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DHARMASHASTRA NATIONAL LAW

UNIVERSITY, JABALPUR (M.P)

ENGLISH

Topic- ROLE OF MOTHER TONGUE IN COMMUNICATION

Submitted by Submitted to
Deeksha Parashar Dr Vimal K Vishwakarma
BALLB/034/24 Assistant Professor of English

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ACKNOWLEDGEMENT

I would like to express my gratitude to my teacher, Dr Vimal K Vishwakarma , assistant

professor of English at Dharmashastra National Law University, for assisting me in
understanding the project subject, the format to use, and the optimal research method. I would
also like to thank my college administration for setting up the process of project consultation
which has helped me clarify any doubts that arose during the project work. I would like to
express my sincere gratitude towards our respected Vice Chancellor, Dr. Manoj Kumar Sinha.
Finally, I would like to thank my friends and family who supported me throughout the process.
Without all this aid and brace I would not have been able to finalize the project within the limited
time frame.

Thanking you,

Deeksha Parashar

BALLB/034/24

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TABLE OF CONTENTS

CHAPTER INDEX PAGE NO.

NO.

- Abstract 4
1. Introduction 5
3 1.1 Scope of the research
1.2 Research objectives
1.3 Research questions
1.4 Limitations of study
1.5 Research hypothesis
1.6 Research Methodology

2. Review of literature 8

3. Theories of Language Acquisition 9

4. Stages of Interlanguage in Second Language 13

Learners

5. How Mother Tongue Affects Communication 15

6. Conclusion 18

7. References 19

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ABSTRACT:

The role of the mother tongue in communication is a complex and multifaceted concept, deeply
influencing cognitive development, second language acquisition, and sociocultural identity.
Noam Chomsky’s theory of Universal Grammar offers a foundational framework for
understanding language acquisition, positing that the mother tongue serves as the primary
structure through which individuals navigate linguistic systems. In parallel, Lev Vygotsky’s
socio-cultural theory underscores the mother tongue’s critical role in cognitive development,
positing that language, particularly the mother tongue, functions as a tool for thought, enabling
individuals to internalize concepts and engage in higher-order cognitive processes.

The influence of the mother tongue is also evident in second language acquisition, particularly
during the interlanguage phase. As second language learners transition toward proficiency, their
first language significantly shapes their linguistic output, often resulting in characteristic errors
and patterns. Selinker’s (1972) research on interlanguage highlights the role of the mother tongue
in shaping second language communication, from initial errors to eventual language
stabilization.

Beyond language learning, the mother tongue plays a crucial role in cultural identity and social
interactions. In multilingual contexts, the use of the mother tongue fosters a sense of belonging,
enabling individuals to express cultural nuances that may be lost in second languages.
Furthermore, in multilingual societies, the interplay of languages, including the mother tongue,
affects not only communication but also the socio-political dynamics of inclusion and power.

This paper explores these interconnected perspectives, drawing from Chomsky’s theory of
Universal Grammar, Vygotsky’s socio-cultural framework, and the dynamics of interlanguage in
second language learners. Through this analysis, we aim to deepen our understanding of the
mother tongue’s profound influence on cognitive development, language acquisition, and
communication across linguistic and cultural boundaries.

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CHAPTER-1

Introduction

The mother tongue plays a fundamental role in communication, influencing not only how
individuals express themselves but also shaping their cognitive processes and perceptions of the
world. This paper explores the significant impact of the mother tongue on language
development, drawing on key theoretical frameworks by Noam Chomsky and Lev Vygotsky.
6 Chomsky’s Theory of Universal Grammar posits that humans are biologically predisposed to
acquire language, with the mother tongue serving as the first language system that facilitates this
innate capacity. His critique of behavioral theories further underscores the view that language
acquisition is a natural, internalized process rather than a mere result of environmental stimuli.

In contrast, Vygotsky’s Sociocultural Theory emphasizes the social nature of language

acquisition, arguing that language is primarily a tool for social interaction and cognitive
development. Within this framework, the mother tongue functions as a key cultural and cognitive
tool, not only supporting individual learning but also fostering communication through social
collaboration. Vygotsky’s concepts of “private speech” and the Zone of Proximal Development
(ZPD) highlight the importance of social contexts in shaping language and thought.

The paper further explores the concept of interlanguage in second language acquisition,
examining the stages of its development and the influence of the mother tongue. Key phenomena
such as code-switching, fossilization, and mother tongue interference are analyzed to better
understand how the first language affects second language learning. Additionally, the cognitive
implications of the mother tongue are discussed, particularly its role in shaping processes like
attention, memory, and perception. Through these theoretical perspectives, this paper provides a
comprehensive examination of the mother tongue’s critical role in communication, language
acquisition, and cognitive development, offering valuable insights into the complex relationship
between language, culture, and thought.

