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ABSTRACT
The study examined the Impact of Mother Tongue Interference on English Language Acquisition among public secondary school students in Egor Local Government Area. Three research questions were raised to guide the study. Several relevant literatures were reviewed in the course of the study.
The study adopted the descriptive survey research design. The population of the study was drawn from the thirteen (13) public secondary schools in Egor Local Government and a sample size of one hundred and seventy two (172) secondary school students were used for the study. The instrument used for data collection was the research questionnaire and obtained data were analysed used mean (average) and percentage.
Based on the above findings, the researcher concludes and recommended thus: Teachers should avoid the use of mother tongue while interacting with students and should encourage the use of English Language in the school among students. Mother tongue use should be discouraged while teaching and learning English language in Egor local government area. Students should be discouraged from using mother tongue within the school premises but to try as much as possible to use simple and correct English within during school activities, school administrators should enforce strict rules and regulations prohibiting the use of mother tongue within the school premises. Government should through the ministries and various bodies in charge of education in Egor local government deploy qualified English teachers who can teach English language effectively. Government in collaboration with school authorities should constantly embark on training and retraining for English Language teachers to enhance and improve on their competence and professionalism.
