Ancia Almirante Chaguala

The Impact Of Mother Tongue In the Reading Process

English Language Teaching Course

Universidade Save
Chongoene – 2023
 Ancia Almirante Chaguala

The Impact Of Mother Tongue In the Reading Process

English Language Teaching Course

Research project be presented at the Faculty of

Sciences of Languages Communication and Arts,
under supervision of dr. Sergio Chitlangu for course
ending purpose.

Universidade Save
 Chongoene – 2023

Contents

CHAPTER I................................................................................................................................................4

INTRODUCTION.......................................................................................................................................4

BACKGROUND OF THE STUDY............................................................................................................5

STATEMENT OF THE PROBLEM...........................................................................................................6

1.4. JUSTIFICATION.................................................................................................................................7

1.5. OBJECTIVES.....................................................................................................................................8

1.5.1. GENERAL OBJECTIVE..................................................................................................................8

1.5.2. SPECIFIC OBJECTIVES..................................................................................................................8

1.6. RESEARCH HYPOTHESES...............................................................................................................8

1.7. SIGNIFICANCE OF THE STUDY......................................................................................................8

1.8. RESEARCH QUESTIONS..................................................................................................................9

1.8.1 THE BENEFICIARIES OF THE STUDY.......................................................................................10

1.9. DELIMITATIONS OF THE STUDY................................................................................................10

CHAPTER II- LITERATURE REVIEW..................................................................................................11

2.1. MOTHER TONGUE IN EDUCATION.............................................................................................11

2.2. DEFINITION OF TERMS.................................................................................................................11

2.3.DIFFERENCES BETWEEN LANGUAGE ACQUISITION AND LANGUAGE LEARNING........12

2.4. HELP OF THE MOTHER TONGUE................................................................................................13

2.5. HINDRANCES OF MOTHER TONGUE..........................................................................................14

2.6. THE DIRECT METHOD AND THE GRAMMAR TRANSLATION METHOD.............................14

2.7. EFFECTS FIRST LANGUAGE ON SKILLS...................................................................................15

2.7. ENCOURAGING L2 USE.................................................................................................................18

CHAPTER III RESEARCH METHODOLOGY.......................................................................................19

3.1 TYPE OF RESEARCH.......................................................................................................................19

3.1.1. DATA COLLECTION....................................................................................................................19

3.2. POPULATION...................................................................................................................................20

3.2.1. SAMPLE.........................................................................................................................................20

3.3. SCHEDULE.......................................................................................................................................20

3.4. BUDJET............................................................................................................................................21

REFERENCES..........................................................................................................................................22
CHAPTER I

1.1. INTRODUCTION
Learning a foreign language is a growing need in this age of globalization. Through another
language, we can speak with people from around the world. However, since people express
themselves best in their mother tongue, they are faced with challenges of learning foreign
languages. In Mozambique, teaching English as a foreign language is a challenging task. When
teachers teach a new language outside of its original context, they are often faced with a lack of
adequate published materials that would help to enhance fluent writing in the target language.

The problem of lack of materials is only one of the many problems that have a negative impact
on the learning of a foreign language. The situation becomes worse when students do not have
sufficient opportunities for speaking, listening and writing the target language. Some teachers
usually use Portuguese as the medium of instruction in the classroom, further diminishing
students’ exposure to the target language. Time spent speaking the native language and the target
language is not proportional since the native language dominates at home and in some cases in
the classrooms.

These challenges among others are constantly addressed by teachers as they try to increase their
awareness and avail themselves of resources, thus improving their teaching skills. However the
challenges of mother tongue interference continues to be a serious problem. In this context this
paper will focus on the problems that both students and teachers face due to mother tongue
interference. This paper attempts to address this problem by asking: What is the impact of the
mother tongue on learning English as a foreign language?

This research is composed of four chapters; the first chapter introduces the topic whereby the
general overview of the problem is described. The second chapter focuses on the literature
review where it discusses and support the topic. The third chapter deals with the research
methodology, approach and investigation instruments used. The fourth chapter is bibliography,
which carry all the sources used. As for the last items, there will be some appendices composed

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of students and teachers questionnaires as well as classroom observation instruments used during
research

1.2. BACKGROUND OF THE STUDY

In every corner of the world, young children are learning languages at home that differ from the
dominant language used in their broader social world. These children arrive at school with a
precious resource: their mother tongue. Mother tongue therefore, is defined as the language
which a group of people considered to inhabitants of an area acquired in the early years and
which eventually becomes their natural instrument of thoughts and communication AWONIYI,
(1978).

