AN ANALYSIS OF MOTHER TONGUE INFLUENCE ON THE ACQUISITION OF FRENCH AUXILIARY VERB AMONG BURA ORAL FRENCH IN SECONDARY SCHOOL. A CASE STUDY OF RUBY PRIVATE SCHOOL
Abstract
This study examines the influence of mother tongue, specifically Bura, on the acquisition of French auxiliary verbs among secundary school students learning French in a non-native setting. Using Ruby Private School as a case study, the research explores how the phonological and syntactic structures of Bura impact students understanding and use of key French auxiliary verhs, avoir and être Through qualitative and quantitative, including oral assessments and structured interviews, the study investigates analysis the extent to which Bura's linguistic features influence students' learning outcomes in French Findings highlight common errors and provide insights into the role of mother tongue interference, ultimately suggesting strategies to improve French language instruction tailored to Bura-speaking learners. This research contributes to the broader understanding of language transfer in multilingual education and offers recommendations for pedagogical approaches in French as a Foreign Language (FFL) settings
Full-Text Access Notice
In accordance with the NERD Policy on promoting peer-reviewed publication, public access to the full text of a project, thesis or dissertation is restricted for three years, allowing the author and supervisors sufficient time to pursue peer-reviewed publication.
During this period, researchers with legitimate academic or research purposes may request authorisation directly from the author to enable NERD to release the indexed full texts of the work using the form below.