PHONOLOGICAL INTERFERENCE FOUND IN TELEVISION NEWSCAST

(A CASE STUDY OF NTA CHANNEL 12 UYO)

A RESEARCH PROJECT

BY

ADIRI, EKENE ARMSTRONG

16/AR/LG/1096

SUBMITTED TO

DEPARTMENT OF LINGUISTICS AND NIGERIAN LANGUAGES

FACULTY OF ARTS
UNIVERSITY OF UYO, UYO.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

BACHELOR OF ARTS (B.A HONS) DEGREE IN LINGUISTICS

MAY, 2023
i
 DECLARATION

I, Adiri, Ekene Armstrong with registration number 16/AR/LG/1096, hereby

declare that this project contains the report of my research work and has not been

presented in any previous application for a higher degree. All source of information

have been appropriately acknowledged using references and other acceptable

methods.

____________________ ___________________
Adiri, Ekene Armstrong Date

ii
 CERTIFICATION

This research work, “Phonological Interference found in Television Newscast”

by Adiri, Ekene Armstrong, with registration number 16/AR/LG/1096, is hereby

approved as satisfactory to meet the requirements for the award of a Bachelor of Arts

Degree (B.A) in Linguistics.

____________________ ___________________
Dr. Golden Ekpo Date
(Project Supervisor)

____________________ ___________________
Dr. Willie U. Willie Date
(Head of Department)

____________________ ___________________
External Examiner Date

iii
 DEDICATION

This research work is dedicated to the Almighty God for his protection and

guidance throughout my period of studies, also my caring parents Mr. and Mrs. John

and Agnes Adiri, my sister, Juliet, my brothers, Franklin, Daniel, and Israel, my

cousin Barr. Mrs. Ngozi Nwoye and my brother in-law, Mr. Emmanuel Nwoye, for

their constant love, prayers, and support throughout my undergraduate programme.

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 ACKNOWLEDGMENT

First and foremost, I would like to take his opportunity to thank the Almighty

God for his sustenance, my supervisor – Dr. Golden Ekpo for her guidance and advice

on this project. Her skill in clarifying my thinking was critical during the writing of

this project work. I am indebted to her.

Equally worthy of appreciation is my Head of Department Dr. Willie U.

Willie, lecturers in the department of Linguistics and Nigerian Languages for their

assistance and my inspiring colleagues who have been quite good at sharing some of

their information that has been very useful to me while working on this project.

Thank you.

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 ABSTRACT

This study which examines the level of segmental interference of newscast of English
communication aims at checking the interference of (L1) on the use of English phonological
system by the Anaañ English newscaster (bilinguals), examining the extent to which the
difference in the structural (morphological and syntactic) patterns of Anaañ and English
significantly hinder communication in English, as well as identifying explicitly, some of the
linguistic gaps or factors behind the interference of Anaañ in the English newscasting of the
Anaañ-English bilinguals. The study prone by the theory of inter-language grammar, adopted
the descriptive research design, where informants within and outside Anaañ speaking were
selected using the stratified random sampling technique. Findings from the study reveal that
the Anaañ speaker of English tends to apply the grammatical roles of Anaañ in their use of
English, often committing errors technically considers as inter-language errors. In the
phonological aspect, the Anaañ newscasters of English introduce some segments of their
language (L1) in the position of (L2) English segments, and also replace English
suprasegmental feature (stress) with the one, that is tone in their language. This usually
happens when the newscaster of English substitute English sounds which do not exist in their
language (L1) with the most similar ones available in their language. The study concludes
that this problem is borne out of the fact that the two languages are quite different structurally
and genetically, hence most of the newscasters-English bilinguals having problems in
virtually all aspects of their English grammar.

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 TABLE OF CONTENTS

Title - - - - - - - - - - - i

Declaration - - - - - - - - - - ii

Certification - - - - - - - - - - iii

Dedication - - - - - - - - - - iv

Acknowledgment - - - - - - - - - v

Abstract - - - - - - - - - - vi

Table of Contents - - - - - - - - - vii

List of Figures - - - - - - - - - x

CHAPTER ONE

1.1 Background of the Study - - - - - - - 1

1.1.1 The status of English Language in Nigeria - - - - - 2

1.2 Statement of the Research Problem - - - - - - 3

1.3 Objective of the Study - - - - - - - 4

1.4 Research questions - - - - - - - 4

1.5 Significance of the study - - - - - - - 4

1.6 Scope/Limitation of the study - - - - - - 5

1.7 Definition of Terms - - - - - - - - 5

1.7.1 Mother tongue- - - - - - - - - 5

1.7.2 Second language (L2) - - - - - - - - 5

1.7.3 News - - - - - - - - - - 5

1.7.4 Phonology - - - - - - - - - 5

1.7.5 Television - - - - - - - - - 5

1.7.6 Interference - - - - - - - - - 5

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Conceptual framework - - - - - - - 6

2.1.1 The English language in Nigeria - - - - - - 6

2.1.2 English in Nigeria during the missionary activities - - - - 8

2.1.3 English language in the Independent and post-independent in Nigeria - 9

2.1.4 Linguistic Interference - - - - - - - 11

2.1.5 Interference and language contact - - - - - - 13

2.1.6 Literature review on structural patterns - - - - - 14

2.1.7 Errors and Effects in media communication - - - - - 17

2.2 Theoretical framework - - - - - - - 20

2.2.1 Interlanguage Grammer (IL) - - - - - - - 20

2.2.2 The Interlanguage Hypothesis - - - - - - 23

2.2.3 Characteristics of Interlanguage - - - - - - 25

2.2.4 An Appraisal of the Linguistic Gaffes in some Nigerian News Broadcast

Programme - - - - - - - - - 28

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design - - - - - - - - 31

3.2 Population of the study - - - - - - - 31

3.3 Sample and Sampling technique - - - - - - 32

3.4 Nature/ source of data - - - - - - - - 32

3.5 Method of Data collection/Instrumentation - - - - - 32

3.6 Method of Data Analysis - - - - - - - 33

3.7 Validity and Reliability of instruments - - - - - 33

viii
CHAPTER FOUR: DATA ANALYSIS

4.1 Introduction - - - - - - - - - 34

4.2 Data analysis - - - - - - - - - 34

4.2.1 Phonological Influence - - - - - - - 35

4.2.2 Morphological/Lexical Influence - - - - - - 42

4.2.3 Syntactic Influence - - - - - - - - 43

4.3 Aspect of the Study - - - - - - - - 45

4.4 Major Findings and Contributions - - - - - - 45

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary - - - - - - - - - 48

5.2 Conclusion - - - - - - - - - 48

5.3 Recommendation - - - - - - - - 49

REFERENCES

ix
 LIST OF FIGURE

Figure 1: The Notion of Inter-language - - - - - 22

x
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

If the question "what is language? is asked, it has many sense and can be variously

defined. It can be language of a particular field like science, humanity just to mention a few.

It can also be the animal language, sign language and many other types of languages.

Humanity language especially spoken, dominates them all, and it is natural. Human

language is unique among all forms of animal communication. Human language allows

speakers to express thoughts in sentences comprising subjects, verbs, and objects and

recognizing past, present, and future tenses. Human language is also referential meaning

speakers use it to exchange specific information with each other about people or objects and

their locations or actions (Pagel 2017:64). Language can be defined as a socially acceptable

code or conventional system for delivering concepts through the use of symbols, and

combinations of the desired symbols are governed by the provisions (Owen 2006:1).

Language is a means of communication between members of the public in the form of

a symbol of the sound produced by means of the said human. It is a communication system

that uses symbols vocal (speech sound) which are arbitrary, (Keraf 2005:1). Human language

is one out of many by which a person's experiences and thought can be organised. This

supports the many senses that language has. Also, without language, (spoken) thoughts will

never be born and experiences of life will be wasted because no one will be able to learn from

them. Communication is the major bridge that links the whole world together.

Communication is a crucial factor in the society at large and there is pieces of

evidence that prove this. For instance, the global village and the internet prove this among

others.

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 Language whether written, spoken, sign or through any means is a tool for

communication and English language out of many languages of the world has emerged the

most used language all over the world. the global village use this language (English) and it

stands to be the language of the net.

English language accords respect and pride to its speakers. But some have been left

with the effective use of the language especially in the countries where the language

(English) is the mother tongue or the first language one comes in contact with, for instance, in

countries like Nigeria, Ghana and many others. The language teachers and broadcasters and

few others have been left with the duty of speaking the correct version of English language in

Nigeria.

If this proof is true, these categories of people should speak error Free English.

However, it is unfortunate that some of our broadcasters still goof on air and this distorts

communication. In the light of the above, this research is out to work on the use of the

language in English newscast under the title "phonological interference in television newscast

in Nigeria". in addition, major concepts that are used in mother tongue interference within the

scope of Phonological Linguistics will be looked at.

1.1.1 The Status of English Language in Nigeria

English has become the dominant language and is gradually replacing indigenous

languages. The status accorded to English in the Nigerian society is such that it is spoken in

practically all homes in the South, East, and West of Nigeria. Ayenbi (2014: 51-64 cited by

Babatunde, Abikoye, Hafsat Omolola (2021), English to Yoruba short message service

speech and text translator for android phones). English language is a Second Language. It is a

second language because Nigerians already had their first language or Mother Tongue (L1)

before this foreign language called "English" into the country. English is the official language

2
of the Federal Republic of Nigeria, a country that hosts over 270 indigenous languages. Also,

since there are over 520 languages spoken in Nigeria, English was chosen to facilitate the

cultural and linguistic unity of the country (Oyelami and Picard 2017, Quora.com).

