Abstract
M.Comm.
This dissertation explores the effects of mother tongue interference during the
process of the acquisition of English as a second language. The Contrastive Analysis
and Error Analysis hypotheses are presented and the concepts of interlanguage
explored. The limitations and strengths of Contrastive and Error Analysis
hypotheses are highlighted.
Research on errors that are caused by mother tongue interference is reviewed.
A sample of error analysis in the written work of English second language learners
at primary school level is undertaken. Errors resulting from mother tongue
interference are identified at lexical, semantic, phonological and syntactical level.
Various methods and approaches in the teaching of English are identified in
accordance with their relevance to outcomes based education. An Eclectic Solution
is suggested to facilitate remedial intervention.
The Input Hypothesis validity is explored and related to the communicative
approach. Examples of lesson material to address some of the issues are included to
assist educators.