WELCOME TO KENTERPRO:
PRONUNCIATION DIFFICULTIES OF DIPHTHONGS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN JOS SOUTH LOCAL GOVERNMENT AREA

 CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

English language is taught as a subject and at the same time it is a medium of instruction for other subjects in the Nigerian education curriculum. The aim and objectives of teaching oral skills in English as taught in the Nigerian education curriculum is to enable students communicate effectively and intelligibly in English. It also helps the student to develop confidence in his ability to express himself in English as fluently as possible and provides an opportunity for the correction of mistakes in spoken English.

Common problems identified among the teachers and learners of English as a second language today include improper pronunciation, mispronunciation, poor intonation, as well as misrepresentation of phonetic sounds. For instance, most students misplace the qualities and length of vowels. It is in view of these problems that recent development in language teaching and learning has made the teaching and learning of oral English not only a necessity but also a pre-requisite for assessing the learner’s competence in language use and acquisition. Therefore, since emphasis has shifted to studying varied rules aimed at the identification, interpretation and reproduction of English sounds (phonemes), there is every cause to emphasise and to review the teaching of oral English especially in post-primary schools (Ajayi, 2019). Furthermore, speech is regarded as personal which represents an individual’s ability to articulate phonemes according to some established norms. It also entails the ability of an individual to identify and understand the representation and meaning of English sounds. It is quite unfortunate that most of our secondary school learners do not exhibit the knowledge of oral English when using the language which could be associated with the aforementioned factors.

Oral proficiency should be made inherent in both instructors (teachers) and learners (students). Anderson (2019) confirms that the emphasis on proficiency in spoken English was introduced in the New National Curriculum in English language for Nigerian Secondary Schools in the 1980s. It was previously neglected in the teaching of English in Nigeria as oral English was made optional for the West African School Certificate students (though a compulsory course for teacher grade II examinations in those days). Roach (2000) confirms that pronunciation teaching has not always been popular with teachers and language theorists and in the 1970s and 1980s. It was fashionable to treat it as a rather outdated activity. It was claimed that it makes learners try to sound like native speakers of Received Pronunciation, which became difficult and led to repetitive exercises and it also failed to give importance to communication.

Oral English is a very important language skill, however it has been neglected for far too long by teachers of English, this is as a result of negative attitude of these teachers to oral English. However, recent development in the teaching of English Language requires greater emphasis on this aspect of English language. This is because oral English complements the understanding and the use of English language so as to improve the standard of spoken English.

One of the most challenging aspects of English pronunciation for language learners is mastering the correct pronunciation of diphthongs. Diphthongs are sounds made by combining two vowel sounds into one. They are commonly found in English words and their correct pronunciation can significantly affect the overall meaning of a word. For instance, the word “boat”: /boʊt/ and “bit”: /bɪt/ differ only in the pronunciation of the diphthongs /oʊ/ and /ɪ/ respectively. The pronunciation of diphthongs can pose a significant challenge to language learners, especially those whose native language does not have similar vowel sounds. The difficulty in mastering diphthongs is mainly attributed to the complexity of the sound and the need to combine two separate sounds into one. Furthermore, the proper pronunciation of diphthongs requires the use of the mouth and tongue muscles to produce a sound that is not native to the learner’s language.

The pronunciation difficulties of diphthongs among junior secondary school students in Jos South Local Government Area can be attributed to various factors. According to Adams (2019) in a research postulated that the students’ first language plays a significant role in their pronunciation skills. For instance, if a student’s first language does not contain diphthongs or has different diphthongs from English, the student may find it challenging to accurately pronounce diphthongs in English.

Secondly, the exposure of students to the English language also affects their ability to pronounce diphthongs. If a student has limited exposure to English language materials, such as books, movies and music, they may not be familiar with the correct pronunciation of diphthongs. Conversely, students who have more exposure to the English language may find it easier to pronounce diphthongs.

Finally, the teaching methods employed by teachers can also contribute to students’ difficulties in pronouncing diphthongs. Teachers who do not emphasize the correct pronunciation of diphthongs or who do not provide adequate practice opportunities for students may inadvertently hinder their ability to pronounce diphthongs accurately.