In Nigeria, English is the language of official communication. However, a variety of

English called the Nigerian pidgin has developed to accommodate the heterogeneous nature

of the populace. A good percentage of this population is not yet literate and therefore may not

communicate fluently in the standard English. Thus, the pidgin as a language variety appears

to be the central language of an average Nigerian and over 70 percent of the population

understand it (NIK https:/nicomnext.word press.com).

English language is the unifying language in Nigeria. It is the language of government,

language of education, language of policy making and so on. English language in Nigeria is

one of the standard of measurement of one's social caliber.

1.2 Statement of the Research Problem

When two or more Languages (L1 and L2) come in contact, instances of cross

linguistic influence are imminent as some speakers often combine L1 Phonological rules with

those of L2. This problem is even prominent in other areas of grammar because language

have common characteristics and unique differences. these differences in language structures

often give rise to both segmental and supra_segmental substitutions and other forms of

interferences.

It is undisputable that most newscasters in Nigeria have encountered this challenge

(Problem) of mother tongue Interference when broadcasting. This can always be perceived

from their use of diction and phonics.

Overtime, this problem has not just become a source of concern, but a "Linguistic

hazard" in a nation where English is spoken as a second language and perhaps a lingua

3
franca, as in the case of Nigeria. in Nigeria, the influence of Nigerian languages on English

language among some media presenters cannot be overemphasized. This often leads to

communication barrier in the use of English language. therefore, it is against this backdrop

that this study seeks to investigate the phonological interference found in the speech of

television newscast in Nigeria, to provide more insights into the problems and proffering

ways of curbing such problem.

1.3 Objectives of the Study

1. To investigate the phonological interference of segment found in newscast.

2. To examine the aspect that interfere in newscast.

3. To ascertain some selected processes found in the newscast.

1.4 Research Questions

1. What are the segmental interference found in newscast?

2. What are the supra segmental aspect that interfere in newscast?

3. What are the selected phonological processes found in newscast?

1.5 Significance of the Study

This study is of great significance to the field of Phonology and Linguistics in

general. findings from this study will enhance a better performance in English language

among TV broadcasters. Also, the study will contribute to the theoretical aspect of language

interference, as well as error and contrastive analysis.

In addition, the study will be useful to students in all level of education, especially

language and communication arts students, as it will be a guide towards an effective use of

segments and suprasegments in English language.

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 Finally, the work will serve as a useful reference to subsequent researchers who may

want to undertake similar or same research in radio or TV stations.

1.6 Scope/Limitation of the study

There are different forms of grammatical interference including phonological,

morphological, syntactic, and semantic interference. However, this study will cover only

phonological interference in television newscasting in Nigeria. Also, the study is limited to

the Nigerian Television Authority (NTA) "Uyo, Akwa Ibom state; a nationwide TV station

owned by the Nigerian government, and where broadcasters of different local language

background are aired. These Limitation boarders on the limited time frame to cover more

than one TV station in Nigeria. Financial constraint tends to impede the efficiency of the

researcher in sourcing for the relevant materials needed in this research.

1.7 Definition of Terms

1.7.1 Mother tongue: The term "Mother tongue" refers to a person's native language, that

is, a language learned from birth. Mother tongue is also called first language (L1).

1.7.2 Second Language (L2): Second language refers to that language that is not the native

language of the speaker, but it can be learnt later.

1.7.3. News: News can be defined as an information about correct events. This may be

provided through many different media: word of mouth, printing, postal systems,

broadcasting, electronic communication, or through the testimony of observers and

witness to events.

1.7.4. Phonology: Phonology refers to the system of contrastive relationships among the

speech sounds that constitute the fundamental components of a language.

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1.7.5 Television: Television can be defined as a system for converting visual images with

sound into electronical signals, transmitting them by radio or other means, and

displaying them electronically on a screen.(TELEVISION/Meaning and Definition for

the UK English/Lexico.com).

1.7.6 Interference: Interference is the application of Linguistic features from one language

to another by a bilingual or multilingual speakers.

CHAPTER TWO

2.1 Conceptual Framework

2.1.1 The English Language in Nigeria

English language is the second language. It is a second language because Nigerians

already had their first language or mother tongue (L1) before the incursion of this foreign

language called "English" into the country. In this instance, a foreign language (English) left

its native environment and met with another language or languages (Nigerian indigenous

languages). It is true that the culture and values of the people are embedded in the language

they speak. As such, it is said that language is culture and none can be separated from each

other.

So, when two languages meet, then two cultures have met and there is likely to be a

lot of changes in that society. The changes will affect the language of the recipient society or

speech community, and the effect will impact on the entire recipient's society which in this

instance is Nigeria and its citizenry.

English language did not come to Nigeria just on its own. It's incursion into Nigeria

was caused by lots of factors like trading, slavery, colonization, and missionary activities in

Nigeria by the Europeans and this was done in phases. The exact date that English usage

started in Nigeria is not certain. However, it is believed that the first time intimate contact

6
between the British and some ethnic groupings in Nigeria was in southern Nigeria. This must

have been at some period before the Atlantic slave trade. It is on records that as from 1553,

Englishmen paid frequent visits to the Nigerian shores, especially the ports of Ancient Benin

and Old Calabar, and the type of communication which evolved between the Englishmen and

the Nigerians was a simplified kind of communication in English called pidgin (Ekpe, 2010).

According to Adetugbo (1984:8), "the advent of English in Nigeria can be classified

into three major periods, namely; the period before the missionary activities," the period

during the missionary activities, and the period after the amalgamation of the southern and

northern protectorate." It is important to also add that there seems to be no clear-cut

demarcation between these periods as each period shades into another period. Before the

missionary activities, Portugal, for a number of years, enjoyed monopoly of trade in West

African coastal areas unchallenged for the two parties (the Nigerians and the Portuguese). To

transact any business, they had to communicate and since none understood the language of

the other, they had to learn and Nigerians had to learn Portuguese to enhance their penetration

of the European market (Adetugbo, 1984). The monopoly of Portugal of West African coast

was later challenged by other European countries like Britain which language is English

language. An English sailor 'Thomas Windham' was reported to have visited Benin with the

son of an English sailor 'Nicholas Lamhert' in 1553, and Windham had to return to England

because of incessant Malaria attack he could not tolerate. He left behind many English sea

men behind (Bamgbose, 1971). There was a boom in trading activities between the West

African countries and Europeans in subsequent years, as such trading focus shifted from legal

trading in human being called 'slave trade'.

Also noted by Awonusi (2004), the period between 1450-1850 witnessed a heavy

traffic in slave trading in African continent by the major European countries. This

unwholesome trading in humans brought the culture of the two countries even closer. Within
7
this same period, some Nigerians have started learning English and some were trained as

interpreters and to serve as core of clerks in European companies in Nigeria. Ekpe (2010,

citing Ajayi, 1965) reports that by the 18th century, English was only European language

spoken by Calabar traders. We can see that English language got hold in Nigeria through the

activities of Nigerians who were taken away for slavery and had returned to Nigeria, and

those who were at home learnt to speak English so that they could work as clerks or

interpreters for the Europeans. These years of interaction between Nigeria and Europe

brought the English language closer to the people. It is believed that this early interaction

between the Europeans and Nigerians and their languages set the stage and impacted a long

lasting influence on the variety of English used in Nigeria today has the Portuguese pidgin,

the English pidgin, and the anglicization of some Nigerian names.

2.1.2 English in Nigeria During the missionary Activities

The missionary activities in Nigeria led to the abolition of slave trade in West African

regions. Many Nigerians taken away returned to Nigeria and other West African sub-regions.

Awonusi (2004:53), reports that some of these Nigerians particularly the Yorubas locally

known as "Akus" in Sierra leone, returned and settled in Lagos and Abeokuta where there

were known as saros and krios, and they freely used the English language in their new

settlements. The year 1843-1914 witnessed serious missionary activities and the influx of

European missionary activities in Nigeria to take the gospel to the pagans and unbelievers. To

achieve this, it was compulsory for them to preach the gospel in the language or languages

understood by the local people. Since the European missionary did not understand the

Nigerian languages, they had to use Nigerian interpreters and eventually taught the people

how to read the Bible which is written in English. The missionaries in their effort to reach out

to people established schools where children were trained and the basic subject was English

8
language. Adetugbo (1979:77) says that, The English language dominated the curriculum

under various sub-heads such as reading, dictation, composition and grammar.

2.1.3 English language in the Independent and Post-Independent in Nigeria

With the attainment of independence, English gradually grew to become the major

medium for inter-ethnic communication. Like most African nations, the country, after

independence, had to grapple with multi-ethnicity and acute multilingualism.

The final grammation of the Northern and southern Nigeria in 1914 marks the

beginning of the colonial interest in standard education in Nigeria. The colonial

administration was so dissatisfied with the system of education in southern Nigeria which

Lord Lugard in his hand-over notes in 1919, described it as a breeding ground for rebels

because they were critical of his administration. Though, his administration acknowledged

the declining standard in the procuring educational system. He did nothing to improve it.

Rather, he replaced the few European teachers that manned Nigerian schools with Nigerian

teachers, perhaps to cut down overhead cost. The educational policies in this period as well

witnessed the development and promotion of indigenous languages as lot of books were

published in vernacular and indigenous languages were also taught in schools. A body was

created to see to the production of books in Yoruba, Igbo, Efik, and Hausa. However, the use

of indigenous languages for education purpose was restricted to the primary and Lower

secondary schools, (Adeniran 1978 cited in Ekpe, 2010). In Education, English is now

mandatory for all first year students in higher institutions to undertake a course in the "Use of

English" and pass the course before they can graduate. Most universities also teach English

9
for specific purposes. English also became the lingua franca for students of tertiary

institutions from different parts of the country.

