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FACTORS INFLUENCING PRONUNCIATION PROBLEMS OF ENGLISH SOUNDS BY STUDENTS IN SECONDARY SCHOOL

FACTORS INFLUENCING PRONUNCIATION PROBLEMS OF ENGLISH SOUNDS BY STUDENTS IN SECONDARY SCHOOL

CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
This study is based on the area of phonology which deals with sounds and pronunciation. It is concerned with English pronunciation produced by some
students of Junior Secondary Schools
There was great concern by the state government, English language teachers, some parents including examination bodies on the pronunciation problems by students of junior secondary school. Researches by scholars such as Jibril (1982), Banjo (1992), Jowitt (2005) and Abubakar (2008) have shown that there are a lot of linguistic changes in terms of pronunciation in Nigeria as a result of social factors especially contact with students from various linguistics background. Such as Hausa speakers substituting/p/for/f/ as in pat for fat. Jibril (1982), in particular, noted that contact is a factor that influences changes in pronunciation. Jibril also noted that change in the composition of teachers who teach student. According to him, teachers with receive pronunciation [RP]-like accent are fast disappearing. From the foregoing, linguist generally believe that spoken language is superior to its written version. Wardhaugh (1974), observes that language is essentially speech. Consequently, in the linguistics literature there appear such statement as ―language is speech not writing‖, the spoken language is ―primary and the written language is ―secondary. The spoken language is more basic and important skill than other language skills. Speech according to Lyons (1981) is made up of continuous burst of sounds. Sounds are the smallest stream of language which can be separately organized and  distinguished by human beings therefore knowledge of English sounds is important. For From kin and Rodman (1983) ―part of one‘s knowledge of a language is knowledge of the sound system -the phonology of that language‖. (From kin and Rodman 1986).

Statement of the Problem
This research assessed the English segmental pronunciation problems of students in junior secondary schools. In this research we assessed student‘s role in the pronunciation of English sound. There are same consonant and vowel phonemes of English Language which have no counterparts, example Hausa, Yoruba Fulfulde and Igbo. As a result of this absence, we find various speakers articulating the phonemes
differently from the RP ―Received Pronunciation English‖ (2012). Many researchers discovered that oral English, particularly aspect of pronunciation is totally neglected, due to lack of qualified teachers. Indeed, Chairman state universal basic education board(SUBEB) in His opening speech at the 2014 training of teachers on core subjects, stated thatpronunciation problems by students are rampant and lamentable scenario among teachers and students in our JSS III level

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

STEP 2: AFTER PAYMENT SEND THE PROJECT TOPIC AND YOUR EMAIL ADDRESS TO 08063666753

Updated: 9th November 2018 — 10:53 am

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