Pronunciation of English Words among Learners of English in Secondary Schools

Pronunciation of English Words among Learners of English in Secondary Schools
Pronunciation of English Words among Learners of English in Secondary Schools

ABSTRACT: The study examined Pronunciation of English Words among Learners of English in Secondary Schools in Ikono Local Government Area. To achieve objective of the study, survey designed was adopted. Two research questions were formulated. Population sample was one hundred students of senior secondary schools in Ikono Local Government which was randomly selected. The instrument use for data collection was ten items Questionnaires on Pronunciation of English Words (QPEW) questions were set on different area affecting students’ pronunciations of English words. Simple percentage computation was used in analyzing the collected data.

Consequently, findings observed that the students are unable to pronounce English words correctly due to mother tongue interference which influences their pronunciation of English words in their various classes. The study therefore recommended that, as a panacea to poor English pronunciation, teachers should be encouraged to use different types of audio-visual aids and equipment to teach English phonetics in their classrooms.

Pronunciation of English Words among Learners of English in Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Good phonological awareness of a second language is necessary for learners to have if they are to achieve fluent communication in the language. However, many learners of English as a second language (foreign language) face difficulties and struggle with correct pronunciation of English words. Avery and Eurlich (2002) believe that the original language of an individual was a defect effect on their ability to hear and produce the sounds of the English language. Learners fail to produce certain sounds, which do not exist in the mother tongue. For this reason, Nigerian learners have difficulty in producing certain sounds when they are learning English words.

For instance, research has shown that, in Saudi Arabia English learners are taught to produce each word correctly and fluently. However often, learners do not have an awareness of particular consonant “and vowel” sounds because these sounds are found in the Arabic language. Sounds that are familiar in their native Arabic language are heard instead of the actual English words sounds spoken by the teacher. Therefore, these leads to the Arabic learners frequently repeating mispronounced words.

General observation suggests that, it is those who start to learn English after their school years are mostly likely to have serious difficulties in acquiring intelligible pronunciation of English words, with the degree of difficulty increasing markedly with age. This difficulties has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary, of course there is no simple answer to why pronunciation is so difficulties to learn. Indeed, there is a range of theoretical perspectives on the questions.

What is generally accepted among psychololinguists and phonologist who specialized in this area is that the difficulty of learning to pronounce a foreign language is cognitive rather than physical and that it has something to do with the way raw sound is categorized or conceptualized in using speech.

Many learners of English as a second language have “major difficulties” with English pronunciation even after years of learning the language.

This often results to them facing difficulties in areas such as finding employment. Hinofotis and Baily (1980) asserts that:

Up to a certain proficiency standard, the fact which most severely impairs communication process in second language learners is pronunciation, not vocabulary or grammar(p. 124-125).

This is true despite the fact that research by the likes of Davis (1999); for example, reveals that an area of concern and indeed of the goal for effective pronunciation of English words is not to ask learners to pronounce like native speakers. Instead, intelligible pronunciation should be the real purpose of oral communication.

Pronunciation of English Words among Learners of English in Secondary Schools

1.2       Statement of the Problem

One of the problems faced by secondary school learners in Ikono Local Government Area is good pronunciation of English words. It is also known that, mostly the teachers are not aware of the importance of pronunciation.

Teachers pay enough attention to grammar and vocabulary in learning a foreign language and they help learners to become skillful in listening and ready. In the same vein, most of the teachers think that good pronunciation of English words is too difficult and monotonous for the learners. Therefore, teachers should take note on good pronunciation of English words while teaching in a class-room.

1.3       Purpose of the Study

The main purpose of this research work is to examine the pronunciation of English words among learners of English in secondary schools in Ikono Local Government Area.

1.4       Significance of the Study

The work will be significant to the learners of English in secondary schools in Ikono Local Government Area. The study will also be of immense benefit to all the second language learners in Nigeria as well as the teachers.

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Peter Hezekiah Lawson (Sir Pee). The CEO of onlineproject.com.ng. A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.