The National policy on Education (NPE) 1977, revised in 1981 and 2004, clearly points

out the file of English as a school subject in the first three years of primary education and as

the language of instruction from the fourth year in the primary school. It also stipulates that

every child should be made to study English and only two Nigerian languages other than that

of the environment in the junior secondary school. A child is expected to study English and

one Nigerian language other than that of the environment. Also, in relation to education is the

function of English as the major language for creative writing in Nigeria. English is the major

language used by creative writers for expressing their protest against all form of injustices,

and promoting the indigenous cultures of the people to the outside world. Nigerian literature

in English is now read all over the world and many of them have been translated into other

languages. These writers (according to Walter 2007), use English as a language of "mutual

communication" between Nigerians and the populace at large. Chinua Achebe himself

reaching his critics on his use of English as his medium asserts that English undoubtedly

must serve as a unifying national language of literature, despite its colonial inception in

Nigeria. It should not lose its value as a medium of international exchange (Achebe, 1965). It

should be noted that in most of these literacy works, the writers demonstrate their Linguistic

and dialectical dexterity. For instance, Woke Soyinka in the trials of jero provides instances

of code switching and mixing. He also used wide spectrum of Linguistic varieties, such as

English, Yoruba, Pidgin English and non-standard English. In contemporary times, especially

from the late 1990s, there has been a tremendous growth in the Nigerian film industry, which

has been reeling out what is popularly referred to as "home videos" produced in English.

"Nollywood", as the film industry is sometime described, produces films that portray Nigeria

socio_ cultural life. These films are not only popular in the country, but also reach Nigerians
10
and other people in the diaspora. In addition to video and films, soaps are also produced and

featured regularly on the local television and radios.

The function of English as the tool for disseminating news assumed a new dimension

in the post -Independence Nigeria. In the electronic media, English remains the most widely

used language for newscast, advertisement, news reporting, documentary, discussion

programmes, talk shows, phone in programmes and so forth. English has also gained

acceptance as the tool in the music Industry. In post-colonial Nigeria, some Nigerian

musicians portray their messages in the different varieties of the language. This exist in the

country ranging from pidgin to standard Nigerian English. The use of English is not limited

to those who sing western - oriented music such as pop, blues, and soul. It is also becoming a

phenomenon among those who sing purely African oriented bends of music, such as juju,

apala, and fuji.

English in the post-colonial Nigeria performs a major role in religion, particularly in

the Christian religion with the advent of pentecostalism in the 1970s. There was an upsurge

of English speaking churches in the country. From the 1980s, to the new millennium, the

number of such churches has grown tremendously. Even though there are still churches that

use predominantly the local languages. Most churches interpret their messages in English to

enable them to reach a wide congregation, (Omoniyi, 2004).

English as a language has therefore come to stay in Nigeria. This is made possible

through different ways. The spread of English and its promotion in Nigeria could be traced to

the multilingual or the heterogeneous nature of Nigerian society. The language policy as

adopted by the government, The English language is a lingua franca in the country, English

language is Nigeria's official language, the attitude of the society towards English at the

detriment of the indigenous languages, the state of the development of local languages etc.

11
2.1.4 Linguistic Interference

Linguistic Interference is one of the fundamental difficulties faced by the learners of

the second language. Dulay Burt, Burt and Ktashen (2002), defines Linguistic Interference as

the automatic transfer, due to habit of the surface structure of the first language (mother

language) to the surface of the second or target language. Put simply, Linguistic Interference

can be viewed as the transfer of elements of one language to another at various grammatical

levels which negatively interferes in the language sortation of the second language. In this

case, the user of English as a second language consciously or unconsciously transfers the

Linguistic features of his indigenous or first language to the usage/speaking of English.

Interference may be due to the absence of a word in a language to describe to describe a new

concept. For example, flower is called "fulawa" in the Igbo language. In essence, the

appropriate word is "borrowed" from the English language. As noted by (Afangideh, 2005),

the effects of this interference in language learning cannot be regarded with mute indifference

since Linguistic interference is an aspect of Linguistics, which affects the teaching and

learning of any language. According to Jowitt (1991), Interference could be positive or

negative; positive Interference occurs when certain structures and concepts in the learner's

mother tongue (MT) are similar to those of the target (TL). The learners transfer those

structures and concepts to the corresponding elements in the target language (TL) and thus

facilitates learning. For example, some sounds like /b/, /d/, /t/ etc., which occur in most

Nigerian languages help in the acquisition of similar sounds in English phonology. Negative

Interference occurs within the structure and the concepts of the mother tongue (MT) are

transferred in appropriately into the target language (TL) leading to the production of

incorrect forms in the target language (TL) (Oloruntoba Ojo, 1999). It is negative

Interference that leads to variety of English sometimes referred to as the Nigerian English.

This is because English is not our language. Therefore, learners/speakers are bound to make
12
mistakes as they are not perfect. This interference includes phonological, syntactic, Semantic,

grammatical, and lexical Interference. It is this trace left by someone's native language up to

the foreign language he has acquired that this study aims to examine, as regards the use of

English by the newscasters in NTA Uyo, Akwa Ibom state who are basically bilingual or

English bilinguals. Furthermore, the result of the interference is what is basically known as

Interlanguage (IL) (Richards and Schmidt, 2010). Interference is the language that learners

possess during second language learning (SLL). That is neither L1 nor the L2. IL is the

Linguistic system erected by someone in the course of learning a foreign language different

from either the speakers first language or the target language being acquired. It reflects the

learner's evolving system of rules, and results from a variety of processes including the

influence of the first language (transfer), contrastive Interference from the target language,

and the over generalization of newly encountered rules (Carter and Nunam, 2001). This often

happens because L1 learning occurs in formal-classroom settings. A major difference

between the two types of learning contexts has to do with the amount of input in the target

language (TL) that learners are exposed to, which is by far greater in a neutralistic

environment. Here, acquisition consists of picking up a language (usually first language)

unconsciously through exposure, while learning is the conscious study of an L2.

2.1.5 Interference and Language Contact

When two or more Languages co-exist and interact in a Linguistic environment, they

are said to be in contact. As a result, some effect like bilingualism, multilingual, code-mixing,

code-switching, Interference and borrowing occurs. Moreso, it is normal for such languages

to influence each other. In other words, language contact situations arise whenever there is

meeting of speakers who do not all share the same language and who need to communicate.

When the communicative needs of people go beyond what gestures and other para-linguistic

13
signals can achieve, some use of a second language becomes necessary. The language learnt

in contact situations may or may not show some kind of language mixing. That is, the

merging of characteristics of two or more languages in any verbal communication. If mixing

does occur, native language influence Is only one of the possible forms it can take. Another

kind of mixing according to Terrence (1989), is the form of borrowing from a second

language into the native language and code-switching in which there is a systematic

Interchange of words, phrase, and sentences of two or more Languages. Usually, the native

language is the first to be acquired and because of this, it is bound to influence that this study

focuses on this. Phonological influence in this study is applied on someone's native language

upon the second or foreign language he has acquired. Afangideh (2005) who cites Quirk and

Greenbaunm (1972). Note that Interference is only applied only to those traces of the first

language that is pedagogically and communicatively desirable to identify and eradicate.

2.1.6 Literature review on Structural Patterns

Grammatical structures are concerned with how formal devices are systematically

employed to convey meaning. A discussion on Structural patterns will normally bring us to

the domain of syntax and morphology. The construction of meaningful sentences will take

into consideration a set of rules which accounts for distribution of word forms in sentences,

(Lyons, 1977). or "...An ordered arrangement of morphemes" otherwise known as a

"syntagma", (Darbyshire 1967:103), or the principles of arrangements of the"... Constructions

formed by the process of derivation and inflection (words) in phrases and sentences"

(Widdowson, 1971:9). Words cannot just best rung together hap hazardly. The arrangement

must conform with an orderly pattern which is meaningful and acceptable. Norms therefore

exist in structural patterning (Udondata, 1995). It is appropriate structural patterning that

facilitates meaningful communication.

14
 This emphasizes the inextricable bond between syntax and semantics. Another feature

of grammar is that its elements are arranged in patterns. Patterning involves a systematic

arrangement of items. Without grammatical patterns, speakers will be exposed to a number of

meaningless possibilities in grammatical construction. Wall work (1969:62) has noted that

the grammatical patterns of language are made up of five units, these include morpheme,

word, group, clause, and sentence. Halliday et al (1964:25), have elabotedly discussed the

systematic relationship between the various patterns of English thus: English has five units

carrying its grammatical patterns; (In descending order) sentence, clause, phrase, word, and

morpheme. The fixed relation among the units mean that every sentence consists of more

than one complete word, and every word of one or more than one complete morpheme.

Patterns are embedded in sentences and a sentence can be considered as a deliberate and

careful selection and arrangement of words for the purpose of intelligible communication of

ideas. Graddol et al (1987) is a description of language. Discussing the characteristics of

sentence and word structure, the author defines syntax as "... The organization of word into

larger sequences" (p.26) and also distinguishes between grammatical and ungrammatical

structures on account of inappropriate arrangement of the elements that constitute the

structures. An important feature of this study is the identification of differences between the

structures of differing languages; In English, it is unused for adjectives to come before their

nouns. English word order therefore requires "the round table" not "the table round". In

French, on the other hand, adjectives often follow their nouns. It would be usual to say in

French "La table ronde" rather than ("La ronde table"). Similarly, in English, it is unusual for

the subject to come before the verb in a simple declarative sentence (Graddol et al. 1987:65).

