The Relevance And Uses Of Phonetics In Junior Secondary School

The Relevance And Uses Of Phonetics In Junior Secondary School In Esakor West Local Government Area Edo State

Abstract

 

This project explores the relevance and uses of phonetics in junior secondary school in esakor West local government area Edo 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, the summary of the findings is outlined, and discussion, conclusion and recommendations are presented in concluding this study.

 Chapter one

 

Introduction

• Background of the study

 

English language has no doubt come to stay as Nigeria’s Lingua Franca (Jolayemi, 2007). As a Lingua Franca, English obviously is the formal or official language of the country. This status accounts for the high premium Nigeria places on it. Being a foreign language, the skills in it have to be learnt rather than acquired. Since the language is needed for the proper functioning of the country, the Federal Republic of Nigeria has severally demonstrated its commitment towards the promotion and development of the language in the country. Hence, the government adopts a multi-dimensional approaches or strategies.

An integral part of these strategies aimed at ensuring the growth of English language in Nigeria is its inclusion in the schools’ curriculum, as a subject of study. Of particular interest to a curriculum planner is the speaking skill; a knowledge which enables the learners to speak the language in the same way the native speakers do. The aspect of English which caters for this interest is referred to as Phonetics and Phonology. According to Akande (2002), Phonetics is defined as the study and description of the physical properties of human speech sounds. It is sub-divided into Articulatory Phonetics, Auditory Phonetics and Acoustic Phonetics.

On the other hand, phonology is the manner by which speech sounds are patterned into a system of a specific language (Akande, 2002). Phonology of English language is studied at segmental and supra-segmental levels

Segmental phonology deals with the consonant and vowel phonemes of English language while supra-segmental level deals with the analysis of stress, rhythm, intonation and tone. A learner’s competence in the speaking skill of the English is usually determined by how much he or she has internalized those properties of the English language sounds system.

It is a pity nowadays that most of the students at all levels of education cannot identify the English phonemes due to the over or under differentiation and reinterpretation of the English phonemes for their mother tongue(s) (Alabi, 2002). Also, students are confronted with a lot of problems whenever they come across the English consonant clusters which are non-existent in their native language. The level of mastery of stress and intonation patterns of the English language of the students is considerably low because it is quite different from their indigenous languages which are basically tonal oriented. The students normally pronounce the English words as they appear to them orthographically in their local languages or dialects which, of course, make their communication rather unintelligible to the outside world.

 Statement of the problem

Since 1989 or there about when Oral English or English Paper 3 (Test of Orals) became a compulsory paper to be written in the Senior Secondary Certificate Examination (WAEC and NECO), Nigeria has made concerted efforts to ensure that candidates for these examinations perform optimally. It is in pursuance of this objective that the Federal Government through the Ministry of Education invests a substantial percentage of her resources annually in recruiting, training and retraining of English language teachers in order to realize these objectives of proficiency in the spoken English of the citizenry and reap the many benefits accruing from it.

Consequently, there are divergent views on the effects of teaching phonology in Nigerian secondary schools. While some opine that the subject has had a positive effect on the students’ spoken English. The pessimist argues that in spite of the teaching of Oral English, there is still noticeable speech difference among the students in our secondary schools. It is their opinion that some students have in fact resorted to their Mother Tongue (MT) in order to relief themselves of the nervousness in speaking English. It is believed by this school of thought that only a negligible number of these students speak good English probably because of their background.

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 junior Secondary School. Students in Esakor West local government area Edo State.

Objective of the study

The objectives of the study are;

1. To examine the significant relationship between the teaching of phonetic and the academic performance of junior secondary school students.
2. To identify the significant relationship between the teachers’ qualifications and teaching of phonetic in junior secondary schools.
3. To ascertain the relevance and uses of phonetics in junior secondary school

Research hypotheses

Ho:   there is no significant relationship between the teaching of phonetic and the academic performance of junior secondary school students.

Hi:    there is significant relationship between the teaching of phonetic and the academic performance of junior secondary school students.

Ho:   there is no relevance and uses of phonetics in junior secondary school.

Hi:    there is relevance and uses of phonetics in junior secondary school

 Significance of the study

This is a study designed to find out how the teaching of phonology in secondary schools has influenced the spoken English of the senior secondary school students in schools located in esakor West local government area Edo State. Students and teachers were randomly selected for the project work. Thus, one hundred and twenty students and teachers were used as the source for this project empirical hypothesis

Scope and limitation of the study

The scope of the study covers the relevance and uses of phonetics in junior secondary school in esakor West local government area Edo State. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

 1.7 DEFINITION OF TERMS

Phonetics: It is the study and description of the physical properties of human sounds.

Phonology: It is defined as the study of how speech sounds are patterned and organized into a system of a special language.

Acoustic Phonetics: This is a part of phonetics which deals with how sound waves travel between a speaker and his listener.

Auditory phonetics: It describes the effect of sounds in the human ear. It studies how sounds are perceived by the hearer.

Articulatory phonetics: This is another aspect of phonetics concerned with the description of how speech sounds are produced; the human organs of speech involved and the source air stream which is modifiesd in the production of speech sounds.

Mother Tongue(MT): It is the learner’s native language.

Mother Tongue Interference: This is a situation where a learner’s (Student’s) native language is reflected in their English language usage. Interference is a major problem of non-native learners of English language.

Foreign Language: A language other than that of the learners native language. Eaxmples of foreign languages in Nigeria are English, French and Arabic.

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