, and the Itawes. The subject of the study were sixty sophomore students from the College of Education and the College of Business Entrepreneurship, and Accountancy who are officially enrolled at Cagayan State University, Andrews Campus, Tuguegarao City for the school year 2010-2011. This research ascertained that the students, regardless of their ethnic affiliation, had similar proficiency levels in the written proficiency test. The students did not do well in the oral test, specifically on intonation and pronunciation. They had several errors in their performance and that their first language, to a great extent, interfered with their English language learning. However, the students’ L1 facilitated in the completion of a given task on speaking. The students had to turn to their L1 in some instances. Their first language, therefore, served as a mechanism or strategy to realize an objective in language learning. On the other hand, while the researcher believed that the L1 serves to facilitate in learning the L2 and that the students should be allowed to use their L1 in the English language classroom, she stressed that teachers can strategize to provide students with opportunities to practice their speaking skills in the target language. The researcher also emphasized that this study becomes a basis for constructing a prototype remedial instructional module for learning speaking particularly on intonation and pronunciation focusing on contrast analysis of patterns of intonation and sound production between L1 and L2. Keywords: first language, language interference, language proficiency) Introduction Learning a second language encompasses a wide variety of situations which maybe in the forms of acquisition through direct conversation with native speakers, reading judiciously plenty of published materials, watching regularly some movies and listening intently of characters’ dialogues or learning academically in the classroom its communicative structures. For native speakers, as caretakers of their own language, to learn their language structures would be just assumed a finishing touch mental exercise as this may simply be an 32 enhancing effort of comprehending one’s very own culture. But for non-native speakers, to learn a second language necessitates the learner to face the challenges of meaningfully and proficiently appreciating the semantic component and syntactic structures of the second language. The established set of measure of proficiency of learners to communicate across all macro-skills- listening, speaking, reading, writing, viewing – is founded from adequate or substantial knowledge of the language areas. However, inter- cultural communication competence is essentially necessary in gaining English language proficiency. Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. Language learners often produce errors on syntax and pronunciation that result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certain words incorrectly or with difficulty, and confusing items of vocabulary. This is known as L1 transfer or language interference. First language interference is seen as a major factor affecting English language proficiency and competence. Thus, an in-depth, rigorous, adequate, substantive and intelligent effort to study the language interferences in learning the English language geared among cultural groups is one judicious course of action on the part of the researcher to come up with authentic and functional language plan for learning, use and mastery of this target language, the English language. Objectives This study attempted to find out the level of the second language proficiency of the respondents and the extent of interference of the first language (L1) spoken among Ilocanos, Ibanags, and Itawes in learning the second language (L2) through its syntactic structure and semantic component. Specifically, it was geared towards realizing the following objectives: 1. Describe the profile of the students in terms of: 1.1 Age 1.2 Sex 1.3 Year/Level when English was first learned 1.4 Last high school attended 1.5 Language dominantly used with parents, peers, and community 2. Find out differences on the language background of the students. 3. Determine the level of proficiency of the students in learning L2 on the following grammatical components of the English language. 3.1 Syntactic Items 33 3.2 Semantic components 4. Determine the extent of L1 interference in learning L2 when students are grouped according to dialect. 3.1sentence patterns/word order 3.2 intonation 3.3 pronunciation 5. Determine the first language strategies used in learning English as a second language. a. code switching b. language borrowing c. translation 6. Find out the significant difference in the level of proficiency of the respondents in learning L2 when grouped according to dialect. 7. Find out the significant relationship between the level of proficiency and extent of L1 interference of the respondents in learning L2 when grouped according to profile variables. Methodology This study utilized the Descriptive Method using Survey and Correlation Techniques to ascertain how much variation is caused by L2 variables in relation to L1 interference as far as L2 learning among native speakers of Ilocano, Ibanag, and Itawes is concerned. It was also used to determine the magnitude and direction of the relationship that exist between the L2 and the L1. The survey method was used to elicit information about variables necessary and related to knowing the L2 proficiency of the respondents and at the same time to find out the interferences that occur in learning L2. On the other hand, correlation method was used in this study to ascertain the relationship of language interference with the language proficiency of each of the cultural groups mentioned. The researcher utilized sixty (60) students from Cagayan State University- Andrews Campus. Thirty (30) of these students come from the College of Business Entrepreneurship, and Accountancy, and the other thirty (30) come from the College of Education. Although some of them can also speak other dialects, the researcher made sure that each was purposely chosen based on the language they dominantly speak. Purposive sampling was utilized in the light of objectively coming up with authentic and legitimate pieces of information and/or baseline data indispensably needed in this research. This research was conducted in Cagayan State University-Andrews Campus, Caritan, Tuguegarao City where a considerable number of enrollees who 34 belong to the cultural-groups are enrolled. Specifically, the researcher extensively concentrated her attempts to study the extent of first language interference in learning the English language of the second year students of the College of Business Entrepreneurship, and Accountancy and College of Education in CSU- Andrews Campus, Tuguegarao City for the school year 2010-2011. The researcher made use of the Survey Questionnaire, constructed by the researcher herself, to gather relevant information and data from the respondents. It consisted of two parts. It was pre-tested to 60 third year students in the College of Education. The first part consisted of a survey on the profile of respondents and their exposure to the English language, and the second part consisted of a test questionnaire intended to elicit the level of proficiency of the respondents in learning the second language. In particular, the questionnaire contained tests on grammar meant to identify the proficiency levels of Ilocano, Ibanag, and Itawes speakers on form classes or content words and function words. In addition, the test contained items geared at determining the proficiency levels of the respondents along vocabulary, comprehension, intonation, morphology, lexicon, syntax, and sentence patterns. To test the extent of the respondents’ first language interference, an oral test was also prepared by the researcher. It consisted of items intended to determine their ability to read sentences with proper intonation, to read a passage with correct English vowel and consonant sounds production, and to tell a story in an organized and logical manner. This part of the test was utilized to determine the strategies used by the students in relating the story in English like language borrowing, code switching or shifting, translating, and asking for information which are significant in learning L2. The data for this study were gathered by the researcher with the help of some faculty who were in constant meeting with second year students in CBEA and COED. After permission was sought by the researcher from the dean of CBEA and COED, the researcher immediately administered the test to second year classes in both colleges where Ilocano, Ibanag, and Itawes speakers were identified. The tests were given at different sessions to allow the students ample time to answer the questionnaire, and to see to it that reliable data are collected. Besides, the students could not be accommodated at once because they belonged to different sections. The first session
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