This explains the peculiarity that characterizes structural patterning in different languages. it

would therefore be ridiculous to try to apply the patterning principles of one language to

another. The scientific analysis of language in terms of syntagmatic and paradigmatic

15
relationships therefore facilitates grammatical patterning (Tomori, 1977). Whereas, a system

is a pattern which places restrictions on word order, a paradigm is a set of choices in terms of

words that can be equally legitimately (Graddol et al, 1987; Darbyshire, 1967). (Graddol et al

1987), have identified sentence, clause, phrase, and word structures as levels in grammatical

construction. Eka (1994), Wallwork (1969), Tomori (1977), and Halliday et al (1964) all

agree that the units of structural patterning in grammatical construction include morpheme,

word group, clause and sentence. But Laclo (1957) differs with them and identifies the

elements that signal grammatication, and correlation of forms, function, words, intonation,

stress, and pauses which are largely phonological features. "Hado" elements are however

relevant in grammatical patterning. Apart from proposing four clause elements, Eka (1994),

has elaborately discussed structural patterning with regard to nouns and nominal, verbs and

verbal, adjectives and adjectival, as well as adverbs and adverbials.

Boadi et al (1968) is a detailed discussion on grammatical structures, and it's teaching.

Here, "grammatical structure is defined as "a systematisation of sequences of Linguistic

events" (p.26). Systemitisation here involves an organized and orderly arrangement.

Linguistic events can either be written, or the spoken mediums. The authors also distinguish

between lexical and structural words and identify form classes as formal structural signals.

Patterns are the way the words are combined and arranged in the structure. Many authors do

not seem to have any clear distinction between pattern and structure. While structure...

"Applies to all units in grammar of a language except the smallest, which... has no structure"

Halliday et al, (1964: 28). Pattern applies to the different ways these units are systematically

combined to give meaning Eka (1994). The authors have painstakingly described nouns as

nominal groups, verb and verbal groups, adjectives as well as sentence patterns. All these

elements are the constituents of a syntagma (an orderly arrangement of parts of speech into

slots). The parts of speech occupy strategic positions depending on their operational functions
16
in the grammatical structure. Such functions were determined through clause analysis and

parsing (Allen, 1958), (Widdowson, 1974), (Greenberg, 1966), (Hawkins, 1980), (Essien,

1990), departs radically from the traditional treatment of grammar. Grammatical structures

treated in his work relate mainly to morphology and syntax dwelling on such items as nouns,

determiners, quantifiers, numerals, pronouns, verbs and verbal, adverbs, and adjectives. The

author considers a sentence as a unit of syntax and describes sentences according to the

functions they perform in a sentence. His sentence type includes the imperative, the

declarative, and the interrogative. Hornby (1975), is a description of the different patterns and

their usage in English with relevant illustrations and demonstration tables. Structural patterns

treated table include those of verbs, nouns, determiners, adjectives, and adverbials. The

author stresses the importance of patterns in English sentences because "...Today the

emphasis has shifted from vocabulary control to structures and patterns" (Hornby, 1975:4).

Nowadays, emphasis has shifted from knowledge of vocabulary to control of the

structural patterns. Knowledge of individual items in a sentence may not necessarily help one

to make meaning out of the structure. (Gleason 1961:149), Is of the opinion that the meaning

of a structure can best be analysed in terms of its immediate constituents (IC). It is the IC that

helps the learner realize the relationship between the words in the structure. What matters

therefore is for the learner to be familiar with the devices which signal the IC structure of a

particular sentence, and we have already seen that structural signals may differ from one

language to another.

2.1.7 Errors and Effects in Media Communication

In a mclohaneqe world where the media certainly delivers most of the messages, clear

and accurate news reporting is no longer negotiable (Martin and Girard Xiii). Achieving clear

communication Is one of the prime objectives of mass communication. In the main, mass

17
communication aimed at the largest possible audience through the mass media channels of

radio, television, film, print (RTFP), among others. To affirm this, media person/journalist

must give news reports by presenting ideas in an orderly manner. He/She must express ideas

smoothly and precisely in words, sentences, idioms, and other expressive grammatical

constructions while writing for the print or presenting on the broadcast media. It is being

posited that miscommunication involves a piece of communication (whether in the print or

electronic media) which bears Linguistic signals that so not express the intended and

acceptable literate meaning it wishes to communicate (Omoera, 2008). The prevalence of the

problem of miscommunication on the broadcast media, particularly in the area of newscast

programmes impels this paper reflection on some recurrent English language blunders in the

news broadcast of some radio and television stations in Nigeria.

Newscast or news broadcast is a standard programme type on radio or television

(Uyo, 30). It is made to inform, educate, and entertain listeners, viewers, and audiences. The

formal nature of this programme type compels broadcast stations to adopt the use of standard

English in the news presentations. This is what is obtained in all countries where English is

the language of official business. In other words, it is expected that broadcast stations such as

Federal radio corporation of Nigeria (FRCN), British broadcasting cooperation (BBC),

Nigerian television authority (NTA), African independent television (AIT), Ondo state radio

vision cooperation (OSRC), Edo broadcasting service (EBS) radio and television stations

among many others, use current and generally acceptable English in their newscast

presentations. Where this is not obtainable or flagrantly undermined, miscommunication sets

in. Agreed that different media houses may have their different styles of presentations but

that does not grant any one the permission to brazenly break the law of English grammar,

especially in formal presentations such as news broadcast. Infact, the listener/viewer/audience

both young and old ought to learn good and impeccable English from news and broadcasting
18
programmes, English from news broadcast programmes, in recent times, in Nigeria, the

reverse seems to be the case. Most educated listeners/viewers/audience find the frequent

mispronunciations, wrong collocations, cliche, colloquial expressions, and many other

language gaffes in broadcast or as upsetting and foreboding of a sub literacy culture. Take for

example, the simple word "says" whose standard English pronunciation is /sez/. Many

Nigerian newscasters or presenters pronounce it as /seiz/. This is just one out of the numerous

English language errors on the Nigerian airwaves. This trend needs to be checked for curious

reasons. As part of the effort to curb this problem, the national broadcasting commission

(NBC1990), in one of its workshops issued some presentation tips. These include, among all

other things, that the good presenter:

 Inflects and modulate the voice properly.

 Speaks at comfortable pace.

 Aims for smooth flow.

 Choose simple words.

 Use a script if necessary.

 Rehearses the script.

 Stick to correct pronunciation of words.

 Pronounce names properly.

 Avoid slang.

 Apologies for an error.

 Identifies the stations clearly.

 Refrains from being chatty.

 Never makes dry and expressive jokes.

 Sounds warm and friendly always.

19
 By using words clearly and logically, the journalist/broadcaster lends the

listener/viewer/audience smoothly from thought to thought while presenting any programme

on air. The ultimate aim is to make the task of listening/view on agreeable enjoyable

experience for the listener/viewer/audience. This is because the listener/viewer is the

"monarch" in the broadcasting Industry. In this regard,

Okhakhu 2- 3 asserts that;

Broadcasting, whether as a public or private enterprise is held in
trust for the People. Simply put, without the audience, there is no
broadcasting the audience, that is the society, is therefore a key
consideration in the broadcast exercise. it is in fact more so to
recognize that the broadcast audience is very sensitive -whether
that audience is active or passive. It is on account of this that
broadcast houses must be careful in their handling of programmes,
particularly news and current affairs programme.

The point being made is that broadcast stations must, among other things, pay

adequate attention to programmes they beam at the society, particularly the broadcast news

programmes with regard to English language usage on the air waves. It is in the light of the

above that we examine some cases of mis-communication which are sampled from some

Nigerian broadcast media newscast programmes. In doing this, the discourse is for the most

part an explanatory and educative attempt, which relies wholly on the parameters of primary

and secondary sources of information for its analysis. Along this line, the primary data

collection method was adopted through observation and random sampling modalities. The

observatory approach was achieved through non-participant observation method of data

collection. The secondary sources included articles, books, and journals.

2.2 Theoretical Framework

2.2.1 Interlanguage Grammar (IL)

20
 L2 learning involves a gradual development or progression from the learner

L1/mother tongue or native language towards the second or target language. During the

second language learning process, the learner naturally builds up a new language which does

not either refer either to his/her L1 or L2. It is a separate language having its own Linguistic

system. This new separate Linguistic system is known as Interlanguage. This simply implies

that second language learners develop an internal Linguistic system called "Interlanguage".

This term was firstly coined by Larry Selinker (1972 and 1974), and refers to a unique system

which is neither the first language (L1) not the second language (L2), but something in

between. Interlanguage grammar is a kind of ability that is about the learning of phonology,

morphology, and the syntax of a second language (O'Grady 1997:511). Selinker (1992) stated

that the learners have this ability to learn continuously and keep memorizing a system of

rules until they achieve mastery over their second language. It is developed by people during

the process of learning a new language, when the learner begins to acquire competency in the

new language but has not mastered it yet. It also contains elements of the speaker's original

language. Interlanguage is the type of language produced by second language learners in the

process of learning a target language Latif and Baker (2007). The term refers to interim

grammars constructed by second language learners on their way to achieving proficiency in

the target language (Mc Laughin , 1987). According to Richards et al (1996), interlanguage is

the type of language which can be produced by foreign or second language learners who are

in process of acquiring or learning a new language. According to McLaughlin, Interlanguage

can mean two things; The learner's system at a single point of time in learning, the L2 and the

range of interlocking system draws in part on the learner L1 but also from the target language

theory, according to (Benati, 2018), revolves around three principles:

 The first principle is that the L2 learner's construct a system of abstract Linguistic

rules.
21
 The second principle suggests that L2 learner's competence is transitional and variable

at any stage of development.

 The third main principle argues that Interlanguage development is affected by

cognitive and communicative strategies.

The concept of Interlanguage has been influenced and examined from three main

perspectives; Linguistics, psycholinguistics, and discourse. This study is framed with the

theory of Interlanguage grammar using the Linguistic lens. Within the cognitive perspective,

Interlanguage refers to separateness of an L2 learner's system, a system which includes a

structural status between the native language and the target language (Brown, 1994). It

reflects L2 learners attempt at building up a Linguistic system which progressively and

gradually approaches the target language system (Favziati, 2011). There is no doubt, the fact

that languages, though universally similar in functions and in certain characteristics, are also

of different structures. These structural differences often post difficulties in L2 learning.

