This is a theoretical paper which highlights the interference of mother-tongue on the
English pronunciation of senior primary school pupils in Nigeria. The Nigeria Policy on
Education stipulates that it is at this level pupils encounter English as a medium of learning for
the ‘first time’. Of each of the listed 521 local languages listed, each community has its own
peculiar challenges in this aspect of second language learning. In this paper however, only four
languages from the current figure were studied; these are Yoruba, Hausa, Igbo and Tiv. Attempt
is made by studying some common errors of these set of second language learners from the
languages stated, implications for pedagogy stressed and some steps of remedial drills suggested
which can be of use to teachers of English language at the target level in correcting and possible
reduction of the effects of mother-tongue interference.