The Impact of Native Language Interference on English Proficiency: A Multi_ Methodological Study of Secondary School EFL Learners in Alkhoms, Libya
DOI:
https://doi.org/10.65417/ljere.v2i1.72Keywords:
Cross-Linguistic Influence, Fluency Gap, Judicious L1 Use, Native Language Interference, Pedagogical ImplicationsAbstract
This study investigates the impact of native language interference on phonological and pedagogical effects in the Libyan English as a Foreign Language (EFL) context. To achieve a comprehensive understanding of this phenomenon, the research employs a mixed method approach, integrated data from 100 secondary students and 50 teachers in Alkhoms,. Quantitative data were gathered through structured questionnaires administered to the students focusing on their attitudes towards English-only instruction and their preferences for L1 (native language) and L2 use in classroom. Complementing this, qualitative data were collected through semi structured interview with teachers to explore pedagogical perspectives and systematic challenges. The findings reveal a significant "Fluency Gap," a phenomenon where learners attain grammatical proficiency but fail to achieve verbal intelligibility. Thematic analysis indicates that the mother language serves as an essential "Functional Bridge" and "Survival Tool" in addressing systemic classroom problems The study indicates that reducing phonetic retention requires early intervention and a transition to a "judicious L1 use" framework in teacher training to align theoretical policy with classroom implementation.
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