A Phonological Analysis of English Fricatives as Used Among the Yoruba Speakers of English Language
Chapter One
AIM OF THE STUDY
The aim of research work is to carry out a task in order to establish which of the factor(s) is or are responsible for the wrong or right realization of the English fricative sounds;
This research work aims at enlightening the readers that some of the already existing factors might be proved wrong based on the practical analysis that will be carried out from the responses of the respondents.
For the purpose of this research, the Received Pronunciation (R.P) will be used as the standard pronunciation model for the explanation of the deviation noticed in the variants of the sound segments under the study. This is chosen due to its prestigious position as a dialect that is taught in the public schools and its relevance to our field. Eventually, the study will serve as a check on the performance of English sound segments.
Whatever discovery is made in this connection will aid a further study on the teaching of the phonological segments to students at all level of learning in Nigeria.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
This chapter is meant to review already existing works as regards to the study of English Phonology. This exercise is important to this research because it is necessary to know the present state of knowledge in our area of study and also to further expatiate on it.
In an attempt to do this, concrete and practical view of various scholars as well as the researchers shall be scrutinized so as to hold on to or counter-balance the already posited theory or view. There shall also be a cursory observation at the nature of English; hitherto, the knowledge of what Phonology is all about will serve as a propelling force as the English Phonology is being discussed.
DEFINITION OF PHONOLOGY
Adetugbo (1997) says that phonology is the study of speech sounds as constituting a system in any Language.
Hyman puts it that ”Phonology is the study of the sound system of a Language”. From the foregoing inferences, speech sounds are used to convey meaning; sound system cannot be fully understood unless they are studied in a wider linguistic context. A Language Learner, for instance ‘must master the production and perception of the sounds of a given Language. He must also know when to use these sounds. For instance, speakers of English must know that a particular sound changes when a suffix is added to the base form. Example, the velar sound /k/ in opaque changes to the voiceless alveolar fricative /s/ when the suffix (-ity) is added to form the word opacity. This change of /k/ to /s/ is as much a part of the sound system of English.
The goal of Phonology is then to study the properties of the sound which speakers learn in order to use that Language for the purpose of communication. Thus, in approaching the sound system of a Language, it is necessary not only to study the physical properties of the attested sounds (that is, how they are and how their acoustic correlates are), but also to study the grammatical properties of these sounds.
THE ENGLISH PHONOLOGY
Language can be studied at the level of sounds, word formation sentence construction and meaning processes. Meaning is studied under semantics, sentence construction under syntax and word formation under morphology. Speech sounds are studied under phonetics and phonology.
Phonetics is concerned with the production, perception and representation of speech sounds without regard to specific Languages. The activities related to phonetics are covered by three main branches. These are articulatory phonetics (for sound production), auditory phonetics (for sound perception) and acoustic phonetics (for the identification of the characteristics of individual sounds). Details deriving from these branches facilitate the development of writing systems (i.e. orthographies).
Phonology on the other hand, is related to the abstract rules and principles that guide the distribution of sounds in a Language. Thus, the subjects of phonology are the sound systems of a Language, e.g. English. To facilitate the study of phonology, emphasis is placed on three related branches – phonemics, phonotactics and prosody. This chapter would shed light on these units.
CONCEPT OF PHONOLOGY
Phonology deals with the principles that determine how sound pattern in a Language. It also offers guidelines on the description of such sounds. To this extent, phonology benefits from phonetics. However, for the purpose of clarity, phonology differs from phonetics and his would be looked into before the end of this chapter.
The sound system of English is made up of its segmental and supra-segmental phonemes. Segmental phonemes are vowels and consonants which can be studied for their individual characteristics. Supra-segmental phonemes on the other hand are stress, intonation, rhythm, tone e.t.c. which relate to more than individual segmental phonemes. It is clear, therefore, that the basis of phonology is the phoneme.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This study employs certain empirical as well as theoretical methods of sourcing data for analysis and findings. It is empirical because the research data were purely experimental and it is also theoretical because there are principles guiding methods ranging from participatory observation, the use of questionnaire, interviews to the library search have been adopted as means of gathering data for this research.