Much of what the L2 learner's does is a matter habit. The structure of his/her own language,

or at least something closer to those of his/her own language, rather than those that are being

produced in the L2 target language. This ill L2 proms produced are technically known as

interlingual errors. Interlingual errors are errors that result from language transfer between L1

and L2. Errors that result from faulty or partial learning of the target language. Afangideh

(2005 citing Lococo, 1976) points out that Interlanguage errors occur when L1 does not have

rule which L2 has; the learner applies an L2 rule, producing an error. (Krashen 1988:174)

defines interlingual errors as "Those errors which reflect the general characteristics of rule

learning, such as faulty over-generalization, incomplete application of rules and failure to

learning, conditions order which rules apply". As can be seen, whether the Interlanguage

22
framework, errors represent the L2 learner's transitional competence, and are themselves

systematic.

Below, is the diagrammatic representation of the notion of Interlanguage grammar

Notion of Inter-language grammar

Inter-Language

Language Target
language

Figure 1. The notion of Interlanguage (Adopted from Corder, 1981:17). In this diagram,
language A represents the learner's L1.

2.2.2 The Interlanguage Hypothesis

The main theoretical assumption of Interlanguage theory is that when an L2 learner is

trying to communicate in the target language, he/she uses a new Linguistic system somewhat

different from the native language and the target language. This assumption has been

supported by Selinker (1974:35), who states that Interlanguage can be "a separate Linguistic

system based in the observable output which results from a learner's attempted production of

a target language norm". He claimed that whenever an L2 learner attempts to create a

sentence, he/she activates "the latent psychological features" (LPS and here in after). Which

he defines as an 'already formulating arrangement in the brain'. Additional assumptions were

given by Mitchell and Myles (1998) and Larsen-Freeman (2008). They are summarised as

follows:

 Second language acquisition is a process of increasing conformity to a uniform target

language.
23
 Second language acquisition is a process of increasing conformity to a uniform target

language.

 L2 learning is a gradual development from mother tongue towards the target

language.

 A system of certain rules which is neither the system of the mother tongue nor the

system of the target language can be developed by the learner at every stage of the

language learning process. This system is a separate Linguistic one.

 The language learning process includes hypothesis, testing or rule formation.

 L2 learner's errors are natural.

 Many language learners do not achieve the target language competence.

As was mentioned earlier Selinker (1972) assumes the existence of Interlanguage as a

result of dissimilar utterances as observable data of the same sentence created by the L2

learner's, and native language learners of the target languages. Accordingly, Selinker

(1972:214) made a group of these set of utterances, which can be psychologically related data

of L2 learning, and theoretical predication is an important psychology of L2 learning in order

to be the surface structure of an Interlanguage produced sentence, these sets are as follows:

 Utterances in the learner's mother tongue produced by the learner's.

 Interlanguage utterances produced by the learner's.

 Target language utterance produced by native language speakers of that target

language.

Selinker's main aim is the precise dealing with what he refers to as "the Linguistic

aspects of the psychology of second language learning" (LPS), which is activated when one

tries to learn a second language after having acquired "meanings" in a first language. The

24
utterances which will be produced will not be identical to those produced by native speakers

of the target language, nor will be exact "translations" from the native language of the

learner's. Rather, a somewhat new, separate system will develop. This system is what

Selinker calls Interlanguage.

Selinker believes that the evidence for Interlanguage can be found in what he calls

"Fossilization", that is phonological, morphological, and syntactic features in the speech of

the L2 speakers that are different from the target language rules. Even after the years of

instruction in, and exposure to, the target language fossilizations are also described as those

features which, " though absent from the speech of learners under normal conditions, tend to

reappear in their performances when they are forced to deal with difficult material, when

either anxious or in an extremely relaxed state" (Selinker, 1972:215). This kind of regression

is seen as systematic, and Selinker uses it as evidence for the psychological reality of

Fossilizations and Interlanguages. It seems reasonable to suggest, however, that the

persistence of fossilized forms could well indicate that the Interlanguage of speakers who

display this kind of regression is still limited to relatively simple acts of communication.

Development of the Interlanguage to facilitate the use of more complex syntactic structure

will not take place until it's function is extended to such integrative and expressive uses as

affirmation of social identity and expression of psychological need.

2.2.3 Characteristics of Interlanguage

Tarone at al (2001), mentioned that there are four characteristics are discussed and

examined below.

A. Stability

Stability is to show constituency for using a certain rule or form overtime in the field

of Interlanguage learning. In other words, stability can be seen in using the same form twice

25
by L2 learners. Henderson (1985) surprisingly argues that it is not clear for us that a new

language hypothesis is needed for more explanation about the human propensity to keep

making the same errors or mistakes, and to learn things gradually. This feature of

Interlanguage has become more interesting, as Tarone et al (2001) differentiates between two

types of Interlanguage users. Type one is associated with those whose Interlanguage is by

instability. The main problem comes from decoding which type a speaker or learner is.

Decoding is based on the stability of a speaker or learner's Interlanguage.

B. Systematicity

IL is characterized as being systematic and not a random collection of rules or items.

Interlanguage follows a particular rule which makes it systematic. Although, the rule is not

essentially the same as the rules of the target language. Interlanguage however, has a specific

set of rules. Despite the variability of Interlanguage, it is probable to detect the rule-based

nature of learner's use of a second or foreign language (Kasper, 2001; Kasper and

Dahl ,1991). Tarone et al. (2001: 97) state that L2 speech can be systematic when it's

evidences and internal constituency in the use of forms at a single point in time. As a point of

criticism, it is not very clear as to how internally constituent L2 speech should be before

considering it systematic. More specifically, when a student learns a foreign or second

language, he/she uses a smaller range of styles than the styles being used by the native

speakers of the language. This is due to the native speaker’s ranges of styles which are much

more, compared to the L2 learner who has just acquired a few styles and command at

his/reach. Such a person is said to have more styles in his/her native language, which Is the

L1 they acquired and are familiar with (House, 2000).

C. Mutual Intelligibility

26
 Adjemiran (1976: 300), claims that Interlanguages can, by and large, be used for the

source of communication among their speakers. They can share different functions of

communication with natural languages. Linguistically, mutual Intelligibility is regarded as a

relationship between dialects and languages in which speakers of different languages can to

some extent understand each other without extraordinary effort. Intelligibility among

languages could be asymmetric (Bent and Bradlow, 2003).

According to Henderson (1985), mutual Intelligibility is the inherent property of the

Interlanguages which makes them to become members of the human language. The need to

establish whether the speaker or users of foreign or second language can communicate

verbally with other languages other than their native language is put into consideration here.

If this is found to be so, then the speakers are found to be able to share an Interlanguage and

can be considered to be efficient. If the users are not able to communicate with other

languages, then they will be considered to possess the non-native grammar that causes them

not to have the ability to make the emergence of an Interlanguage native (Bent and Bradlow,

2003). The need to establish whether a learner in one foreign language or second language

class is able to communicate with and understand another student from another class being

taught foreign or second language is crucial. If this is found to be so, then the students will

have reached the Interlanguage. And if not, then they will be assumed not to having it.

Darling and Yong's (2002). Accordingly, if students can understand each other, then they

should have an Interlanguage. In case that they cannot, it is obvious that they will not have

one. If they had one, they might be able to understand each other.

D. Backsliding

Backsliding is another feature if Interlanguage. All foreign/second language teachers

are familiar with the concept of backsliding. It means Linguistic mastery of certain form in

27
the target language followed by loss, non-use or misuse if the form. Selinker (1974) argues

that backsliding bus neither haphazard nor towards the speaker's native language, but is

toward an Interlanguage learner focuses on meaning and makes or produces a formerly learnt

Interlanguage norm. He states that backsliding may happen when a second language learner

focuses on meaning and makes or produces formerly learnt Interlanguage form. Fossilised

forms or structure, continue in spite of error correction, explicit grammatical instruction and

explanation; and even if they are eradicated, they might occur again in spontaneous

production. Such a phenomenon is called backsliding (Ellis, 1994). In Fossilisation, no

alternative rule of the target language can be available to the learner. Where as in backsliding,

there is always an alternative rule, but because of some contextual and emotional factors, the

learner failed to use the right alternative rule.

Therefore, Adjemain (1976:317) asserts that:

The speaker should have infusions about the cone if rule or form,
whereas in the case of Fossilisation, we may not. This seems to me
to imply that backsliding is evidence of a function in IL which has
almost lost its permeability.
2.2.4 An Appraisal of the Linguistic Gaffers in some Nigerian News broadcasting

programme

Where is the wisdom we have

lost in knowledge?
Where is the knowledge we have
lost in information?
(T.S Elliot in choruses from the
"Ruck," (1934).

The above quote may well set the tone for the discussion in this section. Its aptness

lies in the fact that information is critical to the success of any matter and when one is not

adequately equipped with relevant information in whatever one does, one's production may

smack of mediocrity. With regard to the business of news reporting for the media in America,

Bitter (363) contends that;

28
 Journalism is a serious business. A name misspelled, a false
association with the scene of crime...may wind up as a lawsuit in
the millions of dollars, there is no substitute for accuracy,
regardless of how big the story or how tight the deadline.