Mother tongue is the first language that a person learned. In terms of that interpretation, the
person is defined as a native speaker of the first language, although one may also be a native
speaker of more than one language if all of the languages were learned without formal education,
such as through cultural immersion before puberty. Often a child learns the basics of the first
language(s) from family. It is therefore generally accepted that in teaching and learning
processes, the mother tongue of the child is of utmost importance. For one thing, it categorizes a
large part of the child’s environment, that is, it has names for most of the objects, actions, ideas,
attributes and so on that are so important to him, as well as to any society.

Furthermore, education improvement efforts rarely consider the impact that the language of
instruction will have when designing education projects. Instead, the use of mother tongue or
familiar languages is dismissed as a ―political‖ or national issue; considered a problem too
complicated to tackle within the scope of a project; or overlooked due to a lack of understanding
of the central role that language plays in facilitating access to schooling and reading performance
of children with learning disabilities.

Learning is a complex task that requires several mental functions to coordinate and work
efficiently. Each step in the learning process places demands on underlying mental skills such as
auditory and visual processing, memory, attention, logic and reasoning, and processing speed. If
one or more of these skills is weak or underdeveloped, the student will struggle to learn.

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 English language is not an indigenous language to Mozambique, due to the fact, that
Nigerians already have their own spoken language (mother tongue). Every Mozambique learning
English language is usually faced with a complex language situation in his process language
development.

Besides having to master his own language and other indigenous language, he needs to have
a good command of English as indispensable tool in his daily life in a changing world. Language
is our greatest invention, without it, trade, government, family life. Regions and the art would be
either impossible or very different. The human being is characterized by the ability to
communicate with his fellow human being, this chief characteristics is what distinguished the
human from animals. The process of learning indigenous language begin very early in life, right
from time early, an adult attempt to communicate with a child by using all kinds of sound to him
and the child in turn begin to respond to the communication through imitation. The child
proficiency in use of his mother tongue is accelerated by his constant exposure to language. This
communication is made possible in human being by the use of two types of sensory stimulation,
such as auditory and visual. Any normal human being with the normal human facilities possesses
this type of sensory stimulation is being used.

1.3. STATEMENT OF THE PROBLEM

This research is designed to find and analyze the influence of mother tongue on the learning of
English Language as a foreign language it is therefore an attempt to bring together in an
accessible from where the mother tongue can give the needed wrap to English used by
Mozambicans, No praise can be too high for the devoted inspectorates who wrestle continuously
with this problem, which is made almost impossibly difficult by the vast distance involved.
Browsing through the nature, scope and the major thesis of this topic, our research will
understudy the following observation as its major problems:

 How mother tongue affects reading performance of children with learning disabilities.

 How learning disabilities affects academic achievement of children in schools.

 How government education policy on mother tongue affect the reading performance of
children with learning disabilities.
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  How mother tongue can promote the education of children with learning disabilities.

 How effective is the use of mother tongue in teaching children with learning disabilities.

1.4. JUSTIFICATION
The justification or the rationale explains why the research is needed, what gaps it aims to fill in
existing literature, how it aims to add to the existing body of knowledge, or what solutions it
aims to provide. BURNS, N. & GROVE (2003).

The use of English as L2 can provide students with motivation necessary in speaking as well as
in reading. In Indonesia, particularly in private school English has been learned since elementary
school because English is not their native language, so student are still difficult in learning
English language. Therefore, during practical teaching for internships, the students are still
unable to use English language as their second languages to communicate with. One of problems
that hinder the students to master English, especially in speaking skills was through short story
techniques. So the primary reason to recommend short story in teaching reading is that, they
attach their mother tongue in almost all the set activities. Actually the lively atmosphere and real
life environment created by stories encourages the students to talk and discuss with each other.

Teaching a foreign Language has been considered as a floppy task and that it has been being
affected negatively by many internal and external factors. One of the basic factors is the
interference of their mother tongue.

