Impact of Native Language on English Language Learning and Proficiency

Abstract

This study evaluates the effect of native language interference implementing Telugu as native in the learning and proficiency with English language of eighth-grade learners in an Indian multi-lingual setting. The study seeks to investigate how first language (L1) structures disrupt second language (L2) acquisition, including speaking ability and its impact on reading comprehension. Based on both quantitative (regression analysis) and qualitative (classroom observation and surveys) methods, the research demonstrates a strong negative correlation between code-mixed speech patterns that are Telugu-influenced and English reading efficiency. The results indicate that phonetic, grammatical, and lexical variations between English and Telugu are responsible for consistent errors in English use and that code-mixing is a habitual but productive strategy. The research highlights the necessity of pedagogical interventions like contrastive grammar teaching, phonological training, and vocabulary building to counter L1 interference. The findings make a contribution to the wider body of second language acquisition and provide practical recommendations for enhancing English teaching in native language dominant contexts.