Project Abstract

Abstract
This research project delves into the phenomenon of mother tongue (Hausa) interference on the syntax of second language (English) learners. Syntax, the arrangement of words and phrases to create well-formed sentences in a language, is a crucial aspect of language acquisition and use. When individuals learn a second language, they often encounter challenges due to the influence of their mother tongue on the new language's syntax. The focus of this study is on English language learners whose mother tongue is Hausa, a major language spoken in West Africa. The research aims to investigate how the syntactic structures of Hausa may interfere with the acquisition and production of English syntax. By examining the specific areas of interference, such as word order, sentence structure, and verb tense usage, this study seeks to provide insights into the challenges faced by Hausa speakers learning English. Through a combination of theoretical frameworks on second language acquisition and syntax, as well as empirical data gathered from language learners and linguistic analysis, this research project aims to contribute to the existing body of knowledge on language interference. By identifying common patterns of interference and exploring potential strategies to mitigate these challenges, this study can offer practical implications for language educators and learners. The findings of this research could have implications for language teaching methodologies, curriculum development, and language policy. By understanding the specific syntactic challenges faced by Hausa speakers learning English, educators can tailor their teaching approaches to address these issues effectively. Additionally, language policymakers can consider these findings when designing language programs and resources for multilingual learners. Overall, this research project seeks to shed light on the complex relationship between mother tongue interference and second language syntax acquisition. By examining the specific challenges faced by Hausa speakers learning English, this study contributes to the broader field of second language acquisition and highlights the importance of considering learners' linguistic backgrounds in language education.

Project Overview

1.0  INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Language is generally used for the purpose of interaction among people in the society. It is also used to differentiate people by sex, age and social status within a particular society. Language serves as a tool for development in every society. It develops nations or societies socially and particularly for the purpose of interaction within and outside a particular society. Through choice of words and forms of speeches, language can be used to differentiate gender or age.

The languages that a person uses can be differentiate into L1 and L2, that is first and second languages. First language is also known as mother tongue meaning our language or the language a child first comes in contact with depending on the environment he/she is born and raised while second language is a language that is later learnt at adult stage.

1.2  STATEMENT OF THE PROBLEMS

 Every individual has a first language or a mother tongue. Hausa language is a largely spoken language in the Northern part of Nigeria. It is observed that most Hausa native speakers posses this problem of their second language (English) facing syntactic problem as a result of the interference or the influence of the mother tongue (Hausa) over the second language (English). This is why a native speaker of Hausa language is easily identified if he/she speaks English language because the interference will be observed once the speakers makes an utterance.

1.3  PURPOSE OF THE STUDY

 Behind any research, there must be reason(s) why that particular research is carried out. It is in this regard that this research aims at investigating or identifying the various ways or forms through which Hausa language interferes on the syntactic level of second language. Because of the late arrival of Europeans to Northern Nigerian where Hausa is spoken, English is not as fully embraced by the Hausas as is the case with their Southern counterparts. English language seems to have some communication syllogisms, that is extension of sense and use of lexical items and local idioms. The syntactic interference of the Hausa language on English language is the focus of this research study. Therefore, this study aim at identifying the interference of Hausa syntax on the syntax of English.

1.4     RESEARCH QUESTIONS

These research questions are formulated in order to guide the researcher. The following are the questions that this research aims at answering:

1.  Does Hausa language have vowels that have the same distribution with standard English?

2.  Does English have the same realisation as in basic Hausa consonant system.

3.  Do the Hausa speakers/writers borrow from English the syntax?

4.  Has the ascendancy of English language in Nigeria created ‘linguistics imperialism on the Hausa

Language.

5.  Do lexis and structure in Hausa language have different implication from those of English language?

1.5  SIGNIFICANCE OF THE STUDY

 This research will be of great importance not only to the literature of Hausa language but also to those who are learning it in educational institutions as well as the entire Hausa speaking populace.

However the research does not aim at discrediting the Hausa syntactic forms but rather aims at pointing out the inherent features that characterise Hausa syntactic forms and compare them with that of English in order to find out their areas of contrast and its inherent defect.

1.6  LIMITATION AND DELIMITATION OF THE STUDY

 Firstly, this research is specifically concerned with the study of how mother tongue (Hausa) interferes on the syntax of second language (English) using the U.G IV English language students as case study of the research work with a view to finding out the interference Hausa syntax has on that of English and also suggest possible solutions that could address the problems. All the findings are based on the area of the study.

1.7  OBJECTIVES OF THE STUDY

 The aims and objectives of any research work is to uncover proficiency on the necessary issues or aspect related to the study. This project also will be of great importance not only to those who are literates in Hausa language but also to those who are learning Hausa in institutions and to the speakers of Hausa in general.

The study is also designed to examine the syntactic interference of Hausa language on English language particularly to find out the difficulty of English language pronunciation from Hausa speakers. Also to determine the implication and influence of language usage.