Methods to reduce Mother Tongue Interference (M T I ) in the classroom
Introduction: The importance of English language acquisition as a stepping-stone for proficiency in school subjects cannot be over emphasized. The knowledge of English is important both for educational, national and economic development of a country. English is the official language of administration and commerce and also a major language of science. It should be further highlighted at the need for improving the quality of spoken and written English language among children. Although English language retains its dominant position in the education delivery system, the thrust of our educational language policy is the use of the mother tongue or the language of the…show more content… English spelling often hinders pronunciation – the classic example is the many different pronunciations possible for “ough” – cough, although, through, bough, rough etc
Structural errors occur most often because the students tries to impose the mother tongue patterns on the target language, this might be word order, use of Tenses, difficulty with articles and many more. Once again you need first to identity the most common problems and then they can highlight the ways in which English differs.
With Vocabulary, you might find a problem with “false friends” or it might be that the mother tongue uses certain expressions that the students translate literally but the expression does not exists in English. An example that comes to mind is, a student who used the more colorful expression “blood guilty” for the English “murderer”. Some words in English such as make/do, say/tell cause confusion because their literal translation into other languages suggest different uses. (http://eslschool.com) ← Should EL teachers use the mother tongue in the classroom?
The rationale for not using the mother tongue was a mixture of pedagogical and pragmatic. First, use only of the target language allows learners…..
Maximum exposure to English. Thus learners can accustom their ear to the new sounds, develop listening strategies and be discouraged from translating. Teachers with multi-lingual groups could not be expected to know all the native languages of their