Analysis of the Use of Sentence Stress Among Selected Undergraduate Students
Chapter One
Aims and objective of the problem
The general aim is to examine the use of sentence stress among some undergraduate students of the Obafemi Awolowo University Ile Ife,
Specifically, the study sought to:
- examine sentence stress among some undergraduate students
- determine homographic word challenges to L2 learners
- establish the alternative used by the students in avoiding homographic words
- assess undergraduate student’s reading capability
CHAPTER TWO
LITERATURE REVIEW AND PREVIOUS STUDIES
Introduction
This chapter consists of two sections; section one: reviews the literature relevant to the research topic, such as different types of homophones and homographs and relationship between them while section two discusses the previous studies related to the research topic.
Homophone
Homophones are words that sound alike but they have different meanings and different spellings. Homophones present many problems for spellers because these words partners sound similar, even though their meanings and spellings are different. Some common homophones are listed below.
English Homophones
English (especially British English) is not spelt phonetically. Two words can share none, any or all of Spelling, Pronunciation and Meaning. All languages have synonyms (words with unrelated spelling and pronunciation but the same meaning) and words with multiple meanings. However English has an exceptional disparity between spelling and pronunciation.
The possible combinations or some but all characteristics being the same are as follows:-
CHAPTER THREE
METHODOLOGY OF THE STUDY
Introduction
This chapter describes the method and techniques adopted, the population, the sample and the procedures of data analysis. In addition to the reliability and validity of the study.
Populations and Sampling
This study examines linguistic homophones and homographs through quantitative and qualitative analysis of a test and questionnaire. The test was answered by second year undergraduate students from Obafemi Awolowo University, English Department. The sample of the study composed of thirty students, also ten teachers were selected to answer the teachers’ questionnaire.
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSION
Introduction
This chapter explains the data analyses in the form of tables to carry out the whole percentages and total explanations according to respondents, decision in this test of fifteen questions plus a questionnaire answers in this research.
Corresponds to hypothesis one: Undergraduate students are not able to use and understand homographs.
CHAPTER FIVE
SUMMARY, CONCLUSION, RESULTS, RECOMMENDATIONS, AND SUGGESTIONS FOR FURTHER STUDIES
Introduction
This chapter provides a summary for the whole study in addition to the conclusion, and the finding of the study. Some recommendations will be made out of the findings. Finally suggestions for further studies will be provided .
Summary
The main purpose of this study is to investigate the problems that faces students in semantics particularly when they are using homophones and homographs in English language to achieve these aims the researcher pointed out the following hypothesis: Undergraduate students are not able to use and understand homographs in writing, also the second year undergraduate students are not able to use and understand homophones in writing, finally the teaching of homophones and homographs are not sufficiently covered by the teachers of English language. To collect data of this study the researcher used besides references the tool of questionnaire for the teachers and test for the students.
Results
The researcher after conducting the test for students and the questionnaire for the teachers, concluded the following results:
- Students are not able to use and understand homographs in context through the written
- The researcher observed that the students are not able to use homophones in the written
- The results proved that, teaching of homophones and homographs is not sufficiently covered by teachers of English
Conclusion
The researcher attended some lectures at college to see whether the suggested way of teaching semantics mentioned earlier in chapter one. The main purpose of this study is to find a solution to this problem. The researcher dealt with three hypotheses for the undergraduate students are not able to use and understand homographs, through the test.
Recommendations
Based on findings of the study the researcher recommended the following recommendations:
- Students of early stages of learning should be encouraged to focus more on homophones and homographs in writing to solve the problems of misunderstanding
- Students should pay attention when they are studying semantics particularly homophones and homographs in
- Students should be made fully aware of using homophones and homographs and further remedial work should be given on
- Teachers should be qualified enough for teaching homophones and homographs in
- Teachers of English should study hard to differentiate between homophones and
Suggestion for Further Studies
- Investigation of homophones and homographs in students’
- Investigating difficulties of teaching Semantics particularly homophones and homographs
- Assessing the use of homophones and homographs in spoken
REFERNCES
- Abdul Ameer,Ahmed Mohammed Ali, (2010). University of Babylon. Alex, Case “A freely photocopiable handout”.
- David, S. Gorfein (2008). The norming of homophones Adelphi University, Garden City, New York, 40 (2), 522-530 and Kristin M. Weingartner Hofstra University, Hempstead, New York. englishforeveryone.org Gramley and Pätzold (1991)
- Hartmann and Stork (1976). “Homography as One Kind of Writing System or Spelling Homographs.
- James R. Hurford and Bredan Heasley, (1983). “Semantics: A Course Book”. Cambridge University Press.
- Lyons (1982) and Crystal (2003). “Homographs are Words that Share the Same Spelling but Differ in Meaning”.
- Pacht, G. M (2003). Conducted Study Entitled: “Processing of Homophonic and Homographs During Reading”.
- Palmer (1984). The Norming of Homophones Palmer, F. R., “Semantics” – 2nd edition.
- Richards and Schmidt (2002). “Homographs and Homophones are Considered Part of Homonymy”.
- Sold Home for Sale, (2012) http://www.k12reader.com Yule, G. (2006). The Study of Language 3rd edition.