The point being made is that accuracy of information is crucial to professional media

practice or journalism anywhere, whether in America, in Nigeria or elsewhere. However, the

primary concern of this paper is to comment on the accuracy of information with regards to

words, phrases, or expressions used in broadcast news programmes of some Nigerian radio

and television stations. Let us analyze the first set of grammatical errors which comes from

the Nigerian Television Authority (NTA), and the Federal Radio Cooperation of Nigeria

(FRCN). Sample 1: the avian bird flu virus has been reported in Kaduna." (NTA Network

News, Tuesday 14, 2006). The word "avian" is one and the same with "bird" and using them

was done in the above context is a tautology. It should either read "The bird flu..." Or " "The

avian or bird flu...". Sample 11: "Residents of Ihimwinhin quarters have decided to take the

bull by the horn" (NTA Benin main broadcast, Saturday 25, January, 2003). The underlined

expression should read "to take the bull by the horns". This is because the expression in

question is a fixed idiom in English and thus cannot be changed or altered. Sample 111:

"Chiefs of police in West African countries are in Abuja to rub minds on how to curb

cybercrime in the sub-region". (NTA News Extra, Wednesday 15, 2006). The underlined

expression is not known to standard English. It ought to read "to meet minds". This is

because people meet minds and not rub minds. Sample VI: "Four armed robbers have been

shot dead by the Kogi state police command in conjunction with a local vigilante group."

(NTA Network News Broadcast, Friday 28 July, 2006).The underlined express on ought to

read "a local vigilante or a local vigilante group". The reason for this is because the word

"group" is already implied in "vigilante" and it's use in the instant context is linguistically

redunctent. Sample V: The joint admission and matriculation board (Jamb) chairman said a
29
situation whereby serious students are blamed for the crime of the unserious students is not

fair." (FRCN Network News Broadcast, Tuesday 22, August, 2006). The use of "unserious"

in the above text is a serious misconstruction that it is often overlooked in the Nigerian

broadcast media environment. However, the fact remains that "unserious" is an un-English

word. Hence, "non-serious" or a slight reconstruction which reads "those that are not serious"

suffices in the instant context. Sample VI: "Motorists and pedestrians have been feeling the

pangs of heavy downpour in Lagos"(NTA Network News Broadcast, Sunday 12, June, 2005).

The underlined expression is redundant and smacks of editorial laziness. It ought to simply

read "downpour", "rainstorm", "cloudburst, or "heavy rain" depending on the user's

grammatical preferences.

The second set of language blunders in news broadcast emanates from Edo

Broadcasting Service (EBS) Radio and Television stations. Sample 1: "Nine foreign

expatiates working in the Niger Delta have been kidnapped". (EBS Television Newscast,

Wednesday 22, February, 2006). In the foregoing expression, "foreign expatriates" is

repetitive and linguistically unsound. It ought to read "Nine foreigners" or "Nine expatriate

workers" as the case may be. Sample 11: "A total of 145 males and 33 students matriculated

at the occasion." (EBS Television Network Broadcast, Wednesday 15, March, 2006). In

English "at" and "occasion" do not collocate. Therefore, the underlined expression is a gaffe

that must be avoided in news broadcast. It should read "on the occasion". Sample 111:

"Yesterday marked the onset of the celebration of the new year. (EBS Radio New Broadcast,

Monday, 2, January, 2006). The word "onset" is a serious mistake that presenters/

broadcasters must avoid. "Onset" denotes the beginning of something unpleasant or horrible.

For example: Marvin took ill at the beginning of the rains. Therefore, the appropriate

word that ought to be used in the sample order investigation is "beginning", "start", or

"outset" as the case may be.

30
 CHAPTER THREE

3.1 Research Design

Research design shows the planned outline the researcher has opted to use to generate

answers to the research problems identified. It provides the basis for the selection of

appreciate research methods to be used In investigating it's given phenomenon (Victor,

2011).

The research design adopted for this study was the descriptive research design which

is well captured under the quantitative research method enables the researcher to give a vivid

and holistic description of the phenomenon studied. It's quantitative descriptive research, the
31
elicitation technique was used to collect data for this study. This include field visitation, one

on one interview with the sample consultants or informant, reading as well as coding the data

for analysis. According to Creswell (1994), quantitative research methods use non-merical

data and seek to interpret meaning from the data by understanding social or human problems

based on building a complex holistic picture, informed with words, reporting detailed views

or informants, and conducted in a natural setting.

In this study, a qualitative approach was undertaken in regard to gaining wider

participation in the evaluation process, as the researcher interviewed a wider range of

participants.

3.2 Population of the Study

The research was conducted in Uyo local government area and precisely NTA

Channel 12 Uyo, Akwa Ibom State. The workers of this station speak both English and their

indigenous languages, specifically English is a dominant language. The elicitation centers

includes NTA Channel 12 Uyo, and AKBC channel 45 for references. The researcher also

limited University of Uyo. Outside the university community, students who are also aspiring

to become broadcasters were also observed while in a naturally occurring discourse

(conversation). The choice of the informants from this places was informed by the fact that

most of them must have been sufficiently exposed to speaking both English and their

indigenous languages frequently.

3.3 Sample and Sampling Technique

The sampling technique used in collecting data from participants for the research was

the stratified random sampling technique. The informants chosen for this work were chosen

based on their sufficient exposure to both the indigenous language L1 and English language

L2. The number of years spent in their job was also considered. The indigenous English
32
bilinguals in the Uyo speaking areas and those in the University of Uyo speaking area was

considered to ensure a good geographical spread thereby ensuring the reliability of the result.

3.4 Nature/Source of Data

The nature of data for the study was in oral data elicited from the informants, as the

researcher resorted to examining the verbal communication of indigenous English bilinguals

(broadcasters). Owing to the fact primary sources of data are more credible as evidence in a

qualitative research such as this, the researcher relied heavily on the primary source of data

collection through a direct access, interview, examination, and observation of the subjects of

the research.

3.5 Method of Data Collection/Instrumentation

In examining the influence of the indigenous language if the English communication

of the Indigenous-English bilinguals, the researcher resorted to verbal (spoken)

communication through one-on-one oral test/interview, as well as discourse observation. The

oral test was carried out under examination conditions. The informants were expected to

respond under strict anonymity. The test includes reading of news in English. This was

intended to find out the informant ability to recognize and produce English sounds. A list of

words and English names were also provided which the researcher assessed the informants.

The segments as well as the supra-segmental features which the informants had difficulties

were noted. Informants in a naturally occurring discourse were also observed sumptuously in

order to arrive at a more holistic morphological, and syntactic finding about the studied

phenomenon.

3.6 Method of Data Analysis

33
 The researcher, having collected the data which was properly coded and categorized,

described and analyzed, then based on the stated research objectives. The study uses a

descriptive analytical research method in describing and analyzing the data systematically.

This implies a quantitative approach to the study, as the data gathered from the field were

carefully structured, presented and analyzed not haphazardly, but with close reference to

research objectives and questions. The data were compartmentized in sets showing the

influence of indigenous languages on English at the phonological, morphological/lexical and

syntactic levels. This was not done without pointing out the difference embedded in the

systems and structures of the two languages, as such constitutes a greater case of Linguistic

Interference.

3.7 Validity and Reliability of Instruments

Before the data were collected, several measures were put in place to ensure that the

data collection instruments, as well as the data to be collected and coded for analysis were

valid and reliable. Therefore, the tools that were used for the research were thoroughly

scrutinized, especially the testing template and the instruments such as the mobile recorder

used for data collection to ensure their reliability, efficiency, and accuracy. The textual

material used for the research work are well valid and reliable, and can be accessed by other

interested researcher in this area of study.

CHAPTER FOUR

4.1 Introduction

Language have common characteristics and unique differences. These differences in

structures often give rise to substitution and other forms of interferences. This can be

perceived from the use diction, sentence, structure, tense and expressed meaning.

34
 In this chapter, a detailed data analysis using qualitative approach is presented to

holistically account for how some NTA (Uyo) newscasters) erroneously apply the knowledge

from their native language to the use of the second or target language (The English language

in this case). Here, the problem confirming linguistic influence of L1 which could be Anaañ,

Igbo or Hausa on L2 English communication skills is indicated, and also elaborated.

Furthermore, the affecting factors that cause the occurrence of this L1 influence on

the L2 communication skills using Anaañ newscasters in NTA Uyo is a case study for the

purpose of inclusive study, since the researcher could not include other languages which will

likely make the work too voluminous.

4.2 Data Analysis

Every language has its grammar with unique structures or patterns. Essien for

instance, contends that the grammar of any language is:

A system of rules that the native speaker or hearer of a language

internalizes and which he or she employs – albert unconsciously –
in actual language use or performance. Such a system of rules,
which is technically known as competence consists of the sound
pattern or phonology. The syntax and the semantics of the
language (1990, p. xvi).

When languages come in contact, instances of cross-linguistic influences abound, as

some speakers even combine L1 grammatical rules with those L2. This problem is very

prominent in many areas of grammar. For instance, the grammar of Anaañ language has

established and standardized orthography as well as structural patterns different from that of

English. However, some Anaañ speakers or users of English tend to apply the grammatical

rules of Anaañ (L1) to their Use of English (L2).

Also this sometimes depend on the level of competence of the bilingual involved

because the system of the mother-tongue (L1) intrudes into that of the target language (L2)

because the two languages are of different models as earlier noted. This often hinders the set
35
of language rules (grammar) of the L2 as it distorts the acceptable norms or rules of the L2

which grammar is basically concerned with.

Here, the influence of Anaañ language on English communication among the Anaañ

speakers will be described an analysed from three basic grammatical angles-phonology,

morphology/lexis and syntax.

4.2.1 Phonological Influence

The influence of Anaañ on the use of the English language among Anaañ speakers

features in many areas of sound production. Here the Anaañ speakers of English introduce

some sounds of their language (L1) in the position of English (L2) sounds. This usually

happens when the Anaañ speakers of English substitute English language sounds which do no

exist in their language (L1) or the misplacement of sounds. This phonological interference

occurs as some of the speech sounds or patterns of the Anaañ language in some ways hinders

the effective pronunciation of the English language sounds.