In the process of teaching, teachers have uncounted this point as a point that affect high and,
Through carrying out this research, education professionals will have a wide view on how to
handle the use of mother tongue and find out the impact of this Dilemma about how negative to
use a mother tongue is and what drawbacks it brings to the learning process.

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1.5. OBJECTIVES

1.5.1. GENERAL OBJECTIVE

 Discuss the Impact Of Mother Tongue In the Reading Process

1.5.2. SPECIFIC OBJECTIVES

 Explain the advantages and what disadvantages mother tongue in the reading process in
learning second language.

 Identify what method use of first language for teaching foreign language.

 Study teacher how to encourage students to use of L2 in class.

1.6. RESEARCH HYPOTHESES

 There may not difference in the students’ reading comprehension scores in both control
and experimental group before the teacher’s instruction.

 Teachers may not be paying attention to the impact of the mother tongue and that the pay
no heed to it.

 Teachers may not be using the appropriate techniques to fight this problem,

 Teachers and students may not be looking at the mother tongue as a learning problem,

1.7. SIGNIFICANCE OF THE STUDY

The first language, learned in the home, is extremely important and forms the foundation for all
later language development. Parents, family members and early childhood professionals are the
most significant influences on the development and maintenance of the first language. This paper
suggests that knowing one language can help the child understand how other languages work.
The maintenance of the first or home language is particularly important for the child’s
development of a positive self-concept and well-being. Children who have the opportunity to
maintain their first language can extend their cognitive development, while learning English as a

9
second language. Their level of competence in the second language will be related to the level of
competence they have achieved in their first language. Children with a sound knowledge of their
first language will be able to transfer skills from one language to another (Clarke, 2009). The
focus of the case studies is on specific instances of L1 interference on L2 in the syntactic
structures of the second language learner’s writing. The present study also identifies the effect of
the differences and/or similarities between the structures of L1 and L2 on the target language.
Many linguists and successful bilinguals argue that for multi-cultural societies to support the use
of a first language in the learning of young bilinguals in schools is of high importance. Since
mother tongue education in the primary years suggests the best introduction to literacy which
becomes useful in the acquisition of a second language. Research on L2 acquisition displays that
learning another language becomes less problematic, if a child masters the first language in the
habits of speech, listening, reading and writing which can be transferred to the learning of the
second language. CHAUDRON (1988) asserts that where the L2 is used as a medium of
instruction, learners encounter problems because their task is threefold. Making sense of the
instructional tasks presented in the second language, attaining linguistic competence required for
effective learning to take place and facing with the problem of mastering the content itself. The
report of (1953) UNESCO Committee shows that students learn quickly through their first
language than an unfamiliar linguistic medium. As a result, it states that the best medium for
teaching a child is the mother tongue through which children understand better and express
themselves freely (TSITSI NDAMBA, 2008). Bilingualism is the capability to use two languages
which involves both understanding and speaking in either language. Some people may feel
comfortable using both languages in the same setting and may „switch‟ from one to the other
easily.

1.8. RESEARCH QUESTIONS

 Does mother tongue affect the performance of children with learning disabilities?

 Does teacher teaches children with learning disability with their mother tongue?

 How adequate is the use of mother tongue by the parents of children with learning
disability?

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  How can the use of mother tongue meet the need of children with learning disabilities?

1.8.1 THE BENEFICIARIES OF THE STUDY

The study benefits all educational stakeholders, the government, educational partners, parents
and students in various ways. The Ministry of Education will benefits from the findings of the
research to advise on how to handle the teachers performances. The study will gives
recommendations to address a fore mentioned factor with a view of those concerned to
effectively deal with the use of the mother tongue. So the study comes up with the way forward
for schools to help them handle accordingly then teaching and learning processes taking into
account their major objectives.

1.9. DELIMITATIONS OF THE STUDY

This study will only cover one (1) public mixed day schools in Mazivila and it will not cover
any private schools. The study will examine the effect of mother tongue on reading performance
of children in a selected schools in Mazivila. The research work will focus on effect of mother
tongue on learning reading performance of children in their academic pursuit.

