EFFECTS OF ENGLISH PHONICS ON THE PRONUNCIATION ACHIEVEMENT OF PRIMARY SCHOOL PUPILS

TABLE OF CONTENTS
Title Page – – – – – – – – i
Declaration – – – – – – – – ii
Approval Page – – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgement – – – – – – – v
Abstract – – – – – – – – vi

CHAPTER ONE
INTRODUCTION
1.1 Background to the study – – – – – – 1
1.2 Statement of the problem – – – – – – 3
1.3 Purpose of the study – – – – – – 4
1.4 Research questions – – – – – – 5
1.5 Research Hypotheses – – – – – – 5
1.6 Significance of the study – – – – – – 6
1.7 Scope and delimitation of the study – – – – 6
1.8 Operational Definition of Terms – – – – – 6

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction – – – – – – – 8
2.1 Concept Clarification – – – – – – 8
2.2 Phonics Teaching Strategies – – – – – 15
2.3 Methods of Teaching Phonics in Primary School – – 17
2.4 Pronunciation Teaching: A Brief History and its Importance 19
2.5 Teaching and Learning Pronunciation – – – 21
2.5.1 Pronunciation Tips – – – – – – 22
2.5.2 Pronunciation as an Important Component of Language Teaching
and Learning – – – – – – – 23
2.6 The Concept of Sounds in English – – – – 25
2.6.1 Classification of Speech Sounds – – – – 27
2.7 Theory of the Problem and Previous Studies – – – 32
2.7.1 Interference – – – – – – – 33
2.7,2 Markedness – – – – – – – 34
2.7.3 Perceptual Salience – – – – – – 34
2.8 Pronunciation Component – – – – – 35
2.8.1 Sounds – – – – – – – – 35
2.8.2 Stress and Rhythm – – – – – – 36
2.8.3 Intonation – – – – – – – 37
2.8.4 Connected Speech – – – – – – 37
2.8.4.1 Assimilation – – – – – – – 38
2.8.4.2 Elision – – – – – – – – 38
2.8.4.3 Linking – – – – – – – 38
3.8.4.4 Juncture – – – – – – – 38
2.8.4.5 Contractions – – – – – – – 39
2.8.4.6 Reductions – – – – – – – 39
2.9 Types of Pronunciation Teaching – – – – 39
2.9.1 Whole Lesson – – – – – – – 40
2.9.2 Discrete Slots – – – – – – – 40
2.9.3 Integrated Phases – – – – – – 40
2.9.4 Opportunistic Pronunciation – – – – – 41
2.10 Summary of review of Literature – – – – 41

CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design – – – – – – 42
3.2.1 Population of the Study – – – – – 42
3.2.2 Area of the Study – – – – – – 42
3.3 Sampling Technique – – – – – – 43
3.4 Instrument for Data Collection- – – – – 43
3.4.1 Description of Instrument – – – – – 43
3.4.2 Procedure for Instrument Development- – – – 43
3.5 Validity of Instrument – – – – – – 43
3.6 Method of data collection – – – – – 44
3.7 Method of data analysis – – – – – 44

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction – – – – – – – 45
4.1 Presentation of Results – – – – – 45
4.2 Discussion of Findings – – – – – 46

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction – – – – – – – 48
5.1 Summary of Finding – – – – – – 48
5.2 Conclusion – – – – – – – 49
5.3 Recommendations – – – – – – 50
5.4 Limitation of the Study – – – – – 51
5.5 Suggestions for Further Studies – – – – 51
5.6 Contribution to Knowledge – – – – – 51
Reference – – – – – – – 53
Appendices – – – – – – – 56

Abstract
This research was carried out to ascertain the effect of English phonics on the pronunciation achievement of primary school pupils in Pankshin Local Government Area of Plateau State. The experimental quasi design was used. One primary school was purposively sampled for the study. An intact group system where the 20 pupils in the lonely class three (3) was used. A pretest and post test was given to them. The test was developed using 5 specific pure vowels and 5 consonants of English language. The method of data analysis was the simple mean and the t-test for testing of hypothesis. It was discovered that there was a significant difference in the pronunciation achievement of the pupils after drilling them on phonics. The researcher recommended that phonics teaching be adopted for the sake of easy teaching and understanding for improved pronunciation achievement.

CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Language influences all forms of human endeavors as it is part and parcel of human’s day to day activities. Language therefore, is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. It’s through language age and communication that the humans were able to gain knowledge, process and hand it over to the succeeding generation. Hence, language has brought about social refinement and educational advancement of the human race on earth. So, the importance of language can never be overemphasized.
English is one of the most influential languages in the world today due to its wide usage and acceptability among the international communities. In Nigeria, it has occupied an important position, beings the only recognized official language nationwide. This was as a result of the enforcement of English language to Nigeria by the British colonial masters. Being a second language (L2), acquiring and using it cannot be without hitches due to a host of other factors, some of which are mother tongue interferences and environmental background.
Language could be non-verbal or verbal. Non-verbal language is the process of communication through sending and receiving wordless or signs message. Most at times, nonverbal communication takes place unconsciously as people are not even aware that they are sending message. On the other hand, when information is exchanged or communicated through words is called verbal communication. Verbal communication takes place through face to face conversation, group discussion, counseling, interview, radio, television, calls, letters, etc it is in two types: either oral verbal communication or written verbal communication.
For one to be able to communicate effectively in the second language, one has to get acquainted with the rudiments and principles guiding the use of such a language. One of the principles for effective communication is the pronunciation of words. Pronouncing words correctly is very key in effective communication as it promotes speedy assimilation of communicated ideas. The secret of pronouncing English words correctly, is for the learner of language to learn the phonemes. English language has 44 phonemes which are represented by 26 letters of the alphabets individually and in combination. One of the methods of teaching phonemes is the synthetic phonics method. For instance /b/ + the vowel /a/ and another consonant /d/ will produce the word bad.
The researcher is concerned with the low level of pronunciation achievement in primary schools. Experience has shown that in primary 4 to 6, it is difficult to find 10-15% of the pupils in a class who can pronounce words correctly. This situation was quite different and interesting in the past, where pupils in primary 1 to 3 could read very well. This circumstance has left many unanswered questions in the minds of those who have been following the educational trend in Nigeria. It is quite worrisome to realize that even at the point of leaving primary schools to secondary school, some pupils cannot write their names. This has resulted in the falling standard of education that has affected all levels of our educational system. It is on this note that the researcher picked interest in this problem after inquiring from the teachers to ascertain whether they use phonics method of teaching. The researcher therefore, sets out to experiment the effectiveness of phonics method of teaching on the pronunciation achievement of primary school pupils.
1.2 Statement of the Problem
The English language constitutes a great challenge for learners as a second language. The foundation for learning English is learning to read. The challenge so said necessitated the use of phonics to simplify the pronunciation problems.
The researcher believes that students find it difficult at the phonological level to learn how to pronounce the sounds and how these sounds or phonemes combined to form words.
The use of phonics would aid learners to pronounce with ease. The difficulty of producing a sound in English is often as a result of mother tongue interference and lack of exposure in the use of language tools.
Some teachers lack basic knowledge of teaching phonics, hence, it reflects on the pupil’s inability to pronounce. Also, due to poor remuneration of teachers by states and federal government, competent and professional English teachers are leaving the teaching profession to seek for greener pasture elsewhere. This has exposed the pupils in the hands of the quack teachers who themselves needed to be drilled.
Performance in reading or fluent reading is hindered by lack of practice and use of phonics drills. Research has shown that fluent reading learned through phonics leads to reading comprehension by students (Rasinki& Hoffman,2003).
Lack of good background in English language, especially in the oral aspect results to lack of phonological awareness which has brought about the poor reading achievement among primary school pupils. Therefore, pupils are left on their own to learn how to read.
1.3 Purpose of the Study
The purpose of the study is to determine whether the knowledge of phonics has an effect on the reading achievement of the primary school pupils. The specific objectives of this research or study are as follows:
1. To investigate if primary schools method of in teaching.
2. To find out how phonics is used to improve reading ability among the pupils in the primary schools.
3. To examine if the phonics teaching method affect the performance of its learners in pronunciation achievement.
1.4 Research Questions
1. How is phonics used to improve pronunciation ability among pupils in the primary school?
2. To what extent does phonics teaching method affect the performance of learners in pronunciation?
3. What is the relationship between the pupils who were exposed to phonics instruction and those who were not exposed to it?
1.5 Research Hypotheses
Ho: There is no significant relationship between the knowledge of phonics and pupils’ achievement in pronunciation.
Ha: there is significant difference between the knowledge of phonics and pupils’ pronunciation achievement.
1.6 Significance of the Study
The study is of great importance as the findings will help teachers and parents remedy pupils’ pronunciation deficiencies. It will also be of help to the ministry of education and SUBEB to know the kind of interview or questions to ask prospective English teachers.
1.7 Delimitation of the Study
Due to time constraint and cost implication, this research was limited to a particular school purposively selected for the study, out of the 40 public primary schools. The researcher strongly believes that the result obtained in the school will be applicable to the population size.
1.8 Operational Definition of Terms
Phonic: a method of teaching pupils how to read based on the sound that letter represents.
Grapheme: is the written representation of one sound.
Morphology: it deals with words formation using sounds of letters.
Syntax: it deals with the structuring of words or sentence.
Semantics: the systematic study of the meaning of word, phrase, clause or sentence.
Phonological awareness: the ability to identify and study how to use the sounds produced.
Phonemic awareness: the ability to identify and manipulate speech sounds mentally or the ability to hear and manipulate individual phonemes. It is a realization that within a word are individual sounds or phonemes.
Phonemes: Is a small unit of sound that distinguishes one word from another in a particular language.