This study explores the complex dynamics of first-language interference in second-language learning, with an emphasis on how it affects Ghanaian Fante students learning English. To address this, the study adopted a thematic analysis through semi-structured questions that involved 20 junior high school students in the central region of Ghana. Utilising a word association task, the study's results revealed significant contributing factors such as confidence, lexical knowledge, and translation (L1 interference), which substantially strengthened our understanding of its influence on second language learning among Fante speakers. This study significantly advances the subject by offering complex insights into the challenges and implications associated with L1 interference in language learning among Fante students in Ghana. These findings provide educators, stakeholders, management, governments, policymakers, and researchers with fresh insights into second-language acquisition in Ghana and the struggles of Fante students in learning the second language, English.
Word Association, L1 interference, Lexical development, L2 acquisition
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