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ABSTRACT
This research looked at how mother tongue interference affected secondary school pupils in the Egor Local Government Area who were studying English literature. To direct the investigation, three research questions were posed. The process of the investigation involved a survey of several pertinent literatures. The design used in the study was description surveys. Two hundred and forty (240) secondary school students made up the sample size for the study, with the participants being chosen from ten public secondary schools in the Egor LGA. A structured questi onnaire served as the tool for data collection, while mean (average) and percentages were utilised to assess the results.
In light of the aforementioned, the following conc lusions and suggestions were drrawn: When interacting with pupils, Teachers must encourage pupils to speak English in the classroom and refrain from speaking in their native tongue. In the Egor region, administrators at school, should impose strigent guidelines and sanctions that forbids the use of indigenous tongue within the school premises; they should also be encouraged to use simple, concise and correct English during school activities.. Government, through the ministries and other bodies charged with business of education in Egor area may deploy qualified English teachers who can teach English language effectively. In collaboration with school authorities, they should constantly embark on training and retraining for English teachers to enhance and increase their competence and professionalism.A
