The impact of mother tongue on second-language acquisition of English

Abstract

The challenges faced by students learning English as a second language have persisted throughout history and will continue to do so in the future. Because of this, it becomes essential to shed light on the issues and difficulties that students encounter, particularly the impact of their home tongue, "Arabic language." The author of this study aims to review the literature on how mother tongue influences English language acquisition. The author begins the conversation by providing a conceptual explanation of behaviorism theory using the Contrastive Analysis Hypothesis (CAH), a structural approach to second language learning that shares behaviorists' viewpoint. Next, a potent theory that explains the majority of L2 errors is discussed in order to understand second language faults. The five causes of interlanguage as well as Selinker's interlanguage theory are examined. Next, keep an eye on Krashen's model theory and discuss all five of its hypotheses. Additionally, a thorough explanation of the idea of second language learning and acquisition for Krashen. The approach utilized to comprehend these challenges is then presented in the study. Qualitative methods were employed for data gathering in order to determine the primary issues and challenges that Libyan student had when learning English as a second language. The author concluded by presenting and analyzing the results. This work is significant and may be valuable to scholars interested in this field as well as to all English learners, students, and teachers. According to the study, it is essential to comprehend both SLA and SLL second language acquisition theories of acquisition to comprehend all the obstacles and problems that second language learners have because of the influence of their mother tongue.