“The interference of the first language in second language acquisition focused on speaking skills in elementary school students”

Benefits of learning a second language are undeniable. Students who speak more than one language are said to improve in the area of memory, concentration, problem-solving skills, listening skills and critical-thinking skills. But there is a wide range of aspects or factors that influence its acquisition, in this case the native language. This can act either by helping to understand how the language works when both languages are similar, or by being a factor of interference if the two languages are diverse and this can create misunderstandings and errors at the moment of learning the language. The objective of this investigation was to analyze the interference of the mother tongue in speaking skills of second language acquisition from the perspective of teachers and error analysis implemented to learners of 13 to 15 years of age during the academic process in Rio Blanco Alto and 14 de Julio Educative Centers. The methodology is directed towards a descriptive error analysis. Data collection tools used in the study were a survey to analyze the teacher's perspective of first language interference, dialogues, word list for speech production and translation of first language to second language for 6 students (3 females and 3 males). The approach applied is a qualitative and quantitative case study by analyzing the interference of first language acquisition in the areas of pronunciation and morphosyntactic errors in speaking abilities of second language learners. The results indicated that there are multiple errors that are influenced by the mother tongue that have to be acknowledged when teaching a second language. The percentage of errors in the speaking activities focused on 6 participants, indicated that there was 71% of interference in three types of errors, such as words that start with an “s'' followed by a consonant, words that are literally pronounced the way they are written or even words where students struggle to drop constants. There exist 100% of morphosyntactic errors that were identified in three ways: word order, overgeneralization and pluralization. These errors can cause habits that can make it difficult for learners to develop proper skills. As a closure, first language interference influences directly in the sound system. The significance of understanding the mother tongue interference would provide teachers with beneficial instruments for better teaching practices and awareness of the type of errors students may produce. The present research brings to awareness the effects of the mother tongue across a variety of different factors such as the lack of knowledge.

• Autor principal: Laverde Paredes, Jeferson Steven (author)
• Altres autors: Pazmiño Perez, Steven (author)
• Format: bachelorThesis
• Idioma: eng
• Publicat: 2022
• Matèries: INTERFERENCIA; PRIMERA LENGUA; LENGUA MATERNA; TRANSFERENCIA LINGÜÍSTI; INGLES
• Accés en línia: http://repositorio.utc.edu.ec/handle/27000/9378