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SCOPE OF RESEARCH

This project delves into the mother tongue's role in communication, its effects on language
acquisition, cognitive development, and second language learning. It looks into Chomsky's
Universal Grammar and Vygotsky's Socio-Cultural Theory, emphasizing how the mother tongue
influences linguistic processes. It also explores its effect on second language learners, especially
during the interlanguage stage.

OBJECTIVES OF RESEARCH

1. To analyze the role of the mother tongue in language acquisition and cognitive
development using the lenses of Chomsky's Universal Grammar and Vygotsky's Socio-Cultural
Theory.

2. To examine the impact of the mother tongue on second language learners, especially at the
interlanguage stage.

3. To investigate the work of the mother tongue in constructing communication, social

interactions, and cultural identity.

RESEARCH QUESTIONS

1)​ How does the mother tongue affect the acquisition process of language and cognitive
development?
2)​ How do Chomsky's Universal Grammar and Vygotsky's Socio-Cultural Theory account
for the mother tongue's role in communication?
3)​ How does the mother tongue influence second language learners, especially in the
interlanguage stage?

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LIMITATIONS OF RESEARCH

This study has certain limitations:

1.​ The research is mainly based on theoretical viewpoints, restricting practical use in
real-life situations.
2.​ Limited exposure to varied multilingual populations can limit the generalizability of
results across various linguistic and cultural environments.
3.​ The focus of the research is limited to theories of Chomsky and Vygotsky, which might
ignore other competing frameworks and language acquisition theories.

RESEARCH HYPOTHESIS

The mother tongue has a profound impact on both language acquisition and communication
processes, which in turn affect cognitive development, second language acquisition, and cultural
identity. In particular, people's first language is important in organizing their thought processes,
social interactions, and the acquisition of proficiency in second languages.

RESEARCH METHODOLOGY

The research methodology for examining The Role of Mother Tongue in Communication
involves using secondary data and case studies to get insights into the practical applications and
outcomes.

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CHAPTER 2

Review of Literature

The role played by the mother language in effecting communication holds paramount importance
towards determining cognitive as well as social progress, supported by leading paradigms across
linguistics as well as psychology. Central to the debate exist Noam Chomsky's Universal
Grammar framework, Lev Vygotsky's socio-cultural approach, as well as inductive research
assessing the intersectionality of language as well as communication.

Chomsky's Universal Grammar hypothesis describes that there exists a universal structure
common to all human languages, and therefore the native language is the center of the linguistic
acquisition process. Being the first language to be acquired, the mother language is a mental
template on which other languages and higher-order cognitive processes are built.

On the other hand, Vygotsky's socio-cultural theory highlights the central role of language as a
social communication tool and cognitive development. For Vygotsky, Language serves as the
mediator between the social environment and the individual, and the mother tongue offers the
basis for the "zone of proximal development" (ZPD), a zone of learning and cognitive
development through mediated interactions.

Empirical studies, like the article "The Role of Mother Tongue in Communication" (2017),
validate such theoretical models in that it demonstrates mother-tongue. Moreover, the research
conducted on bilingualism and the role of the first language in communication are further
advanced by Ellis’ Works on Instructed Second Language Acquisition.

In short, the mother tongue is not just a communication tool, but also a vital thinking tool. The
theoretical hypotheses put forward by Chomsky and Vygotsky emphasize its significance in
language acquisition and cognitive process, and experimental research confirms its vital role in
educational and social contexts. With the growing trend of language diversity, it is essential to
preserve and recognize the mother tongue because of its central role in communication and
cognitive development.

