دراسات
Volume 14, Numéro 2, Pages 759-770
2025-12-11
When Languages Interfere, What Is The Solution? A Case Study Of Fourth-year Primary School Students In Bechar Province,algeria
Authors : Nebbou Khouloud . Aissani Chaimaa .
Abstract
In 2022, the Algerian government introduced the English as a Foreign Language learning programme in primary schools, starting with third-grade students as the first cohort to study English. Learning English at a young age presents challenges, primarily due to the significant differences between a student's native language and the target language. These differences can hinder the development of language skills, particularly speaking proficiency. This research paper explores the phenomenon of mother tongue interference in EFL learning, focusing on teachers' usage and learners' perceptions. Online and face-to-face interviews and non-participant classroom observations were used to address three main questions: the impact of the mother tongue on speaking skills, its effect on linguistic development, and strategies for teachers to promote English thinking. The Findings reveal that both teachers and students often resort to the mother tongue, with many teachers being unaware of language interference. The findings emphasise using diverse materials to minimise reliance on the mother tongue and foster creativity in language teaching.
Keywords
English as a Foreign Language ; Primary Schools ; Learning English ; Language Skills ; Mother Tongue Interference
Les articles similaires
بوسالم أحلام
.
عابد يوسف
.
ص 117-132.
Yahia Zeghoudi
.
pages 74-88.
Said Houari Amel
.
pages 257-268.
منصر أمال
.
بوجلال سهيلة
.
ص 806-834.