The target school is Mazivila Secondary School, located in Mazivila, 18 miles away from Macia
in Chokwe direction. The school comprises grades 8 to 12 and this research will be conducted
aiming at grade 12 Students. There will be four (4) topics of the researcher choice to be dealt
with. This research will be handled putting two (2) English teachers on target. Both Teachers and
students should be allowed to use Changana the classroom.

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CHAPTER II- LITERATURE REVIEW

2.1. MOTHER TONGUE IN EDUCATION

Mother tongue in education refers to when a school or educational institution integrates the
language a child is most familiar with (their mother tongue) into the classroom lesson along with
the school’s lesson (such as English). This is normally the language that the child speaks at home
with their family.

Some children (particularly those that grow up in a mixed race parent household or those living
abroad) already know two or more languages by the time they reach school age, which in
education terms means that their mother tongue is the language most spoke at home. If this is
two languages, then the child is lucky enough to have 2 mother tongue languages since their
ability in both languages is equal. However this is very rare as most commonly in households,
one of the languages is predominantly used over another.

2.2. DEFINITION OF TERMS

Mother tongue: Native, language, the first which is normally acquired by human being in early
childhood through interaction with other member of his own native speakers. This can also be
called primary language, its one’s first language of interaction.

Second language: Foreign language, any language other than the native language or mother
tongue. A second language usually learnt and not acquired through interaction with other.

Interference: The errors native made by carrying over the speech habit of the native language or
dialect into a second language or dialect. The interference can be noticed in features of
pronunciation, grammar and vocabulary when a person is learning to master the pattern of
second language.

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Transfer: The process or result of carrying over speech habit from one language to another e.g.
language teaching, the patterns of the mother tongue or when translating lexical items may be
borrowed from the native language. Negative features that are not available in the mother tongue
are to features that are present in the second language. This means that there are some distinctive
features inherent in the mother tongues that are transferred to the second language.

Positive common features: Are those features that are present both in first language and the
second language.

2.3.DIFFERENCES BETWEEN LANGUAGE ACQUISITION AND LANGUAGE

LEARNING
The term ‘language acquisition’ is used for acquisition of the first language or the mother
tongue. While the term ‘language learning’ means learning the second or foreign language. The
processes of language acquisition and language learning differ in many respects. These
differences can be enlisted as follows.

 Learning the mother tongue is an essay and natural process. On the contrary, learning the
foreign language is a difficult and artificial process. From the birth of the child, it is
surrounded by the atmosphere where the mother tongue is spoken.

 The child gets the utterance quite naturally and easily. But the second language is learnt
by a teacher in a school. There is no such natural atmosphere in a school and so it
becomes difficult to get it.

 When the child learns the mother tongue his mind is a clean slate. But at the time of his
learning a foreign language, he has already learnt his mother tongue.

In this regard , Robert Paul says :

When we learn our first language, we face the universe directly and learn to clothe it with
speech, when we learn a second language, we tend to know the universe through the language
already known”.

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The first language acquisition helps to learn the second language and it also hinders the second
language, comprise it with his first language and makes his task easy. But sometimes, the mother
tongue does not have the items of the second language and it becomes difficult for the learner to
learn the second language correctly and easily.

• The child cannot do without mother tongue because he must express his desires in
speech to get them fulfilled. There is no such compulsion for learning a foreign
language.

• The child has unlimited time for learning his mother tongue, whereas there is
limited time for learning a foreign language.

• There are many teachers to teach the mother tongue: parents, brothers, sisters,
friends etc. but there is only the class room teacher to teach the foreign language.

• The first language is acquired by a child before fifth year of his age. The child
learner is at this time in the process of physical or psychological maturation .in
fact, acquisition of the first language is a part of the maturity process.

On the contrary, a mer. matured than the child acquiring the first language .one more differences
between the two processes is that we learn the foreign language later in life and first language
earlier. Similarly, in case of foreign language, we are display to sounds and letters at the same
time. In the case of first language, on the contrary, there is stress on the imitation and sounds,
words and sentences. There is no stress on the roles and grammar.

2.4. HELP OF THE MOTHER TONGUE

The knowledge of the mother tongue proves to be a valuable help for the learning of the second
language. In this connection, W. M. Ryburn says the mother tongue can be of the greatest
assistance in the learning of the second language. Some points in this regard can be given as
follows:

• In mother tongue the child learns how to sit, hold a pen and also prepare the
habits of speaking and writing.

