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| Chapters: 1-5
| Pages: 76
THE EFFECT OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF ACCOUNTING INN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The study of accounting in secondary schools is undoubtedly a crucial component of a student's education, equipping them with the necessary financial literacy and analytical skills for their future endeavors. However, in many multilingual and multicultural societies, students often grapple with the effects of mother tongue interference when studying accounting in a second language. This interference can manifest in various ways, impacting students' comprehension, application, and overall performance in this essential subject. In this comprehensive exploration, we will delve into the intricate web of challenges posed by mother tongue interference in the study of accounting in secondary schools, highlighting its causes, effects, and potential solutions. This examination is vital not only for educators and policymakers but also for students themselves, as it seeks to shed light on an issue that can significantly influence the quality of accounting education and, by extension, the future financial well-being of individuals and the economic health of nations. In the ensuing discussion, we will unravel the complexities of this issue, offering insights and recommendations aimed at mitigating the obstacles it presents. Mother tongue interference, also known as language transfer, occurs when students' native language influences their understanding and usage of a second language, in this case, English, which is the predominant language for teaching accounting in many secondary schools worldwide. This interference can result in a variety of challenges, affecting both the learning process and the ultimate mastery of accounting concepts.
One of the primary causes of mother tongue interference in the study of accounting is the fundamental differences between languages. Accounting involves specialized terminology, concepts, and principles that may not have direct equivalents in a student's mother tongue. This disparity can lead to confusion and misinterpretation when attempting to understand and apply accounting principles. For instance, terms like "assets," "liabilities," and "equity" may not
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The study of accounting in secondary schools is undoubtedly a crucial component of a student's education, equipping them with the necessary financial literacy and analytical skills for their future endeavors. However, in many multilingual and multicultural societies, students often grapple with the effects of mother tongue interference when studying accounting in a second language. This interference can manifest in various ways, impacting students' comprehension, application, and overall performance in this essential subject. In this comprehensive exploration, we will delve into the intricate web of challenges posed by mother tongue interference in the study of accounting in secondary schools, highlighting its causes, effects, and potential solutions. This examination is vital not only for educators and policymakers but also for students themselves, as it seeks to shed light on an issue that can significantly influence the quality of accounting education and, by extension, the future financial well-being of individuals and the economic health of nations. In the ensuing discussion, we will unravel the complexities of this issue, offering insights and recommendations aimed at mitigating the obstacles it presents. Mother tongue interference, also known as language transfer, occurs when students' native language influences their understanding and usage of a second language, in this case, English, which is the predominant language for teaching accounting in many secondary schools worldwide. This interference can result in a variety of challenges, affecting both the learning process and the ultimate mastery of accounting concepts.
One of the primary causes of mother tongue interference in the study of accounting is the fundamental differences between languages. Accounting involves specialized terminology, concepts, and principles that may not have direct equivalents in a student's mother tongue. This disparity can lead to confusion and misinterpretation when attempting to understand and apply accounting principles. For instance, terms like "assets," "liabilities," and "equity" may not
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