Let’s consider the following data:

1. Algebra - Algebla

2. Brought - Blought

3. Congratulations - Conglatulations

4. Vocabulary - Vocabulaly

5. Lecturer - Lectuler

6. Road - Load

7. Struck - Stluck

8. Cripple - Clipple

9. Control - Contlol

10. Praise - Plaise

36
11. Grass - Glass

12. Brother - Blother

13. Revival - Levival

14. Blanket - Branket

15. Brass - Blass

16. Calvary - Calvaly

17. Material - Matelial

18. Practical - Plactical

19. Plural - Plulal

20. Frighten - Flighten

21. Flag - Frag

22. Politics - Poritics

The data above shows cases of the Anaañ speakers substitutive /l/ for English /r/. This

is very common among the speakers of Ukanafun, Oruk Anam and Afaha Obong varieties of

Anaañ. Although the liquid sound /l/ is present in Anaañ as tap /r/, there is no positive

influence facilitation in this case as suggested by Lado (1957), that positive influence occurs

when certain structures in a learner’s mother tongue (L1) are similar to those of the target or

second language (L2).

However, this negative influence occurs because /r/ and /l/ are often in free variation

in these varieties of Anaañ, as in:

23. (ula) - (ura) ‘market’

24. (mble) - (mbre) ‘play’

25. (mfalakidem) - mfarakidem) ‘steadfastness’

26. (lud) - (rud) ‘pull’

37
 Another phonological influence observed in this study is the replacement of English

dental fricatives (θ ) and /ð/ with alveolar steps /t/ and /d/ respectively by the Anaañ speakers

of English.

This is because the English (θ ) and /ð/ are absent in Anaañ. Here, the following data

suffice:

27. /ðə/ - [de] ‘the’

28. / ðis/ - [dis] ‘this’

29. / ðεə(٨)/ - [dεə(٨)] ‘there’

30. / ðεə(٨)/ - [ðεə(٨)] ‘their’

31. /fa: ðə/ - [fa:da] ‘father’

32. /mᴧðə/ - [mɔda] ‘mother’

33. /beið/ - [beid] ‘bathe’

34. /klə℧ ð/ - [klə℧ d] ‘clothe’

35. /θ rə℧ / - [trə℧ ] ‘throw’

36. /θ ru:/ - [tru:] ‘through’

37. /θ ʒ:zdei/ - [tʒ:zdei] ‘Thursday’

38. /θ iŋ/ - [tiŋ] ‘thing’

39. /θ aeŋk/ - [taŋk] ‘thank’

40. /ᴐ:θ ə/ - [ᴐ:tᴐ] ‘author’

41. /aenθ əm/ - [antem] ‘anthem’

42. /ᴂnθolədɜi/ - /ᴂntolədɜi/ ‘anthology’

The Anaañ-English bilinguals tend not to also distinguish between the voiced and the

voiceless fricatives -/v/ and /f/, /z/ and /s/ in the English language. The reason behind this not

farfetched as the voiced counterparts of this set of sounds are not present in the Anaañ sound

inventory. Some of the Anaañ-English bilinguals therefore replace /t/ and /z/ with /f/ and /s/
38
respectively, while pronouncing some English words with the /v/ and /z/ sounds as seen in the

data that follows:

43. /va:n/ - [fa:n] ‘van’

44. /vᴐis/ - [fᴐis] ‘voice’

45. /vais/ - [fais] ‘vice’

46. /vein/ - [fein] ‘vain’

47. /və℧ t/ - [fə℧ t ] ‘vote’

48. /lᴧvə/ - [lᴧfə] ‘lover’

49. /feivə/ - [feifə] ‘favour’

50. /stə℧ t/ - [sto℧ f] ‘stove’

51. /zi:l/ - [si:l] ‘zear’

52. /zεniθ / - [sεniθ ] ‘zenith’

53. /ziŋk/ - [siŋk] ‘zinc’

54. /zi:bᴧə/ - [si:bᴧe] ‘zebra’

55. /bizi/ - [bisi] ‘busy’

56. /dʒi:nz/ - [dʒi:ns] ‘jeans’

Also, the Anaañ speakers of English experienced difficulty in pronouncing the

English central vowel - /ə/, /ʒ:/ and /ᴧ/. This is because there are no Anaañ-vowels of such

quality in the Anaañ language. The Anaañ-english bilinguals therefore replace those vowels

with /a/ and /ᴐ/ in Anaañ, which are somewhat similar in quality of those of the English

sounds. Let’s look at the following words. As pronounced by the Anaañ.

57. /dᴐktə/ - [dᴐktᴐ] ‘doctor’

58. /aektə/ - [aktᴐ] ‘actor’

59. /ᴐ:tə/ - [ᴐ:tᴐ] ‘author’

39
60. /titʃə/ - [titʃa] ‘teacher’

61. /fa:ðə/ - [fa:ða] ‘father’

62. /eba℧ t/ - [aba℧ t] ‘about’

63. /əbiliti/ - [ability] ’ability’

64. /ᴧp/ - [ᴐ] ‘up’

65. /mᴧðə/ - [mᴐda] ‘mother’

66. /kᴧm/ - [kᴐm] ‘come’

67. /kᴧp/ - [kᴐp] ‘cup’

68. /cᴧt/ - [cᴐt] ‘cut’

69. /fᴧn/ - [fᴐn] ‘fun’

70. /blᴧd/ - [blᴐd] ‘blood’

71. /wʒ:k/ - [wᴐk] ‘work’

72. /bʒ:n/ - [bᴐ:n] ‘burn’

73. /nʒ:ᴐ/ - [nᴐ:s] ‘nurse’

74. /tʃʒ:ts/ - [tʃᴐ:ts] ‘church’

75. /wʒ:d/ - [wᴐ:d] ‘word’

76. /wʒ:ld/ - [wᴐ:ld] ‘world’

77. /pʒ:s/ - [pᴐ:s] ‘purse’

Moreover, it is also observed that Anaañ speakers of English hardly distinguish

between long and short vowels. In many instances, long vowels are considerably reduced in

length. This is demonstrated in the following data:

78. /pᴐ:t/ - [pᴐt] ‘port’

79. /si:t/ - [sip] ‘seat’

80. /si:p/ - [sip] ‘sheep’

40
81. /di:p/ - [dip] ‘deep’

82. /spᴐ:t/ - [spᴐt] ‘sport’

83. /pa:k/ - [pak] ‘park’

84. /su:p/ - [sup] ‘soup’

85. /sta:/ - [sta] ‘star’

86. /ju:nivɜ:səti/ - [ju:nivɜsəti] ‘university’

87. /ka:/ - [ka] ‘car’

88. /fa:/ - [fa] ‘far’

89. /fl:t/ - [fit] ‘feet’

90. /ni:t/ - [nit] ‘neat’

91. /hi:t/ - [hit] ‘heat’

92. /ʃu:/ - [ʃu] ‘shoe’

93. /ju:/ - [ju] ‘you’

94. /stᴐ:/ - [stᴐ] ‘store’

95. /pᴐ:k/ - [pᴐk] ‘pork’

Furthermore, Anaañ is a tonal language while English is a stress-timed language.

Consequent upon this, is English word accent (stress) replaced with tones. This was observed

when Anaañ speakers of English were given some English names to pronounce. This is very

common in female given names, and also in some male given names as seen in the following

data:

96. /dehərə/ - [dèbólà] ‘Deborah’

97. /aelis/ - [àlis] ‘Alice’

98. /dʒəuzəfi:n/ - [dʒòùzèfi:n] ‘Josephine’

99. /rəuzmeri/ - [ròùzmérì] ‘Rosemary’

41
100. /e-iəlin/ - [èvèlín] ‘Evelyn’

101. /aendʒelikə/ - [àndʒèlíká] ‘Anglica’

102. /abigeil/ - [àbigéìl] ‘Abigail’

103. /meri/ - [mèrì] ‘Mary’

104. /hᴂnə/ - [hàná] ‘Hannah’

105. /dᴐ:kəs/ - [dòkàás] ‘Dorcas’

106. /dʒεni/ - [dʒèní]

107. /hεlən/ - [hèlíín]

108. /mᴂgdəlin/ - [màgdàlíín]

109. /sùəl/ - [sìrííl]

110. /ᴂntəni/ - [àntónì]

111. /k٨istəfə/ - [kristófà]

It can be deduced from the above data that even for suprasegmental feature of English

is influenced by the suprasegmental feature of Anaañ. This is quite noticeable in the speech

of the Anaañ speakers of English.

4.2.2 Morphological / Lexical Influence

Morphological influence or interference results from problems in the formation of

word and the use of tenses because of the difference in the pattern of words formation in

Anaañ and English.

The type of interference often comes in two forms: the first form can be traced to

linguistic factors; while the second form can be traced to cultural factors. From the linguistic

42
perspective, for instance, the notion of the word masquerade is translated from the mother

tongue of the Anaañ English bilinguals into English. Masqueradé has its English equivalence.

However, the meaning attributed to the word by the Anaañ-English bilinguals is not the same

in English setting. In an English setting, the word masqueradé suggests deceitfulness or the

act of hiding one’s identity. On the other hand, within the Anaañ context, it suggests

something scary. This is because what the word stands to denote or signify in the Anaañ

context is often scary and frightening.

Another observable example is the use of the word ‘hear’ in the context of the word

understand’ by Anaañ-English bilinguals. For instance, the expression ‘he does not hear

English instead of ‘he’ does not understand English. This is because in Anaañ, there is no

word for ‘understanding’ in this context.

