أثر تداخل اللغة الأم على اكتساب اللغة الثانية: دراسة حالة لمتعلمي اللغة الإنجليزية كلغة أجنبية

الملخص

Mother tongue interference remains a central concern in second language acquisition research, as it reflects the interaction between linguistic structures and cognitive processing systems. The present study investigates advanced Libyan EFL learners’ perceptions of first-language influence through a quantitative analytical framework that transforms subjective linguistic experiences into measurable variables. Data were collected using a structured Likert-scale questionnaire designed to examine perceived interference across five domains: cognitive, syntactic, phonological, semantic, and orthographic. Descriptive statistical analysis revealed recurring perceptual patterns, with the strongest levels of reported influence observed in mental translation and idiomatic interpretation. Phonological and orthographic domains also showed substantial agreement, whereas syntactic features exhibited greater variability among participants. The findings indicate that participants report perceiving mother tongue interference as a multidimensional phenomenon affecting internal processing, structural organization, and meaning construction. However, given the instrument's perception-based nature, the conclusions are limited to reported experiences rather than to performance-based linguistic measurement or verified interlanguage stabilization. By quantifying learners’ self-perceived cross-linguistic influence within an advanced EFL context, the study provides empirically grounded insight into how learners interpret the role of their first language in second language use, while maintaining methodological caution regarding the scope of inference.