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Influence Of Teaching Phonology On Spoken English Of Secondary School Students
[A CASE STUDY OF ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE] -
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The Phonemic Vowel Chart (Diphthongs: gliding to /u/)
Examples:
/∂u/ as in goes, boat, throe.
/au/ as in cow, tour, doubt.{Alabi, T.A. (2009)}.
Animasaun (2000), submits that Nigerian speakers of English have greater difficulties with diphthongs than they have for monothongs. He observes that Nigeria speakers of English tend to ‘’monothongise’’ most diphthongs, e.g, eight /eit/, is pronounced as /et/ without a glide.
The English Consonant Sounds
According to Yusuf (2000), consonant sounds are produced with obstruction to the flow of air at some points in the vocal tract.
The obstruction may be complete or partial. Consonant sounds play a prominent role in forming words. It serves as the backbone of English words.
Ibileye (2000), identifies twenty-four consonant sounds in English. Certain factors, notes, Ibileye considered in describing English consonant phonemes; namely, the manner of articulation; the place of articulation and the state of the glottis whether cords are vibrating or not.
The Manner of Articulation
Manner of articulation refers to how the air stream is interfered with in the production of consonant sounds (Yusuf, 2000). He says there may be complete or partial obstruction of the air stream. English consonant phonemes are divided into obstruent and sonorant. Obstruent include; plosives/stops, fricatives and affricates. Yusuf also points out that sonorant include nasals, laterals (liquids), frictionless continuant and semi vowels(glides).These consonant sounds are characterized with musical like tone.
The Place of Articulation
Ibileye (2000), says place of articulation refers to the point in the vocal tract where articulation of a speech sound is made. In the production of the English consonant phonemes, nine points of articulation are identified: they are; bilabial, labio-dental, inter-dental, alveolar, post-alveolar, palato-alveolar, palatial, velar, and glottis.
The State of the Glottis
Animasaun (2002), says the opening between the vocal cords, is called the glottis and that the activities of the vocal cords are controlled by the glottis in the same consonant sound. He goes on to say that the glottis open and air passes through the slack vocal cords. According to him, the air is later modified in the mouth to make a sound. These voiceless sounds/f,s,r/ are thereby produced. The sounds produced when the vocal cords are brought together, tightened, thus narrowing the glottis, are known as voiced sounds. They are /b,v,z,/.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThis project explores the influence of teaching phonology on spoken English of secondary school students in Ilorin East Local Government Area, Kwara State. To ascertain this, the project takes a look at the concept of language, functions of language as well as language skills. English phonemes; vowel and consonant sounds are also examined. Based on the foregoing, thus, efforts are directed at analysing the data collected with the research methodology used in obtaining the data. Therefore ... Continue reading---
APPENDIX A - [ Total Page(s): 1 ]APPENDIX UNIVERSITY OF ILORIN ILORIN, NIGERIA. RESEARCH QUESTIONNAIRE ON INFLUENCE OF TEACHING PHONOLOGY ON SPOKEN ENGLISH OF SECONDARY SCHOOL STUDENTS Dear Respondent, This questionnaire is designed to assist in measuring the influence of teaching phonology on spoke English of secondary school students. Your response will be highly appreciated. Thanks for your anticipated co-operation.Yours faithfully, SECTION A (PERSONAL DATA)Instruction: fill in the blanks. Sex: ------------------------------ ... Continue reading---
LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLESTable 1: Percentage distribution of the respondents’ view on the significant relationship between teaching of phonology and the academic performance of the senior secondary school students. Table 2: Percentage distribution of the respondents’ view on the significant relationship between teachers’ qualifications and effective teaching of phonology in the senior secondary schools. Table 3: Percentage distribution of the respondents†... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle page Certification Dedication Acknowledgments Table of contents List of Tables Abstract CHAPTER ONE: INTRODUCTIONBackground to the Study Statement of the Problems Purpose of the Study Research Questions Scope of the Study Operational Definitions of Terms Significance of the Study CHAPTER TWO: REVIEW OF RELATED LITERATUREThe Concept of Language, Functions of Language and Language Skills English Vowel Phonemes English Consonant Phoneme ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]It is in the light of the above argument that this study set out to ascertain the validity or otherwise of the claims. It is entitled ‘Influence of Teaching Phonology on Spoken English of Secondary School. Students in Ilorin East L.G.A. Kwara State’.Purpose of the Study The aim of this research was to examine how the teaching of phonology in the secondary schools has benefited the students by sharpening their skills in spoken English. Specifically, the study is to: i. ex ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE RESEARCH METHODOLOGYResearch Type This research is aimed at correlating two variables viz: the teaching of phonology and the spoken English of senior secondary school students. The two variables are intended to extract the relationship between teaching phonology and the spoken English of senior secondary school students. It is also designed to highlight the problems associated with the teaching of phonology in senior secondary schools. Population, Sample and Sampling Techniqu ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 3 ]Research Question 3: Is there any significant relationship between the teaching of phonology and the spoken English of the senior secondary school students?Table 3 above shows at a glance, the significant relationship between the teaching of phonology and the spoken English of students in the senior secondary schools in Ilorin East L.G.A, Kwara State. 58.3% of the respondents agreed that knowledge of phonology was capable of facilitating the use of English among the senior secondary schoo ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 2 ]d. Again, adequate measures should be taken to ensure regular inspection of schools and by extension English language teaching. This will go long way to facilitate teaching of phonology at schools. e. Government at all levels should make adequate provision of language teaching facilities to schools while language teachers should be made to utilize them effectively in the teaching of phonology.f. Bodies with a stake in teaching English should as a matter of professionalism spons ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCES Akande, G.B. (2002). Studies in Speech Work/Oral English. Osogbo: Prominent Prints.Alabi, T.A. (2009). “Developing Effective Speaking Skill in Englishâ€. In Alabi, V.A. and Babatunde,S.T. (Eds) (2009). The Use of English in Higher Education. (pp. 25-42). Ilorin: University Press.Alabi, T.A. (2012). Phonology of English. An Unpublished Lecture note, Department of English, University of Ilorin.Animasaun, K. and Ibileye, G. (2000). Distinction in English Language and Communica ... Continue reading---
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThis project explores the influence of teaching phonology on spoken English of secondary school students in Ilorin East Local Government Area, Kwara State. To ascertain this, the project takes a look at the concept of language, functions of language as well as language skills. English phonemes; vowel and consonant sounds are also examined. Based on the foregoing, thus, efforts are directed at analysing the data collected with the research methodology used in obtaining the data. Therefore ... Continue reading---