Also, Anaañ influences tenses use among the Anaañ speakers of English. Let’s look at

the following data as observed from the speech of some of the Anaañ-Enligh bilinguals:

112. She agree with the management of every issue.

113. The boy sleep on the bench every night

114. Adude and Eno goes to shop everyday

115. My father prefer vegetable to rice

116. You was here

117. I likes swimming

118. Why was you crying?

119. He love my sister

The above data shows that some of the Anaañ-English bilinguals have difficulties in

using English tenses correctly. This is because while English verbs are infected according to

person and number, Anaañ verbs are not.

43
 More interestingly, in English, the verb is inflected regularly or irregularly in its

transformation to the simple past, while in Anaañ; the base form of the verb remains

unchanged, with the prefixation of máá to it. In consequence, this results in error when the

Anaañ usage is carried over into English. Let’s look at the following observation data:

Wrong usage Intended usage

120. She cook yam she cooked yam

121. I buy a new shoe I bought a new shoe

122. He collect the paper He collected the paper

123. We pay the money We paid the money

124. They arrest him they arrested him

125. I go to market I went to market

126. You have start You have started

127. They come yester They came yesterday

128. My mother slap him angrily My mother slapped him angrily

129. She mark the script before now She marked the script before now

4.2.3 Syntactic Influence

Syntax is concerned with the formation of long meaningful stretch of utterances

following the structural pattern of a language. As observed by Larsen-Freeman and long

(1991); Ellis (2008), syntactic interference occurs when a speakers negatively uses (L1)

sentence structure in (L2).

Anaañ-English bilinguals use English (L2) structures partly in terms of the structure

already acquired in their first language (L1). Hence, their first language (L1) responses are

grafted on the English language (L2), and the kinds of English expressions used bear text-

take traces of the L1 structures (Anaañ).

Let’s consider the following observation constructions.

44
130. I will branch at the school I will stop by the school

131. Do not put mouth in our discussion Do not interfere in our discussion

132. I can hear the smell I can perceive the smell

133. Return back Turn bac or go back

134. Uduak who shot Uduak that or who is short

135. Man who first come before The man who came a while ago

136. God remain with me May God be with me

137. Put me in your prayers for my exams Pray for my success in my exams

138. Carry the book and come ‘Bring the book’ ‘or come with the book’

139. I heard all you told me in your letter I understood all you wrote in your letter.

In view of the intuition of the native speakers of English, there is no doubt that the

sentences above do not make sense as far as the grammar of English is considered. This is a

serious problem resulting from the direct translation of the syntactic structures of Anaañ into

English.

In the words of Udondata (1995) this process often leads to:

The speakers attempt to undertake a literal translation of the

mother tongue into the target language. This gives rise to abuse of
accepted patterns and omission of verbs, pronouns, pre-positions
and articles in sentences. In many instances, the mother tongue in
the target language.

4.3 Aspect of the Study

Language contact can be seen as a situation where two or more languages co-exist in

a linguistic environment. The results of this, are some linguistic phenomena such as

bilingualism, code switching, interference, etc.

45
 This study, no doubt, examined the influence of languages in contact, considering

specifically the case of phonological interference on English with emphasis on broadcasting

communication. There is no doubting, the fact that language is the medium of communication

in any given society. It is important to note also that Nigeria, no doubt, is a multilingual

nation with over four hundred (400) languages and the English language serves as the lingua

franca. Language, over time, has been defined as a means which human beings have devised

for communication through complex vocal cords or written symbols.

Communication, on the other hand, is a way of hearing information. There are three

main types of communication: written, verbal and non-verbal. In examining the influence of

Anaañ language on the English communication of the Anaañ-English bilinguals, the

researcher resorted to verbal (spoken) communication through a one-on-one oral interview

and discourse observation. This has gone a long way in helping to identify the negative

effects of the influence of Anaañ (L1) on English (L2), which sometimes remain un-noticed

and particularly ignored in ordinary and even formal conversation of the Anaañ-English

bilinguals.

4.4 Major Findings and Contributions

The effect of mother tongue on English language cannot be overlooked, as it hinders

effective communication. This study has so far buttress the fact that every second language

user tends to bring elements or structures of his/her native language in speaking a second

language.

Findings from this study have shown that there is a significant negative influence of

Anaañ on the English communication of some broadcasters-English bilinguals. This happens

when the Anaañ speakers of English in the situation, wrongly establish analogy between

46
some elements of the Anaañ language and that of the English language. This is observed in

the areas of linguistics including phonology, morphology/lexis and syntax.

Most of the Anaañ-English bilinguals still find it difficult to effectively use the

phonological features of English-book segmental and non-segmental. This is because English

language has some peculiar sounds and characteristic features such as stress and intonation

which affect the qualities of individual sound segments. These English phonological features

are used differently from the way they are used in the Anaañ language, and so become

problematic to the Anaañ speakers/broadcasters of English language. Here, the Anaañ-

English bilinguals introduce the sounds of their mother tongue (L1) in the position of English

sound (L2) which do not exist or are distributed differently in their mother tongue (Anaañ).

For instance, some of the Anaañ-English bilinguals substitute the English alveolar thrill /r/ for

the alveolar lateral /l/ in their L1. This is because /r/ and /l/ occurs in free variation in some

varieties of the Anaañ language. Some vowels in English which are not found in Anaañ are

replaced with the closest or seemingly similar vowels in Anaañ. Short vowel sounds are also

used in place of English long vowels, while English stress are substituted for tones in Anaañ.

Also, there are instances of morphological interference of Anaañ on English language.

This results from the problems in the formation/usage of word and the use of tenses owing to

the differences in the two languages structures. Findings from the study also show that both

linguistic and cultural factors contributed to this problem.

Moreso, the syntactic structure of the Anaañ language goes a long way in also

influencing negatively the structures of the English language as observed in the English

communication of the Anaañ-English bilinguals. The Anaañ-English bilinguals negatively

use their L1 sentence structure in making sentences in English (L2). Hence, the production of

some ill structured (non-English) expressions as a result of direct transliteration from Anaañ

47
to English. Here, as reflected in the data earlier presented, there are cases of structural or

pattern abuse, omission of verbs, articles, propositions, etc.

The study has so far contributed theoretical to the concept of language contact,

revealing how Anaañ speakers of English. The result of this study will help shape the

consciousness of the Anaañ-English bilinguals towards the structural difference between both

languages which resulted in this negative influence and mother tongue inference of the Anaañ

language on the English language.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

48
5.1 Summary

Every language has its own grammatical structures and patterns. The effective use of

the English language as a second language in an heterogeneous linguistics setting like Nigeria

appears to be unrealistic. This is because one’s mother tongue or first language often hinders

the effective learning and use of the second language. The Anaañ language, as explicitly seen

in this study. For instance, has is some ways, hinders the effective use of English language

among some Anaañ-English bilinguals. This is born out of the fact that these two languages

are quite different structurally and genetically. Most of the Anaañ-English bilinguals have

problem in virtually all aspects of the English grammar.

Much of what the Anaañ speakers of English do in the area of pronunciation, use of

words and combination of words into phrases and sentences is a matter of habit. The sounds

and the grammar of their language (Anaañ) forms a system while listening to and using a

language other than its own, as in the case of English language. This is why Lado (1957,

p.20) says:

We know from the observation of many cases that the grammatical

structure of the native language tends to be transferred to the
foreign language. We have here the major source of difficulty or
case in learning the foreign language.

5.2 Conclusion

It is assumed that when language is in contact, the learner consciously or

unconsciously brings influences of the first language to bear on the second language,

positively or negatively. When the influence is positive, learning is enhanced, but when the

influence is negative, it hinders the effective learning of the second language, by what is

called linguistic interference. This interference, which occurs at various grammatical levels,

and which is one of the fundamental difficulties faced by learners and users of English as a

second language, has been the focus of this study.

49
 From the foregoing, it is obvious that the implications of the contact of English with

Anaañ, which affects communication effectiveness emanate mostly from the effect of Anaañ

(L1) on the English language (L2). Here, sounds and grammatical patterns are being

transferred negatively from Anaañ to English. This interference has hindered many Anaañ-

English bilinguals from external exposure. It becomes imperative, therefore, for them to

follow-up their English grammatical and phonological constructions with constant learning

for effective communication.

5.3 Recommendations

Based on the findings of this study and their implications, the following

recommendations are made:

 Contrastive and comparative studies should be carried out in the linguistic systems of

the two languages to highlight the areas of similarities and divergence.

 To facilitate learning and usage in communication, the identical elements and features

of the rules of the second language (English), and that of the first language (Anaañ)

should be grouped and taught together, then the areas of differences should be

highlighted and emphasized on, so that the Anaañ-English bilingual can differentiate

between them in their usage.

 Language development centers should be built and equipped with modern gadgets on

phonetics, phonology and other related studies, and should be made available for

some selected Anaañ-speakers of English, who will in turn help those who are not

able and could not have the opportunity of accessing thee gadgets.

 The Akwa Ibom State government, language policy makers and relevant professional

bodies should use the findings of this study to improve on learning materials to

50
 primary and secondary schools in the Anaañ community in order to harness from the

foundation, the problem of language interference.

 The ministry of education and tertiary institutions in the state should organize

seminars, workshops and conferences on the dangers of mother tongue interference on

second language learning, thereby equipping learners, teachers and communities with

guiding materials and information.

51
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PHONOLOGICAL INTERFERENCE FOUND IN TELEVISION NEWSCAST
(A CASE STUDY OF NTA CHANNEL 12 UYO)

A RESEARCH PROJECT

BY

ADIRI, EKENE ARMSTRONG

16/AR/LG/1096

SUBMITTED TO

DEPARTMENT OF LINGUISTICS AND NIGERIAN LANGUAGES

FACULTY OF ARTS
UNIVERSITY OF UYO, UYO.

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MAY, 2023

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