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CHAPTER-3

Theories of Acquisition of Language

Noam Chomsky’s Theory of Language Acquisition

Noam Chomsky’s linguistic theory, especially his ideas on language acquisition, has transformed
the fields of linguistics and cognitive science. He challenges behaviorist views on how language
is learned, arguing that humans have an inherent capacity for language. Chomsky’s main
argument is that language is a cognitive ability rather than just a learned behavior. He
differentiates between competence (the knowledge of language) and performance (how language
is actually used), stressing that linguistic theory should focus on the internal system of rules
4 rather than just observable speech. One of Chomsky’s key contributions is the idea of Universal
Grammar (UG), which posits that all human languages share a set of fundamental grammatical
principles. He suggested that children are born with this innate framework, enabling them to
learn language quickly and systematically, even with limited exposure. This perspective
challenges the behaviorist view that language is acquired solely through imitation and
reinforcement. Chomsky’s theory also implies that language acquisition can be seen as a process
of theory construction, where children, using their innate cognitive abilities, actively develop
hypotheses about linguistic rules based on the limited input they receive. This explains how
children can grasp complex grammatical structures without direct teaching. Additionally, his
generative grammar framework highlights the formal rules that dictate sentence structures,
making a distinction between deep structure (the abstract grammatical representation) and
surface structure (the actual sentences spoken). Over time, Chomsky refined this model into the
Principles and Parameters Theory, which suggests that while languages share a common
foundation (principles), they vary in specific settings (parameters) that children adjust according
to their linguistic surroundings. Chomsky’s research has had significant effects on linguistics,
psychology, and cognitive science. Although his theory has faced criticism, it remains a
cornerstone in understanding language.

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A classic example of Universal Grammar can be seen in how children form questions in any
language, indicating that humans are naturally inclined to grasp the underlying structure of
language. Even without direct instruction on the rules for forming questions, children can
instinctively learn to invert word order or use specific question markers based on the language
they hear.

In English: Statement: "You are going to the store." Question: "Are you going to the store?" In
English, to create a question, the auxiliary verb (in this case, "are") is placed before the subject
("you"). This rule isn't explicitly taught but is naturally picked up by children learning English.

2 Noam Chomsky's concept of the Language Acquisition Device (LAD) proposes that humans are
born with a natural ability to learn language. This idea is a key part of Chomsky’s nativist theory,
which posits that the capacity for language learning is built into our brains.

Children Learning Grammar Without Formal Teaching- Even without explicit instruction in
grammar, a child can construct sentences correctly, such as saying, "I want more cookies," rather
than "More cookies I want." This indicates an inherent understanding of sentence structure.

Overgeneralization Errors- Children often make errors like saying "I goed to the park" instead of
"I went to the park." They haven't learned this incorrect form but are applying a general rule for
past tense (adding -ed to verbs), which shows they are intuitively grasping language patterns.

Rapid Language Learning in Young Children- A toddler can learn a language within a few years,
even without formal lessons. If the LAD were absent, acquiring language would be as
challenging as mastering complex mathematics or logic.

Creole Languages- When children grow up hearing only a pidgin language (a simplified blend of
languages lacking strict grammar), they naturally transform it into a fully developed creole
language. This indicates an inherent ability to create grammatical structure.

Universal Grammar Observations- Children across different languages tend to learn certain
grammatical rules in a similar sequence (for example, negation, questions, tenses). This suggests

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that a universal grammatical framework exists in the brain.

Lev Vygotsky’s Sociocultural Theory

Lev Vygotsky’s Sociocultural Theory of Cognitive Development highlights the crucial role of
social interaction in learning and cognitive growth. Unlike Jean Piaget, who believed that
cognitive development is a self-directed process, Vygotsky argued that intellectual development
is deeply influenced by cultural and social factors. His theory revolves around three key ideas:
5 the More Knowledgeable Other (MKO), the Zone of Proximal Development (ZPD), and the Role
of Language in Development. The More Knowledgeable Other (MKO) concept suggests that
learning occurs through interactions with individuals who have a higher level of knowledge or
skill in a specific area. These individuals—such as parents, teachers, peers, or even advanced
digital tools—act as facilitators in the learner’s journey by providing structured guidance and
support. Through these interactions, learners can grasp new ideas and enhance their cognitive
1 skills within a supportive social context. Another essential aspect of Vygotsky’s theory is the
Zone of Proximal Development (ZPD), which refers to the range of tasks that a learner can
perform with help but cannot yet do alone. This concept emphasizes that the best learning
happens when instruction is tailored to push the learner just beyond their current abilities. The
idea of scaffolding, where a knowledgeable guide offers targeted support based on the learner’s
developing skills, allows individuals to gradually internalize knowledge and improve their
independent problem-solving capabilities.