            It is in line with the above discussions that this study seeks to examine pronunciation difficulties of diphthongs among Junior Secondary School students in Jos South Local Government Area.

1.2. Statement of the Problem:

The pronunciation of diphthongs by junior secondary school students in Jos South LGA is a major concern as it has implications for teaching and learning English. Many of these students have difficulties in pronouncing diphthongs correctly, which affect their communication skills and comprehension of the English language. The problem is exacerbated by the fact that English is not the first language for most of these students, making it challenging for them to differentiate between the sounds of different diphthongs. Some examples, according to Adams (2019) of pronunciation difficulties might include:

Confusing the pronunciation of “ai” and “ei” in words such as “pain” – /peɪn/, “pen” – /pɛn/

Difficulty in differentiating between the sounds of “ow” and “oy” in words such as “cow” – /kaʊ/

“boy” – /bɔɪ/.

Struggling with the pronunciation of beer /bɪə/ bear /beə/

Therefore, it is imperative to investigate the root cause of this difficulty and find effective ways of addressing it, to ensure that these students can communicate effectively in English and to enhance their overall learning outcomes.

1.3 Purpose of the study

            The aim of this study is to examine pronunciation difficulties of diphthongs among Junior Secondary School students in Jos South Local Government Area. Other specific objectives of the study include to:

1. Identify the diphthongs that are most difficult for junior secondary school students in Jos South LGA to pronounce correctly.
2. Find out the diphthongs that are easy for junior secondary school students in Jos South LGA to pronounce correctly.
3. Explore effective teaching strategies that can be used to improve the pronunciation of diphthongs among junior secondary school students in Jos South LGA.

1.4 Research Questions

            The following research questions guided the study:

1. What are the diphthongs that are most difficult for junior secondary school students in Jos South LGA to pronounce correctly?
2. What are the diphthongs that are easy for junior secondary school students in Jos South LGA to pronounce correctly?
3. What are the effective teaching strategies that can be explored to improve the pronunciation of diphthongs among junior secondary school students in Jos South LGA?

1.5 Significance of the Study

            The benefit of this study cannot be quantified as it will be of significance to students, teachers, policy makers and future researchers.

The study will help junior secondary school students in Jos South LGA to improve their pronunciation skills, especially in pronouncing diphthongs correctly. This will lead to increased confidence and proficiency in English language communication.

The findings of the study will help English language teachers to develop more effective teaching strategies and materials that are tailored to the needs of students in Jos South LGA. This will result in a more engaging and effective teaching and learning experience for both teachers and students.

Improved English pronunciation skills will likely result in improved academic performance for junior secondary school students in Jos South LGA. This is because English is the language of instruction in many schools and proficiency in the language is often a key factor in academic success.

Proficiency in English is an important requirement for many jobs in Nigeria, especially in the formal sector. The study will help junior secondary school students in Jos South LGA to improve their English pronunciation skills, which will increase their job prospects in the future.

Proficiency in English is also important for social mobility, as it provides individuals with access to opportunities and resources that may not be available to those who are not proficient in the language. The study will help junior secondary school students in Jos South LGA to improve their English pronunciation skills, which will increase their social mobility in the future.

The study will provide insights into the challenges faced by junior secondary school students in Jos South LGA in learning English pronunciation, which can inform language policy and planning at the national level. This can lead to the development of more effective language policies and initiatives aimed at improving English language education across Nigeria.

Finally, the study will contribute to academic knowledge in the field of English language teaching and learning, specifically in the area of English pronunciation. The findings of the study can be used by researchers and educators to further develop teaching strategies and materials for teaching English pronunciation to students in other contexts.

1.6 Scope and Delimitation of the Study

            The study focuses on the pronunciation difficulties of diphthongs among junior secondary school students in Jos South LGA. It aims to identify the specific diphthongs that students struggle with the most and to understand the factors that contribute to these difficulties. The study also seeks to explore the implications of these difficulties for teaching and learning English in Jos South LGA.

