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

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