The research is therefore based on the two types of research which Brown (1995) categorized into primary and secondary. The primary research concerns direct elicitation of information in the field while the secondary relates to getting information on the subject from books.
Brown (1995:1) puts it that these categories are not mutually exclusive but they help reduce the seeming confusion of different types of studies that are found in the literature. In this research, we present and explain the various research methods that help to highlight the fricatives and attitudes of the users.
Research itself is a part of science with the later being knowledge arranged in an orderly manner. Hornby (1974) defines science as “knowledge obtains by observation and testing of facts and the pursuit of such knowledge. Dixon-ogbechi (2002:1) submits that science can be broadly classified into two namely:
The state view which defines science as an activity that aims at gathering and classifying information.
The dynamic view, apart from the above emphasizes the importance of discovering new ways and ideas.
METHODOLOGY
Methodology is the process employed in the generation of data and the analysis of the data. The methodology for this research work will be the mode of the respondents and the mode of data collection as well as sources of information.
In the mode of the respondents, respondents will constitute the class of undergraduates. The reason for this is for the purpose of clear analysis.
In the mode of data collection, there shall be the use of interview method of analysis as to alternate the questionnaire method. This method has been chosen due to the fact that this research work would involve practical so as to get the genuine facts. The method of the interview would be a one on one discussion with the respondents.
It is important to mention the source of information used for the purpose of this research work. The source of information for this research work would be field based and also the library is also going to be a source of information.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
It had earlier been established in our previous chapters that any learner of the Standard British English hardly escapes hurdles because of his or her mother tongue interference or some environmental influences on the target Language.
In this chapter, each of the fricative sounds as articulated by our respondents shall be examined. Analyses of major aspect will bring about observation of the research which will be useful in reaching a conclusion of the type of sound production will be the informant’s biological date as supplied in the questionnaire.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
This research work has shed light on the introduction of English phonology, Phonetics and the phonetic level of interference as well as the phonological interference of Yoruba Language with the English Language. It has also focus on the phonological problems of the Yoruba learners of English Language. We have also been able to mention the consonantal segment of the Yoruba users of the English Language, while their use of fricatives have been closely considered in comparison with the sound system of the Received pronunciation.
Some hypotheses on the spoken English of Nigerians have been confirmed while some have been invalidated. A new finding has been made even though this is no doubt our respondents have been shaped by factors like education, level of exposure and some other linguistic factors. Recommendations have been made to enhance a better grip on the much-dreaded oral English by students of English and members of the public. Suggestions have also been made to those who wish to engage in further studies on phonetics and phonology in future.
We therefore hope that soon, the study and practical application of English phonology as an integral part of the Language will be elevated, even though most of the suggestions here made may not easily be implemented because of cash scarcity in the nation. One can only wish that those of them that do not bother on funding but awareness would be given consideration. The recruitment will not necessarily cost government much money.
The same goes for initiating a policy making English phonetics and phonology a compulsory course for not only the English undergraduates but undergraduates in all disciplines and in all institution nationwide, also the oral English, the secondary school education should be given an equal attention, if not much more than the grammar.
The success that will be recorded in this regards one hopes, will encourage the govemment to consider other recommendations for implementation.
One can only wish the authorities, educationists, lecturers, teacher and students a high success in this endeavor.
RECOMMENDATION
Apart from the suggestions for further studies, new recommendations are hereby made. In view of the research findings derived in our study, it becomes relevant to make recommendations not to the academics but to the speakers of the English in Oyo that serve as our scope of study and particularly in Nigeria as a whole. These recommendations would include schools, the governments and the administrators for education, mass media as well as everybody who comes in contact with the speaking of the English Language in Nigeria.
The following recommendations will help in solving the problems associated with some lapses in the Received Pronunciation of English fricatives.