Vygotsky placed great importance on language in cognitive development, arguing that it

functions not just as a means of communication but also as a key tool for constructing thought.
He highlighted the concept of private speech, which is a form of self-talk that aids cognitive
processing, as a vital step between external conversations and inner speech, the latter being a
more advanced, internalized way of thinking. This shift from speaking out loud to thinking
internally illustrates how essential language is in developing higher-level cognitive abilities. The

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implications of Vygotsky’s theory for education are significant, promoting collaborative learning
environments that focus on peer interactions and guided teaching. Techniques like scaffolding,
where teachers and more skilled peers offer structured support, have proven effective in boosting
students’ cognitive and academic growth. Furthermore, the theory encourages culturally
responsive teaching, acknowledging that learning is deeply rooted in social and cultural contexts,
and advocating for methods that resonate with the learner’s sociocultural background. However,
despite its valuable contributions to educational psychology, Vygotsky’s sociocultural theory has
faced some criticisms. A major critique is its lack of focus on biological factors in cognitive
development, with some arguing that innate cognitive structures may play a more critical role
than Vygotsky recognized. Additionally, the concept of the Zone of Proximal Development has
been criticized for being somewhat vague, as the criteria for identifying and measuring it can be
quite subjective and dependent on context. Some scholars also argue that Vygotsky’s focus on
social learning might unintentionally minimize the importance of individual cognitive processes,
potentially overlooking aspects of personal intellectual growth.

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Chapter 4

Theory of Second Language Acquisition and its Stages

Rod Ellis’ paper, "Second Language Learning and Second Language Learners: Growth and
Diversity," explores two main traditions in Second Language Acquisition (SLA) research: the
linguistic perspective, which looks at how learners build their linguistic knowledge, and the
psychological perspective, which investigates individual differences in learning styles and
motivation. Ellis contends that successful language learning requires a balance between these
systematic processes and the variability among learners. He presents two models of SLA
development. The Development-as-Sequence Model posits that learners acquire language in a
specific order, as demonstrated in morpheme studies. On the other hand, the
Development-as-Growth Model sees SLA as an ongoing refinement of interlanguage, where
learners adjust form-function relationships through communication. Ellis classifies learners
based on their cognitive and affective orientations. Experiential learners gain language through
interaction, while studial learners prefer a structured, rule-based approach. Active learners take
charge of their learning, whereas passive learners depend on external guidance. Research on
effective language learners reveals important strategies, such as focusing on both form and
meaning, engaging actively, employing communication strategies, and developing metacognitive
awareness. Ellis stresses that SLA is driven from within, which means teachers should provide
support and exposure instead of enforcing strict instruction. Grammar teaching should aim to
raise awareness rather than push for immediate production, and classrooms should encourage
meaningful communication instead of rote memorization. In summary, Ellis promotes a
balanced approach that combines structured linguistic development with learner-centered
methods, ensuring both accuracy and fluency in second language acquisition.

Interlanguage refers to the evolving language system that a learner develops, drawing from both
their native language and the aspects of the target language they have encountered. It’s features

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include-

Permanency: Although interlanguage is always changing, some features may become fixed over
time.

Simplification: Learners often simplify complex grammatical structures to make them more
manageable.

Transfer: A learner's native language can have a significant impact on their interlanguage.
Overgeneralization: Learners may mistakenly apply general rules of the target language too
broadly. For instance, a Spanish speaker learning English might say, “She live in house” instead
of “She lives in a house,” demonstrating a simplification of the English present tense verb
agreement rule.

Stages of Interlanguage Development

In the pre-systematic stage, language learners start to play around with the new language. At this
stage, making mistakes is common since there aren’t any consistent rules being applied. Learners
often depend on imitation and memorization. They pick up basic words and phrases, and their
understanding is mostly based on context. Communication tends to be hesitant or fragmented.
For instance, a learner might memorize simple greetings and use them without knowing the right
context, like saying 'Good morning' in the evening because it seems like a formal way to greet
someone.

As learners move into the emergent stage, they begin to grasp some basic language rules.
However, this stage is still characterized by many mistakes and inconsistent application of those
rules. They start to generalize rules, expand their vocabulary, but still have a limited
understanding of sentence structure, leading to a high error rate in grammar and pronunciation.

In the systematic stage, learners start applying language rules more reliably. Their
communication becomes more effective, and they begin to refine their accuracy and complexity
in language use. They consistently use the rules and patterns they’ve learned, improve their
grammatical structures, and can express more complex ideas. For example, a learner in this stage
might correctly conjugate regular verbs in the past tense, showing a better understanding of

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language structure.

The post-systematic stage, often referred to as stabilization, is where learners show near-native
proficiency. Errors become rare, and their communication is fluent and nuanced. They achieve a
high level of linguistic accuracy and complexity, make few mistakes, and can confidently use
idiomatic expressions.

