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1.1 Background to the study
 Language is the most important tool for communication and is the most tasking area of human endeavour. The human language, distinct from other means of communication, has a special way it organizes the sounds that constitute that language. We also discuss the linguistic units called phonemes including consonants and vowels which make up the segmental tier of the language. Every language has its own way of combining phonemes to form syllables, and every native speaker unconsciously has some knowledge of the sound patterns of his language, i.e. every language has its own unique phonetics, phonology, morphology, syntax and semantics, although analysis may reveal similarities in various aspects of two or more languages. Sound patterns of a language are specified and organized in phonology showing the phonotactic patterns or the distributional patterns of sounds in that language. Language being the major form of communication, there may be the need for one to acquire or learn other languages for effective communication within a new situation. The National Policy on Education (NPE) 1977, revised in 1981, according to Awobuluyi in Fafunwa Foundation Internet Journal of Education, states that the government considers it to be in the interest of national unity that each child should be encouraged to learn one of the three major languages other than his own mother tongue. So, a child should learn in addition to his mother tongue any of the three official indigenous languages. To this effect, the three official indigenous languages are being taught as alternate languages in secondary schools and colleges of education. These factors have motivated applied linguists to get involved in the investigation of the first language (L1) and the alternate language (AL) in order to understand the learners’ challenges. Bell (1981: 181) opines thus: “Applied linguists have been concerned to explain the nature of language use by learners and in particular, to assign to the learners’ L1 some degrees of responsibility for that behavior. In essence, the point at issue is the extent to which the structure of L1 is a cause of the errors which the learner produces in his attempt to use the target language”. This means that structures in the L1 interfere with the learners’ ability to produce structures in the L2. Bell (1981) believes that contrastive analysis strongly holds the view that the deviant behavior of the L2 learner is consequent upon the transfer of the habits of L1 into the TL.

Project detailsContents
Number of Pages85 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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