Schools, from the kindergarten level, up to the tertiary level, should be well equipped with electronics devices for speech therapy. These electronics devices should be well taken care of in terms of services and maintenance. Pronouncing dictionaries should be purchased while modem Language laboratory should be built and provided with sound devices. This is necessary as oral English or phonology (at the higher level) cannot be taught with mere board and chalk in the classroom.
Oral English should be taught from the kindergarten level up to tertiary level of education. It should be made an integral part of English and it should be taken as such that oral English is NEVER a luxury and it should not be so viewed. It is not inferior or less important to grammar that has gained all the attention in school. English teachers should take up the tasks while pupils are still young.
Students at all levels must be exposed to the native speaker’s accent. The British Broadcasting Corporation (BBC) programmes, audio and audio visual tapes on oral English are good source of students at all levels must be subjected to hearing. This will even guide the non native teachers and the pupils/students in their studies of the English phonetics and phonology.
Individual tertiary institutions and other educational agencies, through the auspices of the government, can also make a more of compelling students at a certain level to travel abroad in order to sharpen their spoken and pronunciation cues. Better still, an organization which is concerned with only the RP English could be set up here in Nigeria as this will go a long step further in helping to promote our spoken English.
Teachers of English Language can also go a step further by putting the application of their knowledge of English phonology to daily use among their students. Government as well as educational body can also endeavor to employ teachers who have the British accents (if not British citizen) to teach and expose students to the pronunciation of the English words.
The entire populace should be enlightened until they have an awareness of the importance of the skillful pronunciation of words, such that those who make genuine effort will not become laughing stock.
Ufomata (1990) postulates that a Nigerian with impeccable English pronunciation is viewed as a “brainwashed”, someone who lacks national pride and sense of identity. This same view is shared by Afolayan (1979) who states that
There are two interesting aspects of public reaction to English pronunciation in Nigeria that touch upon acceptability. On the one hand, fluency is considered a desirable element of English pronunciation and lack of fluency is derived. On the other hand, the greater the resemblance of one’s pronunciation, the more it is frowned upon as being hyper correct.
The task before the authority on phonology, the electronics media practitioners who are trained in the art of pronunciation, teachers and everyone connected with the spoken form of English is how to make concerted efforts to update and overcome the just and mockery of populace. If the force is strong in advocating flawless pronunciation, the battle can be won in due time.
Nigerian Broadcasts that are the closest models of Standard English pronunciation to the populace should be trained and retrained in the crusade for better pronunciation. The success of these professionals can have an unlimited effect on their listeners and learners of the Language; otherwise the effect will be devastating as people swallow junks from what they hear from these sources.
It might interest the Nigerian Broadcasters that there may not be any need for them to be fashion-role models that speak with affections. The goal should be to speak the right British English with the Received Pronunciation, and not mimic the Britons.
REFERENCES
- Adetugbo, A. (1997) Communicative English and Study Skills, Lagos: University Press.
- Adetugbo,(1993), English Phonetics, A Course text. Lagos: University of Lagos.
- Afolayan, .A. (1995), “communicative competence Acquisition in infelicitous Learning Environment” in Bamgbose et al (eds) New Englishes: A West African Perspective. Ibadan: Mosuro publisher and booksellers.
- Akinjian et al (2003), Linguistics, an introduction to Language and Communication: India Practice Hall.
- Akere, F. (1987), English. An introductory Phonetics and Phonological Description. A Course Text for students. Lagos: University of Lagos.
- Atolagbe A.A. (2002), Elementary Phonological Analysis: a Course Text for Tertiary Schools. Lagos: Jehovah Shammah Printers.
- Bamgbose .A. (1995), “English in the Nigerian Environment” in Bamgbose et al (Eds) New Englishes: A West African Perspective. Ibadan: Mosuro Publishers and Booksellers.
- Banjo .A. (1996), An overview of the English Language in Nigeria. Ibadan:Ibadan University Press.