Chapter 5

How Mother Tongue Affects Communication

The mother tongue is crucial in language learning and cognitive development, acting as the base
for acquiring additional languages. It offers a structural framework that aids in understanding key
linguistic concepts like grammar, syntax, and vocabulary, making it simpler for individuals to
learn and process new languages. Studies indicate that a solid grounding in the mother tongue
boosts overall language proficiency, as it enables learners to identify patterns, enhance critical
thinking skills, and effectively transfer knowledge to a second language. Additionally, the mother
tongue is closely tied to a person's cultural identity and self-expression, influencing their
perspective and communication skills. In educational contexts, using the mother tongue as a
medium of instruction has been shown to improve understanding, enhance academic
performance, and build greater confidence among students. While relying too much on the
mother tongue in second language learning can sometimes hinder immersion, its thoughtful
application can act as a bridge to mastering new languages. A balanced strategy that recognizes
the significance of the mother tongue while encouraging multilingual proficiency promotes
effective language learning and cognitive development. Acknowledging and appreciating
linguistic diversity can lead to more inclusive and effective education systems, ultimately
fostering better communication, cultural preservation, and personal growth.

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The role of a mother tongue in learning a second language has sparked considerable academic
discussion. Dr. Manoj Kumar Yadav, in his research, examines the complex ways in which a first
language (L1) influences the acquisition of a second language (L2), especially in the context of
English language education. He argues that although traditional teaching methods often suggest
limiting the use of L1 in the classroom, it is actually a vital cognitive and linguistic resource for
learners. The study highlights both the positive and negative effects of the mother tongue on
language learning. On one hand, L1 acts as an essential cognitive tool, helping learners to
organize and process L2 input, which aids in understanding, remembering, and producing the
new language. It also offers a sociocultural basis that strengthens linguistic identity and boosts
motivation. Conversely, relying too much on L1 can hinder immersion in the target language and
result in negative transfer errors. Yadav’s analysis also points out the benefits of mother
tongue-based instruction, particularly in early education. Research shows that students who start
their literacy education in their L1 tend to achieve higher academic success and demonstrate
greater cognitive flexibility when they move on to learning L2. Additionally, mother
tongue-based education encourages more parental involvement, which further supports language
retention and understanding. However, challenges can arise in multilingual settings where the L1
may not be widely accepted or supported as a teaching medium, requiring thoughtful policy
considerations. The study also looks at how L1 can be effectively used in second language
classrooms, advocating for its careful and strategic application instead of outright exclusion.
Teachers can utilize L1 to clarify complex grammar, explain abstract ideas, manage classroom
dynamics, and create a nurturing learning atmosphere.

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CONCLUSION

The mother tongue plays a crucial role in how we learn languages and communicate, influencing
our cognitive development, language skills, and cultural identity. Noam Chomsky’s concept of
Universal Grammar (UG) suggests that we have an inherent ability for language, with our first
language acting as the base for learning new ones. Lev Vygotsky’s Sociocultural Theory points
out the importance of social interaction, where the mother tongue supports cognitive
development through the Zone of Proximal Development (ZPD) and guided learning. Rod Ellis’
theory on Second Language Acquisition (SLA) and the stages of interlanguage further illustrate
how our first language impacts learning a second language, serving as a cognitive reference
while also leading to linguistic transfer and possible mistakes. In terms of communication, the
mother tongue improves clarity of ideas, cognitive processing, and the structure of language,
which can help in learning a second language. However, relying too much on the first language
can impede fluency in the second language, causing issues with grammar, pronunciation, and
meaning. The best approach to learning combines the use of the first language as a support
system while encouraging immersion in the second language for effective bilingual skills.
Therefore, understanding the relationship between natural ability, social interaction, and
structured learning is vital for enhancing language skills in multilingual environments.

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REFERENCES

1.​ Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press

2.​ Vygotsky, L. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press
3.​ The Role of Mother Tongue in Communication. (2017). Journal of King Saud
University. https://doi.org/10.1016/j.kjss.2017.12.012
4.​ Ellis, R. (2015). Instructed second language acquisition
5.​ Lantolf, J. P. (1994). Sociocultural Theory and Second Language Learning:
Introduction to the Special Issue. The Modern Language Journal, 78(4),
418–420. https://doi.org/10.2307/328580
6.​ Ellis, R. (1989). Second language learning and second language learners:
Growth and diversity. TESL Canada Journal, 7(1), 74–94.
https://files.eric.ed.gov/fulltext/EJ404016.pdf
7.​ Yadav, M. K. (2014). Role of mother tongue in second language learning.
International Journal of Research, 1(11), 572-582. Retrieved from
https://www.researchgate.net/publication/283355564_Role_of_Mother_Tongu
e_in_Second_Language_Learning

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Page 22 of 22 - Integrity Submission Submission ID trn:oid:::27658:84046067