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Phonological Facilitation And Interference In The Learning Of English By Ibibio Native Speakers

Abstract: The objective of this study was to ascertain the extent of phonological facilitation and interference in the learning of English by Ibibio native speakers, a case study of English and Ibibio language. A contemporary Nigerian faces enormous problems, primarily as a result of the need to blend medieval life-style with modernity at the threshold of the 21st century. Given the extent and the urgency of the social problems, some Ibibio and English bilinguals are likely to encounter problems like semantic, syntactic, phonological or morphological when speaking English. English and Ibibio share more areas of dissimilarities than similarities and this can cause learning difficulties example the dental fricative /O/and /ð/ are sometime realized as /t/ and /d/, and the voiced alveolar fricative /z/ tends to be realized as /s/ by Ibibio learners of English at the early stages. Most Ibibio natives speakers of English falter in areas were facilitation and learning is expected, while other areas will expect cases in interference.

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Two research questions were raised to confirm the statement of the problem: research question one: to what extent does hypercorrection influence interference and facilitation on articulation of English sounds. Thus, the answer to the research question is that, hypercorrection significantly influenced interference on articulation of English sounds by Ibibio natives learning English.

Research question two (2): to what extent does generalization of the Ibibio sounds structure pattern influence facilitation and interference in the articulation in English sounds. Thus, the answer to the research question two is that there is a significant influence of interference of generalization of Ibibio sound structure pattern on the articulation of English sounds, and the main difference also demonstrate that generalization of Ibibio sound structure pattern does not facilitate articulation of English sounds in Ibibio natives learning English; the process extending the application of Ibibio sounds rule to English sound system hinders performances of English sounds articulation.

A reading test and a phonological analysis were used to determine the difference in number between an erroneous pronunciation based on a false analogy with a correct form and correct pronunciation of an alternative pronunciation. This was to determine if the pronunciation produced by mistaken analogy with standard usage was out of a desire to be correct. And also to determine the difference in number between respondents’ performance in the articulation of English sounds pattern that are similar to Ibibio sound pattern, and English sounds pattern that are dissimilar to Ibibio sound structure pattern. This was to determine if the Ibibio sound structure pattern had any positive or negative influence on how respondents articulate English sounds.

Phonological Facilitation And Interference In The Learning Of English By Ibibio Native Speakers

From the findings of the research, it was discovered that language in every human society to the use of speech sounds and symbols. For the purpose of communication every language has its own system of communication, as such, it is said to be arbitrary. Phonological facilitation is the enhancement of sound learning and acquisition. No two persons pronounce words exactly alike, and no two communities, geographical regions or countries, speak a particular language exactly the same way. At all times there is usually noticeable difference. Issues of poor pronunciation cannot be corrected without taking the case of interference of the mother tongue as the major source of errors.

The findings of the research indicated that hypercorrection influenced poor pronunciation of English sounds. The hypercorrection was not so much from the mother tongue interference but the psychological and sociological factors associated with learning a new language.

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The findings also indicated that generalization of Ibibio sound structure contributed significantly to hindering fluent articulation of English sounds. It was discovered that this problem arose from the learning styles of the learners. From the foregoing, this study thus makes the following recommendations: Teachers should pay attention to the method of the structure of L1 that is possibly going to interfere. Teachers should ensure their method of teaching does not live room for hypercorrection and generation. Effort should be made for students to listen to native speaker speech. Teachers should teach only point of different in the L1 or perhaps drill learners on the point of differences in the L1.

Phonological Facilitation And Interference In The Learning Of English By Ibibio Native Speakers

TABLE OF CONTENTS

Abstract

CHAPTER ONE – INTRODUCTION

1.1       Background of the Study

 1.2      Statement of the Problem

1.3      Purpose or Objectives of the Study

1.4       Research Questions

1.5       Research Hypotheses

1.6        Significance of the Study

1.7       Delimitation or Scope of the Study

1.8       Operational Definition of Terms

CHAPTER TWO -REVIEW OF RELATED LITERATURE

2.1       First and Second language acquisition

2.2       Structural differences in language and cognition

2.3       Contrastive analysis hypothesis

2.4       Psychological factors that affect language learning

2.5       Sociological factors that affect language learning

CHAPTER THREE- METHODOLOGY

3.1       Area of the Study

3.2       Research Design

3.3       Population of the Study

3.4       Sample and Sampling Technique

3.5       Instrument for Data Collection

3.6       Validation of Instrument

3.7       Reliability of the Instrument

3.8       Method of Data Collection

3.9       Method of Data Analysis

CHAPTER FOUR

4.1       Data Analysis and Presentation

4.2       Discussion and Findings

 CHAPTER FIVE

5.1       Summary

5.3       Conclusion

5.5       Recommendations

 

 

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