Research Proposal
Research Proposal
Research Proposal
Researchers
Valerio, Kirt
INTRODUCTION
Rationale
the way words are pronounced is much simpler and easier than English words. In
Indonesian setting, due to the different pronunciation systems, many EFL learners
fail or have not successfully been able to deal with pronouncing English words. The
pronunciation systems in their countries are different from English. Therefore, they
often find difficulties pronouncing English words. From research done by Authar
(2021), it was found that there was a negative transfer from the first language on the
English word pronunciation. Also, there can be several factors that cause these
problems. First, they lack contact with English native speakers so they get only
neglected in EFL teaching as EFL teachers often feel that they are inadequately
when it concerns with the spoken language. Pardede (2020) accentuated that it is
and intonation.
several reasons why pronouncing words in English correctly is necessary. First, bad
may lead to misunderstanding. And finally, the right pronunciation can prevent
learners from being avoided. It can be further interpreted that learners with lots of
misunderstanding as stated above. Hussein & Mahmood (2021) also highlighted the
is one of the basic requirements of the learners' competence. Besides that, it is also
written by Suliman shows clearly the negative influence of mother tongue on learning
English. English ability is an important thing in Malaysia because with the number of
world of business, social interaction and one language international use in Malaysia.
The research was conducted on students from two schools in Sarawak. The
students as respondents were examined their ability in speaking English. The result
of the research shows that there are errors in morphology and syntax. Negative
effect of mother tongue can be observed clearly because it is in deep speaking, the
language also poses a problem. It has been viewed that despite the Filipinos being
bilingual in Filipino and English (being the medium of instruction), not all Filipino
learners are successful in learning English which is their second language (L2). In a
study conducted, this waning record is also predominant among Acelo Badelles Sr.
Memorial High School students in Tipanoy, Iligan City, with an Annex school in
Panuliran Abuno in the same city. It is detected that many students have difficulty in
the four macro skills in English. Linguistic competence in English is therefore dismal.
The dominant first language used in these two schools is Cebuano. With this, the
use of mother tongue or first language during conversation contributes to poor
performance in English. It has been suggested that parents should encourage their
children to speak English at home and in school. Moreover, it is quoted that mother
instructors from Davao de Oro state college Maragusan Branch. According to the
students experience foreign language classroom anxiety that affects their English
department that they found out that the student's pronunciation and interaction were
for low English proficiency of the students, such as traumatic experiences and
indigenous students' pronunciation skills. These findings collectively suggest that first
pronunciation in school due to their mother tongue that affects their language
proficiency.
how these factors interact with the influence of the mother tongue can provide
valuable insights into the variability observed in English pronunciation among second
Research Questions
Maragusan Branch.
Theoretical Framework
Lado in the 1950s. Lado, an American linguist, introduced this hypothesis in his book
between a learner's native language and the target language could predict areas of
two languages could help identify these areas and guide language teaching and
learning.
The Contrastive Analysis Hypothesis posits that language learners tend to
transfer the phonological patterns and structures of their native language (mother
tongue) to the target language (English in this case). This transfer can result in both
could help identify specific phonological features of the students' mother tongues that
from the mother tongue. By applying CAH to the research, one can explore how
related to the study are presented in this section. The review includes concepts and
Mother Tongue
language-first” education that is schooling begins with the mother tongue and
address the high functional illiteracy of Filipinos where language plays a significant
they understand what is being discussed and what is being asked of them. They can
immediately use their mother tongue to construct and explain their world, articulate
their thoughts and add new concepts to what they already know (Brumfitt, 2021).
and cognitive factors". Mother tongue is the language that a person learns for the
first time since they were born naturally and becomes the basis for communication
and understanding for their surroundings. It means, the language that the first-time
people understand and spoken is their mother tongue or mother language. In their
study, Johnson and Lee (2020) emphasized the significance of mother tongue in
learning a foreign language is not a new topic. First of all, there is a connection
between mother tongue and learning a foreign language, and there is an influence of
the mother tongue when the individual wants to acquire a new language. Kecskes
and Papp (2020) found that for monolingual speakers, the skills that were acquired in
the first language will have an impact on the skills of the foreign language that they
want to learn. Bearing this in mind, it can be stated that when language skills are
acquired from the first language, they will influence on the skills of the new language.
Jonnie Robinson (2022) says that all languages change through time and can
vary depending on the place and social settings. The observation of the change of
points in time. Over the last 200 years, the pronunciation of lexical sets has changed
gradually through the language itself, across geographical space and along social
limits.
the dominant use of Tamil as the mother language. This study explored how Tamil-
phonemes.
The study utilized qualitative methods, including recorded interviews and
on the phenomenon.
phonemic similarities between Tamil and English did not substantially alter the
meanings of English words. This descriptive study contributes valuable insights into
a college-level context.
explored this phenomenon, shedding light on its implications for English language
vowel sounds and syllable stress patterns, often influenced how English words were
interference stemming from Mandarin phonetics. The study highlighted the need for
Pronunciation
inaccurately. When learners start learning pronunciation, they make new habits and
overcome the difficulties resulting from the first language. According to Yates (2020),
based on the following basic levels. In level 1, what the speaker is saying is not
understandable to people. The speaker uses the wrong sounds when producing
English words or uses the wrong prosodic features when producing English
listeners. This entails comprehending spoken language in the target language and
messages. Mastery of these sounds within the context of one's mother tongue is
sound is acquired by repeating it over and over again and by being corrected when it
up new pronunciation habits and overcoming the bias of the first language (Cook,
2020). From the foregoing so far, the importance of mother-tongue in the learning of
occur due the fact that some of the English sounds are not found in their mother-
tongue. It has rightly been observed that in the first language learning, the learner is
that the second language lacks. This implies that though language learning is
generally difficult, second language learning has greater problems which results in
the greater number of errors in performance of second language users (Vitanova, G.,
written by Suliman shows clearly the negative influence of mother tongue on learning
foreign language bring with them their first language concept. A problem emerges
when many students face difficulties because the sounds of phonemes and phonetic
systems in English are different from those of their first languages. As a result,
students still use phonemic sounds and phonetic systems of their first languages
when they are sounding or uttering English. Hence, English pronunciation learning
should ideally fulfill a necessary element regarding the practices of sounding English
Reference