14
 • Many sounds of English are similar to the sounds of the mother tongue. For
example b, k, p, n/etc. • The mother tongue teaches the child how to read silently
and loudly. It transfers habits to the second language.

• Some items of grammar are common in the two languages. For example, the
punctuation marks, tenses, voice etc.

 There are some words of English which are not understood by the students even if the
teacher uses all the devices of teaching. In such cases, the use of mother tongue works
wonder.

 Certain idioms of English can be best taught by making comparison with those in mother
tongue. Otherwise, student will misunderstand the idioms or instructions in English.

2.5. HINDRANCES OF MOTHER TONGUE

Sometimes, the mother tongue interferes in the learning of the foreign language. Some of the
points in this direction can be made as follows:

• There are no exact equivalents of English language in the mother tongue. So the
learner will not be able to do exact translation work.

• The structures of English also are different form that of the mother tongue.

• The sentence patterns of English and mother tongue are quite different (structure
is SVO in English).

2.6. THE DIRECT METHOD AND THE GRAMMAR TRANSLATION METHOD

Direct method and Grammar translation method are two oldest methods for teaching foreign
languages. Grammar translation method first appeared in the 18th century and was originally
used for teaching old languages like Greek, Latin then failed in teaching communication skills.
After that, direct method was built with the attempts to overcome the weakness of the Grammar
Translation method. The direct method is named “direct “because meaning should be connected
directly with the target language without translation into the native language.

15
Basically, the direct method aims to provide language learners with a practically useful
knowledge of language. Knowing a language is being able to speak it. This method argues that a
foreign language can be taught without translation, unlike the argument of the Grammar –
Translation method. In grammar translation classes, students learn grammatical rules and then
apply those rules by translating sentences between the target language and their native language.

There are many differences between Direct method and Grammar Translation method such as:

• In the Direct method the teacher provides the knowledge in grammar inductively
through speaking.

• The GTM focuses on grammar rules and their application. Language is learned
through rules.

• In Direct method the vocabulary is learned through practice every day.

• In GTM the vocabulary is learned through direct translation of l1. Students learn
vocabulary when they are translated.

• The Direct method the students are very actives, their oral communication skills
are emphasized, they have to speak a lot.

• In GTM the accuracy from the students is expected and they have to practice by
translation. Through the realization of this work is more clear to use the difference
between this two methods , in Direct method ,teacher use of target language for
teaching four skills in second language and teacher try to make a class productive
for students and students are actives in class and they have made significant
progress in conversation . But in Grammar Translation, teacher use of mother
language for teaching four skills and students are passive in class. So in the
method students learn foreign language through roles. Role teacher is translator in
GTM.

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2.7. EFFECTS FIRST LANGUAGE ON SKILLS
English is valued highly in the Indian society with a lot of prestige being attached to the
language. A lot of time and energy is dedicated to teach or learn English in the Indian schools.
Despite this, not much attention is given to enhance the speaking skill in the average Indian
classroom. That the learner will pick up the skill from general classroom activities and
instructions over a period of time is a false assumption made. As a result, the learners are not
able to develop this skill and hence lack confidence while conversing in English.

To further this, though articulation of individual sounds while teaching this language is
addressed, teaching of pronunciation is not given much importance either. In regular Indian
classrooms, the importance of native-like accent is not given due stress. One strong reason that
could be attributed to this could be that number of dialects found is so large that it is practically
impossible to address all the accents in a classroom. This is serious challenge in the Indian
classrooms. The areas of sound relating to spoken English and to pronunciation in the Indian
context needs to be consciously addressed to counter this challenge and to make native-like
accent in Indian learners more plausible.

The importance of pronunciation in communication cannot be denied. In fact it is as important as

grammar and vocabulary. Yet, the evidence of mother tongue influence on English is very
obvious. This manifests in the form of incorrect pronunciation.

Pronunciation error may be due to many issues. Guesswork or vagueness of the correct form of a
word or sentence, or a general ineptness of the language could be the reason of
mispronunciation. The most common reason is transfer or interference from the mother tongue.
Generally, errors made in pronunciation are due to difference in the sound system and spelling
symbols between the mother tongue and English.