The study is limited to 5 Junior Secondary School students in Jos South LGA. These schools are: Government Secondary School Kwata, Government Secondary School, Miango Gyel; COCIN Nyango, Gyel; Start Right Private School and Government Secondary School Hwolshe The findings of the study may not be applicable to other age groups or to students in other parts of Nigeria or other countries. The study only focuses on diphthongs and does not include other aspects of English pronunciation, such as intonation, stress, or rhythm.

1.7 Theoretical Framework

The study of pronunciation difficulties of diphthongs among Junior Secondary School students can be grounded in various theories and frameworks that shed light on language acquisition, phonology and second language learning. This study is hinged on theory of Error Analysis. In the book “Error and Interlanguage” written by Pit Corder, the “Father” of Error Analysis (1981), he stated that various classifications of these error systems which are error of omission, addition, selection and misordering.

Error Analysis Theory is a comprehensive and dynamic field within linguistics that focuses on investigating the errors made by language learners during the process of acquiring a second language. By meticulously examining these errors, researchers gain valuable insights into the underlying mechanisms of language learning and the factors that influence language proficiency.

1. Scope of Error Analysis: Error Analysis delves into a wide range of language components, including phonology, morphology, syntax, semantics and pragmatics. By zooming in on specific linguistic features, such as diphthongs, researchers can uncover patterns and trends in error production.
2. Types of Errors: Under this theory, language errors can be classified into various categories: phonological errors (e.g., mispronunciations of diphthongs), morphological errors (e.g., incorrect verb conjugations), syntactic errors (e.g., improper word order), semantic errors (e.g., wrong word choice) and pragmatic errors (e.g., inappropriate use of language in context). Each type of error provides valuable information about the learner’s language acquisition process.
3. Factors Influencing Errors: Error Analysis goes beyond merely identifying errors; it aims to understand the reasons behind them. Factors that influence errors can be categorised into interlingual (transfer from the learner’s native language), intralingual (overgeneralization or simplification of language rules) and context of learning (educational environment, exposure to the target language, etc).
4. Learner’s Developmental Stages: Error Analysis helps identify different stages of language learning. For example, beginners might exhibit different types of errors than advanced learners. Understanding these stages is crucial for tailoring language instruction to specific learner needs.
5. Feedback and Correction: Insights from Error Analysis can significantly impact language teaching methodologies. Educators can provide targeted feedback and implement corrective strategies that address common errors related to diphthongs or other linguistic features, leading to more effective language learning.
6. Contrastive Analysis: Error Analysis is closely connected to Contrastive Analysis, which involves comparing the structures of the learner’s native language and the target language to predict potential errors. Understanding the contrasts and similarities between languages allows educators to anticipate specific areas of difficulty for learners.
7. Error Gravity: Not all errors have the same impact on communication. Error Analysis helps distinguish between “major” and “minor” errors, guiding teachers to prioritize correction efforts for those that significantly affect understanding.
8. Error Correction Strategies: Based on Error Analysis findings, educators can adopt various error correction strategies, such as explicit error correction, recasting, elicitation, or encouraging self-correction, to promote language improvement.
9. Technology and Error Analysis: Advancements in technology have enhanced Error Analysis, allowing for the collection and analysis of large-scale learner data. Data-driven approaches provide more nuanced insights into error patterns and potential generalizations.
10. Cross-Cultural Perspectives: Error Analysis also involves considering the cultural and sociolinguistic factors that might influence language learning. Analysing errors from a cross-cultural perspective broadens the understanding of language acquisition beyond individual characteristics.

1.8 Operational Definitions of Terms

Pronunciation: The way in which words are spoken, including the sounds, stress and intonation patterns used to produce them.

Diphthongs: A sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another vowel sound in the same syllable.

English Language: The language that is widely spoken and used as a medium of instruction in Nigeria.

Implication: The potential impact or consequences of something.

Teaching: The process of imparting knowledge or skills to students through structured instruction and guidance.

Learning: The acquisition of knowledge or skills through study, experience, or instruction.