PHONOLOGICAL ANALYSIS OF THE EFFECTS OF FIRST LANGUAGE ACQUISITION (L1) ON SECOND LANGUAGE LEARNING: A CASE STUDY OF TIV LANGUAGE AND ENGLISH LANGUAGE

Abstract

This paper examines the phonological interference of Tiv Language as an L1 on English language learning as an L2. In learning English language, the knowledge acquired in the first language (L1) is transferred to the Second Language (L2). In the analysis, the theories of
interference and transfer are applied. The methodology adopted is descriptiveand anobservational approach. Theresearchers observed Tiv-English learners in oral English lessons and interactions among students in classes and school compounds at Cornerstone Academy, Makurdi from the year 2014 – 2016 and Saviour Model College, Akpehe – Logo II, Makurdi from 2016 – 2017. Within these periods, one of the researchers taught in the schools. It has been found out that in certain Tiv words /r/ and /l/ are interchangeable and considered to be free variation as in gure, - gule (to kneel down), mbamaren – mbamalen (parents), the knowledge which some Tiv learners of English transfer toEnglish make them to realize words like: radio/reidi∂ ? / as ladio/leidi∂ ? /, red/red/ as led/led/. It has also been found that /O/ and /ð/sounds are not in Tiv language and as such some Tiv learners of English find it difficult to pronouncewords This paper examines the phonological interference of Tiv Language as an L1 on English language learning as an L2. In learning English language, the knowledge acquired in the first language (L1) is transferred to the Second Language (L2). In the analysis, the theories of interference and transfer are applied. The methodology adopted is descriptiveand anobservational approach. Theresearchers observed Tiv-English learners in oral English lessons and interactions among students in classes and school compounds at Cornerstone Academy, Makurdi from the year 2014 – 2016 and Saviour Model College, Akpehe – Logo II, Makurdi from 2016 – 2017. Within these periods, one of the researchers taught in the schools. It has been found out that in certain Tiv words /r/ and /l/ are interchangeable and considered to be free variation as in gure, - gule (to kneel down), mbamaren – mbamalen (parents), the knowledge  which some Tiv learners of English transfer toEnglish make them to realize words like: radio/reidi∂ ? / as ladio/leidi∂ ? /, red/red/ as led/led/. It has also been found that /O/ and /ð/sounds are not in Tiv language and as such some Tiv learners of English find it difficult to
pronouncewords with such sounds but instead replace them with /t/ and /d/ that are available in Tiv phonology as in faith/feiO/ realized as fate/feit/ and then /ð∂?/realized as den /den/ respectively. The paper concludes and recommends that these problems beingas a result of first language interference are difficult to overcome but through conscious efforts by both the teachers
and the learners, they can be overcomed or minimized.with such sounds but instead replace them with /t/ and /d/ that are available in Tiv phonology as in faith/feiO/ realized as fate/feit/ and then /ð∂?/realized as den /den/ respectively. The paper concludes and recommends that these problems beingas a result of first language interference are difficult to overcome but through conscious efforts by both the teachers and the learners, they can be overcomed or minimized.