As a regular practice the teacher is seen as a model for correct speaking in class. The learners are
expected to be introduced to the pronunciation of words in English by their teacher during the
day-to-day interaction. It is when the teacher her/himself has coloured pronunciation that the
learners are unable to acquire correct skills in spoken English. The pronunciation samples they
are exposed to in their classroom environment being inappropriate, the learners are most likely to
adopt a similar pronunciation skill.
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Added to this is the challenge of the fossilised sound system of the mother tongue of the learners
that inhibits the acquisition of the pronunciation and sound system of the second language. It is
understood that if the second language is introduced to the learners before puberty, the chances
of attaining a native-like pronunciation skill is easier. This challenge can surely be met by using
the mother tongue removal tool offered in good digital language lab. Words Worth English
Language Lab has an inbuilt facility to meet this requirement.

To help reduce this problem in Indian schools, it is vital that while on one hand spoken English
be encouraged and promoted, on the other hand, such sound patterns as which are likely to be
confused and faltered be identified and drilled. The learners should be able to practise these
sound patterns over and over again using a model voice to emulate.

It has been realised that such activities when done in digital language labs, not only help
eliminate the mother tongue influence, but also hasten the acquisition of the target language.
Digital language labs equipped with this facility allow learners to listen to correct pronunciation
of a word and the check their own learning during the practise session.

Students in monolingual classrooms often have common training in L1 which may benefit them
in learning a new language. A teacher can exploit their students' previous L1 learning experience
to increase their understanding of L2. For example, if students understand the concept of a noun,
it is much simpler to translate the word "noun" than to describe it in L2. A teacher without that
knowledge (of their students' learning experience) is more likely to teach the students what they
already know about language. CLT doesn't necessarily take into account the students' training in
L1 or L2 and therefore, as a method, doesn't exploit their ability to analyze a new language. The
knowledge of the mother tongue has positive or negative effects for the learning of the second
language .teacher can use of first language for teaching vocabulary of second language in class.

There are some words of English which are not understood by the students’ .so teacher use of
first language for a better understanding them. Thorough understanding of words helps to
reading skill of students. So, the use of first language has positive effects in reading skill of
second language. But teacher rarely should use of first language in teaching writing
(grammar)skill and speaking skill. Because there is many differences between English language
and mother language. One of this differences are structures , structure is SVO in English but we
18
use SOV in mother tongue (Persian). Another of differences is proposition and article, the
structures words of English like the articles, prepositions and demonstratives are not always
equivalents in the mother tongue. Sometimes the knowledge of mother tongue becomes prevent
in learning English. So teacher should not use of mother tongue in teaching writing and speaking
of English language. We can say that the use of first language has negative effects in learning
writing and speaking skill of second language.

2.7. ENCOURAGING L2 USE

In classes where learners all share the same first language or national language, teachers need to
use a range of options to encourage learners to use the L2 as much as possible (Nation 1997).
The following range of options is based on the idea that there are several reasons why learners
use the L1 when they should be using the L2. These reasons include low proficiency in the L2,
the naturalness of using the L2 to do certain jobs, shyness in using the L2, or simply a lack of
interest in learning the L2.

Here are some of the ways of dealing with these obstacles to L2 use.

• Choose manageable tasks that are within the learners' proficiency.

• Prepare learners for tasks by pre teaching the language items and skills needed.

• Use staged and graded tasks that bring learners up to the level required.

• Get learners to pretend to be English speakers.

• Make the L2 an unavoidable part of the task. Retelling activities, strip stories,

• Completion activities, and role plays all require the use of the L2.

• Repeat tasks to make them easier.

• Inform learners of the learning goals of each task so that they can see how using
the L2 will help them achieve a clear short term learning goal.

• Discuss with the learners the value of using the L2 in class.

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• Get learners to discuss the reasons why they avoid using the L2 and get them to
suggest Solutions to encourage L2 use.

• Set up a monitoring system to remind learners to use the L2. In group work
speaking tasks this can involve giving one learner in each group the role of
reminding others to use the L2.

