The Interference Of First Language Towards English Speaking For Chinese College Students Of The Department Of English In The University Of North Sumatra Medan

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The Influence of the First Language on the Ability to Speak English for Chinese Students at the University of North Sumatra, Medan

Introduction

The ability to speak English is a crucial skill for students, especially those in the English department of the University of North Sumatra, Medan. However, for Chinese students, speaking English can be a challenging task due to the interference of their first language. This study aims to investigate the types of disorders that occur between the first and English language in student speaking skills and to understand how the influence of the first language can cause misunderstandings in a sense.

The Importance of Understanding Language Interference

Language interference is a common phenomenon that occurs when a learner's native language influences their ability to learn a second language. This can lead to errors in pronunciation, grammar, and vocabulary usage. In the case of Chinese students learning English, the interference of their first language can be particularly significant due to the differences in phonology, morphology, and syntax between the two languages.

Research Methodology

This study employed a qualitative research methodology, using interviews as the primary instrument of data collection. Fifteen participants were selected for the study, and they were asked to describe their answers based on the questions asked. The data collection process was carried out by recording the votes of participants while answering the questionnaire. The theory that became the reference for this research was the level of language interference put forward by Weinrich in 1953.

Research Purposes

The purpose of this study is two-fold: (1) to identify the types of disorders that occur between the first and English language in student speaking skills, and (2) to understand how the influence of this first language can cause misunderstandings in a sense. This research was compiled as a field study with implementation that includes speaking sessions.

Findings and Analysis

The analysis showed that all respondents experienced several similar types of disorders in their speaking session. However, the differences that arise in the level of interference between participants are caused by their respective experiences in communicating using English. For example, participants who use English more often in daily life tend to show fewer disorders compared to those who rarely practice.

Phonological disorders often include errors in the pronunciation of words, which are caused by different phonemes between Chinese and English. In this case, some participants may not distinguish certain sounds in English that do not exist in their mother tongue. Meanwhile, morphological disorders can be seen from errors in the use of the right word form or structure, such as the use of an inappropriate suffix or prefix. Syntactic disorders refer to errors in sentence formation, for example, the wrong order of words or the use of inappropriate grammar.

Types of Disorders

The study identified three main types of disorders that occur between the first and English language in student speaking skills:

  • Phonological Disorders: These disorders occur when learners have difficulty pronouncing words correctly due to differences in phonemes between their native language and English.
  • Morphological Disorders: These disorders occur when learners have difficulty using the right word form or structure, such as the use of an inappropriate suffix or prefix.
  • Syntactic Disorders: These disorders occur when learners have difficulty forming sentences correctly, such as the wrong order of words or the use of inappropriate grammar.

Conclusion

Overall, this research shows that the influence of the first language on the ability to speak English is very real among Chinese students at the University of North Sumatra. This emphasizes the importance of more intensive and contextual English training to help students overcome the obstacles caused by their first language interference. By understanding the types of disturbances that occur, educators can design more effective teaching methods, so students can communicate better in English, without being influenced by their mother tongue.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Intensive English Training: Students should receive more intensive and contextual English training to help them overcome the obstacles caused by their first language interference.
  • Teaching Methods: Educators should design more effective teaching methods that take into account the types of disturbances that occur between the first and English language in student speaking skills.
  • Language Support: Students should receive language support, such as language exchange programs or tutoring, to help them improve their English skills.

Limitations

This study has several limitations, including:

  • Small Sample Size: The study only included 15 participants, which may not be representative of the larger population of Chinese students at the University of North Sumatra.
  • Qualitative Methodology: The study employed a qualitative research methodology, which may not be as generalizable as a quantitative methodology.
  • Limited Generalizability: The study's findings may not be generalizable to other populations of learners, such as those from different cultural backgrounds or with different levels of English proficiency.

Future Research Directions

Future research should aim to:

  • Investigate the Effectiveness of Intensive English Training: Researchers should investigate the effectiveness of intensive English training in helping students overcome the obstacles caused by their first language interference.
  • Develop More Effective Teaching Methods: Researchers should develop more effective teaching methods that take into account the types of disturbances that occur between the first and English language in student speaking skills.
  • Explore the Role of Language Support: Researchers should explore the role of language support, such as language exchange programs or tutoring, in helping students improve their English skills.
    Frequently Asked Questions (FAQs) about the Influence of the First Language on the Ability to Speak English for Chinese Students at the University of North Sumatra, Medan

Q: What is language interference, and how does it affect Chinese students learning English?

A: Language interference is a common phenomenon that occurs when a learner's native language influences their ability to learn a second language. For Chinese students learning English, language interference can lead to errors in pronunciation, grammar, and vocabulary usage due to the differences in phonology, morphology, and syntax between the two languages.

Q: What are the types of disorders that occur between the first and English language in student speaking skills?

A: The study identified three main types of disorders:

  • Phonological Disorders: These disorders occur when learners have difficulty pronouncing words correctly due to differences in phonemes between their native language and English.
  • Morphological Disorders: These disorders occur when learners have difficulty using the right word form or structure, such as the use of an inappropriate suffix or prefix.
  • Syntactic Disorders: These disorders occur when learners have difficulty forming sentences correctly, such as the wrong order of words or the use of inappropriate grammar.

Q: How can educators design more effective teaching methods to help students overcome the obstacles caused by their first language interference?

A: Educators can design more effective teaching methods by:

  • Providing intensive and contextual English training: Students should receive more intensive and contextual English training to help them overcome the obstacles caused by their first language interference.
  • Using language support: Students should receive language support, such as language exchange programs or tutoring, to help them improve their English skills.
  • Taking into account the types of disturbances that occur: Educators should design teaching methods that take into account the types of disturbances that occur between the first and English language in student speaking skills.

Q: What are the limitations of this study?

A: The study has several limitations, including:

  • Small sample size: The study only included 15 participants, which may not be representative of the larger population of Chinese students at the University of North Sumatra.
  • Qualitative methodology: The study employed a qualitative research methodology, which may not be as generalizable as a quantitative methodology.
  • Limited generalizability: The study's findings may not be generalizable to other populations of learners, such as those from different cultural backgrounds or with different levels of English proficiency.

Q: What are the implications of this study for language teaching and learning?

A: The study highlights the importance of understanding the influence of the first language on the ability to speak English for Chinese students. It emphasizes the need for more intensive and contextual English training, as well as the use of language support, to help students overcome the obstacles caused by their first language interference.

Q: What are the future research directions for this study?

A: Future research should aim to:

  • Investigate the effectiveness of intensive English training: Researchers should investigate the effectiveness of intensive English training in helping students overcome the obstacles caused by their first language interference.
  • Develop more effective teaching methods: Researchers should develop more effective teaching methods that take into account the types of disturbances that occur between the first and English language in student speaking skills.
  • Explore the role of language support: Researchers should explore the role of language support, such as language exchange programs or tutoring, in helping students improve their English skills.

Q: How can language teachers and learners benefit from this study?

A: Language teachers and learners can benefit from this study by:

  • Understanding the influence of the first language on the ability to speak English: Teachers and learners can understand the types of disturbances that occur between the first and English language in student speaking skills.
  • Designing more effective teaching methods: Teachers can design more effective teaching methods that take into account the types of disturbances that occur between the first and English language in student speaking skills.
  • Using language support: Learners can receive language support, such as language exchange programs or tutoring, to help them improve their English skills.