The Impact of Mother Tongue Interference on English Language Learning among Libyan EFL Students at Zawia University

Abstract

Second language learning is a complex process influenced by several linguistic, cognitive, and social factors. Among these factors, the learners’ mother tongue plays a significant role in shaping their performance in the target language. The present study investigates the influence of the mother tongue on learning and speaking English as a second language among sixth-semester students in the Department of English at Zawia University. Specifically, the research examines the extent to which first-language interference affects learners’ pronunciation, grammar, vocabulary acquisition, and sentence construction.

A quantitative research design was adopted, and data were collected using a structured questionnaire administered to twenty-two English as a Foreign Language (EFL) students. The collected data were analyzed using descriptive statistics to determine the frequency and percentage of students’ responses.

The findings indicate that mother tongue interference has a noticeable impact on students’ English language learning. The participants reported considerable difficulties in pronunciation, grammatical structures, vocabulary learning, and word order, mainly due to differences between Arabic and English. The results also demonstrate that cultural differences and limited confidence in communication contribute to learners’ reliance on their native language during English language use.

The study concludes that first-language interference remains one of the major challenges facing Libyan EFL learners. It recommends that English language teachers adopt instructional strategies that reduce negative language transfer while encouraging greater exposure to authentic English communication in order to improve learners’ linguistic competence