• Use non-threatening tasks. Learners can choose their own groups, the teacher can
stay out of the groups, allow learners to prepare well for the tasks, don't use tasks
that put learners in embarrassing situations, and choose interesting, non-
threatening topics.

• If encouraging L2 use is a problem, several of these different solutions may need

to be used. These solutions cover a range of affective, cognitive, and resource
approaches and thus can be seen as complementary rather than as alternatives.

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CHAPTER III RESEARCH METHODOLOGY
The purpose of this chapter is to present the research methodology adopted in this study. The
next section defines the scope and rationale for the research design, and details of data analysis.
It also provides an overview of the data collection methods used for this research.

According to POLIT and BECK (2004) methodology refers to ways of obtaining, systematizing
and analyzing data. CRESWELL (2003) portrays methodology as a coherent group of methods
that harmonize one another and that have the capability to fit to deliver data and findings that
will reflect the research question and suits the researcher’s purpose. POLIT and BECK (2004)
explain that methodology is the complete structure of the research study; the size and sample
methods, the practices and techniques utilized to collect data and the process to analyze data.

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3.1 TYPE OF RESEARCH
There will be applied a qualitative research, using methods such as interviews, participant
observations.

Qualitative research properly will seek answers to questions by examining various social settings
and the individuals who inhabit these settings.

3.1.1. DATA COLLECTION

For collecting data, the researcher will use an observation sheet and a questionnaire with open-
ended questions that is attached on this article directed to both teachers and students.

When observing the lesson, an observation sheet will be used for collecting data.
3.1.2. DATA ANALYSIS

Data analysis is a mechanism for reducing and organising data to produce findings that require
interpretation by the researcher BURNS &GROVE (2003).

Data analysis is the life line of a research and the method of analysis is the back bone and
conduct wire. Bearing on mind the goals set before, as to extract good analysis elements, the data
will be analyzed using qualitative method and also statistical after observing 4 lessons that will
be delivered. The lesson will be based on Changana and English.

3.2. POPULATION
PARAHOO (2006) defines population as “the total number of units from which data is
collected”, such as individuals, artefacts, events or organizations. BURNS and GROVE (2003)
describe population as all the elements that meet the criteria for inclusion in a study. They
continue to explain that the researcher must recognize a list of characteristics that requisite to be
eligible part of the target population. There will be four (4) topics of the researcher choice to be
dealt with and our population will be teachers and students. The School comprises 5 English
Teachers and 2355 students divided into 65 streams of different grades.

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 3.2.1. SAMPLE
POLIT &BECK (2004) define a sample as “a proportion of a population” The sample was
chosen from the target population as defined in the inclusion and exclusion criteria. The research
will be conducted aiming at 10 grade 12 Students of the same stream and 2 English Teachers.
The students’ sample will be determined randomly and as the school has 2 grade 12 teachers,
they will be taken intentionally.

3.3. SCHEDULE
Activities May June July July

Literature review

Data Collection

Data analysis

3.4. BUDJET
Order Item Quantity Price Total
01 Paper A4 01 400,00 400
02 Pens BIC 3 15 45
03 Pencils 2 8 16
04 Printings 3 200 600
05 Bindingsb 2 150 300
06 Copies 2 150 300
07 Meaks 2 150 300
08 Pen drive 1 500 500
09 Transport _______ _______ _____
10 Note books 1 140 140
11 Possible expenses 1 1000 1000

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REFERENCES
Annette M. B. De Groot (2001).Language and Cognition in Bilinguals and Multi-linguals. New
York: Oxford University.

2. Atkins, B.T.S. and Varantola, K. 1997.Monitoring dictionary use. International Journal of

Lexicography 10, 1: 1- 45.

3. Baxter, J. 1980. The dictionary and vocabulary behaviour: a single word or a handful?

4. TESOL Quarterly 14, 3: 325-336.

5. Chastain (1988) . Developing Second Language Skills. Florida :university of Virginia .

6. Daulton, F.E. 1998.Japanese loanword cognates and the acquisition of English vocabulary.
The Language Teacher 22, 1: 17-25.

7. Knight, T. 1996. Learning vocabulary through shared speaking tasks. The Language Teacher
20, 1: 24-29.

8. Rivers, W .M. (1981). Foreign Language Skills .Chicago: University Chicago Press.

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