Mother Tongue Interference in English Pronunciation: A Study of Phonological Transfer from some Indigenous Nigerian Languages

Abstract

This article investigates the influence of some indigenous Nigerian languages on the

pronunciation of English, riveting on phonological interference among bilingual speakers across

ethnic groups including Ibibio, Idoma, Yoruba, and Hausa. Drawing on recent empirical studies

and linguistic analyses, it surveys how segmental features (vowels and consonants) and

suprasegmental features (stress, rhythm, intonation) are shaped by native phonological systems,

resulting in distinctive pronunciation patterns in Nigerian English. The research highlights that

phonological transfer is not merely an interim phase in second language acquisition but a deeply

entrenched cognitive and linguistic phenomenon that persists even among highly educated

bilinguals. The study shows that Ibibio speakers struggle with English vowels and stress patterns

due to tonal reliance in their native language, leading to flattened prosody and reduced

intelligibility. Idoma speakers exhibit assimilation, elision, and vowel substitution, often

simplifying English syllable structures and misarticulating consonant clusters. Yoruba speakers

transfer tonal contours and syllable-timed rhythm into English, neutralizing vowel distinctions

and altering stress placement. Hausa speakers, traditionally substituting interdental fricatives

with stops, now show a socio-phonetic shift toward fricative approximations among educated

speakers, reflecting dynamic adaptation influenced by education and media exposure. The article

calls for a paradigm shift in English Language Teaching (ELT) in Nigeria, advocates for

contrastive phonological instruction, suprasegmental training, and culturally responsive

pedagogy. It critiques the inadequacy of Received Pronunciation (RP)-based models and

emphasizes the need to recognize Nigerian English as a legitimate, evolving variety. By

synthesizing findings across ethnic and linguistic lines, the study contributes to a nuanced

understanding of bilingual phonological transfer and offers practical recommendations for

inclusive and effective language education in Nigeria’s multilingual context.