The Learners’ Mother Tongue Interference In The Development Of Efl Speaking Skills In Algeria: The Case Of 1st And 2nd Years Of Aoudiai Mohamed Secondary School (ait Aissa Mimoun) In Tizi-ouzou.

Résumé: The present work deals with the problem of the learners’ mother tongue interference in the acquisition of EFL speaking skills in Algeria. This study seeks to investigate how the first language of the learners, Arabic and Berber, interferes with learning FL when speaking in the EFL classrooms. Two theories were used in this study in relation to language transfer: the first one is the Behaviorist learning theory and the second one is Contrastive Analysis theory (CA) in order to compare between some elements of the target language structure (phonology, morphology, grammar) with the same elements in the learners’ MT. The purpose is to know the differences that lead to the negative interference of the learners learning English language while acquiring speaking skills, and to know whether teachers’ give feedback to their learners to overcome the interference of their MT. In this research study, two data collection tools were used: Eight classroom observation sessions were conducted on 1st and 2nd in Aoudiai Mohamed (Ait Aissa Mimoun) in Tizo-Ouzou and a questionnaire, which was submitted to 1st and 2nd year secondary school teachers of English in (Tizi-Ouzou) The gathered data were anlysed by using computer program called social package for social sciences(SPSS) and the qualitative data were presented referring to discourse analysis (DA).Using all these tools ,results were reached related to the questions asked in the General Introduction: 1st and 2nd year secondary school English learners make errors due to the interference between English and their mother tongues (Arabic and Berber) when they speak English at various levels such as Syntax, Grammar, Phonology, Lexis and Pronunciation. At the end of this work, some recommendations were made in order to reduce the mother tongue interference.

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