ATTITUDES OF HAUSA SPEAKERS TOWARD THE ENGLISH LANGUAGE IN SELECTED SECONDARY SCHOOLS IN DUTSIN-MA LOCAL GOVERNMENT AREA, KATSINA STATE, NIGERIA

Abstract

This study investigates the attitudes of Hausa speakers toward the English language in selected secondary schools in Dutsin-Ma Local Government Area of Katsina State, Nigeria. The study focuses on students' perceptions of English as a second language and examines the factors influencing their attitudes toward learning and using the English language. The research was motivated by the persistent challenges of mother-tongue interference, negative language attitudes, and low communicative competence among secondary school students. A descriptive survey design was adopted for the study. Data were collected through questionnaires and interviews administered to students and English language teachers in ten selected secondary schools. A total of 200 questionnaires were distributed and retrieved successfully. The data were analyzed using frequency counts and simple percentages. Findings revealed that although many students acknowledged the importance of the English language for academic achievement and future careers, a large proportion still preferred speaking Hausa with classmates and within school environments. The findings also showed that excessive use of the mother tongue, inadequate exposure to English, and teachers’ code-switching negatively affect students’ proficiency and attitudes toward English language learning. The study concludes that positive language attitudes are essential for effective second language learning. It therefore recommends that teachers should encourage regular use of English in classrooms, organize interactive activities such as debates and discussions, and create a supportive learning environment that motivates students to communicate confidently in English.

Keywords: Language attitude, Hausa speakers, English language, mother tongue interference, second language learning.