Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language

Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language
Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language
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ABSTRACT: The study investigated the Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language. Research questions were stated and answered in the study. Population of the study consisted of all SS2 English Language students in secondary schools. A total of 100 Senior Secondary Two (SS2) students were randomly selected from five (5) public Secondary Schools. The instrument used for data collection in this research was questionnaires entitled “Questionnaire on Challenges of Learning English Consonants by Ibibio Learners of English Language as a Second Language (QCLECILELSL)”. The method of data analysis was the simple percentage computation.

Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language

The study therefore discovered that there are several challenges faced by Ibibio learners of English Language consonants; and the students proffered that the use of mother tongue should be discouraged in school and at home by students, knowledgeable and competent teachers should be provided in schools for effective learning English consonants. Based on the findings, it was recommended that teachers should make students more sensible to consonants in English Language as they appear in Ibibio Language and ways of avoiding them.

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CHAPTER ONE

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INTRODUCTION

1.1       Background to the Study

According to traditional linguistic studies, there are forty-four (44) sounds in English language. Chomsky and Halle (1968), however, posited that there are other sounds that traditional linguistic had not considered. According to them, apart from the pure vowels and diphthongs there are diphthongs which are also vowels. The addition of such unit will amount to something more than the forty-four (44) sounds that are recognized by the traditional linguistics.

However, out of the forty-four sounds that sound that are recognized by the traditional grammar, there are twenty (20) that are called vowels. On the other hand, Uzoezi (1992:30) opined that vowels are distinct sounds of English that are made “without any partial or total obstruction of the aggressive plutonic air as it passes from the lower pharynx up, through the oral cavity into the outer atmosphere”

In additional, counting the twenty vowel sounds from the total sound system of English language one will be left with twenty four (24), and these sounds are usually referred to as consonant by Ibibio language learners as a second language. No doubt, most researchers have agree that English language learners (ELL) face various challenges of learning English such as; pronunciation, stress and intonation and wrong replacement of preposition for instance, Brown (2000) found that, a second language learners meet some difficulties because his L1 affect his L2 specially in adulthood and this effect is as a result of L1 transfer, so it is significant source of facing challenges of learning language.

As a matter of fact, in Nigeria, most learners already have challenge of mothers tongue interference when it comes to learning English language as a second language. This point buttressed Ladefoged (2001) and Carter et al, posits that mother tongue has a strong influence on learning L2 learners of English.

Therefore, student who are learning English as a second language no doubt face problems with every component of language such as: reading, writing, grammar, vocabulary and pronunciation.

1.2       Statement of the Problem

English have always been a major problem that many Nigeria students of English encounter on the other hand, giving that Nigeria is a multilingual nation, L1 learners faced some challenges right from the pre-independence era up to the up to the present time. In addition, during the colonial period, English was imposed on Africans by being made the official Language of administration and the medium of instruction in schools. While vernacular languages where taught in lower classes and were left to be used in informal communications of the ethnic groups (Barber, 2012).

Consequently, the causes and challenges of learning English Language consonants by Ibibio learners as a second language cannot be over emphasis because of negative interference of the mother tongue and the cultural differences.

1.3       Purpose of the Study

The main purpose of this study is to examine the challenges of learning English language consonants by Ibibio learners as a second language specifically, the study intend:

(i)         to determine the challenges facing by teachers and students in the process of teaching and learning consonants as a second language.

(ii)        to investigate the attitude of teachers and learners towards the learning of English as a second language.

(iii)       to proffer solution on the challenges of learning and teaching of English consonants by Ibibio learners and teachers as second language.

Challenges of Learning English Language Consonants by Ibibio Learners as a Second Language

1.4       Significance of the Study

The research findings with assist the ministry of education in solving some of the problems bedeviling Ibibio learners and Nigeria as a whole. The study will also assist head teachers and the quality assurance and standards directorate in their endeavour of improving the performance of English in our country. It will help teachers in their choices of appropriate methods of teaching English consonants. The findings of this research will also inform curriculum planners on the major challenges of teaching and learning English consonants in the syllabus and also assist them in finding solutions to be above mentioned problems.

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