Focus: Developing a package to reduce Mother Tongue Interference in Spoken English Language.
Coordinator: Prof. F.A. Okwo;
Phone: +234(0)8037291021; +234(0)8025360777
Other members include: Dr. P.N. Uzoegwu, Dr. E. N. Ogwu, Dr. M.O. Omeje, and Dr. C. Ibenegbu.
         Mother tongue interference in spoken English has been a major deterrent in teaching and learning among teachers and scholars today globally. This interference of mother tongue indigenous language on English as a second or foreign language has led to poor pronunciation and understanding during teaching and learning. Academic poor performance among students in Oral English among others has been attributed to mother tongue interference in Nigerian schools (Agbo & Ebeh, 2009).  Nevertheless, poor academic performance as a result of mother tongue interference was associated to lack of utilization of instructional material for teaching Oral English (Nwosu, 2012). Teaching is an interaction between the instructors and learners which could be distorted with poor pronunciation due to mother tongue interference. From social learning theory, learning is a matter of observing and imitating a model. The teacher will act as a model or a coach and the student as the learner will imitate their pronunciation and this will lead to a better concept understanding.
This study intends to identify the three major indigenous languages spoken in Nigeria (Hausa, Ibo, & Yoruba), and observe their interference with other foreign language (English) that is used as a second language for teaching and learning. This identification would go a long way in mediating into the problem of interference since each language differs in their various ways. Since the world is globalizing, teaching and learning using a generally acceptable language becomes necessary to enable individuals travel from one place to another with ease. Occasionally, the journey from one country to another becomes too costly and time wasting in order to learn the second language before integrating into the culture of the people.   It is based on this, that a package on visual reality and simulation will be developed to eradicate the problem of mother tongue interference. This will make travelling far and wide to learn a foreign language for fluency in communication unnecessary.
The development of immersion technology-based package would be carried out through videoing and recording. This technique will bring exposure to both learners and instructors through interaction using the foreign language on indigenous language of one’s choice. This will be done following these steps:
• Identification of the interference of three indigenous languages (Hausa L1, Ibo L1, Yoruba L1) in spoken English.
• Designing Instruction and learning experiences that will provide models of spoken English L2 for target audience.
•  Trail testing of the technology- based package using the indigenous audience
• Extended field testing that will have control experimental designs, to determine the efficacy of the package.
• Implementation of the package.
• Diffusion of the package.
This study will be beneficial to students, instructors, lecturers, curriculum developers, theory, and language institutions.