Phonology of Nigerian English

Nigerian English exists as a unique language variation draws its principles from Nigerian indigenous languages, Hausa inclusive. This research evaluates how Hausa speakers pronounce Nigerian English while studying both pronunciation and social linguistic aspects and speech mismatch problems. A descriptive method was used to evaluate recorded speech samples from Hausa-English bilinguals which demonstrated vowel lengthening while showing how interdental fricatives get substituted and tones impact pronunciation. The results show that Hausa phonological interference reduces Nigerians' speech clarity but simultaneously creates distinct features for the English dialect in Nigeria. The research supports special phonetic instruction along with media participation and pronunciation guides to achieve better clarity in speech along with diversity maintenance. The research results help advance the understanding of Nigerian pronunciation of English and its position in worldwide English diversity.

This manual is intended for specialists in the field of applied linguistics, for some English teachers, and may even be useful for certain curious students who are eager to understand how language sound systems work and who are currently enrolled in an English as a foreign language program. The manual presents certain aspects of phonological theory; however, the reader may dispense with the theoretical sections and proceed directly to the exercises, which are closely linked to and justified by the theory. The purpose of this work is to promote an understanding of the American English (standard) sound system through a comparison with the sounds of Mexican Spanish (standard), in order to highlight contrasts and similarities. The teaching of a foreign language necessarily involves addressing the problem of mutual intelligibility between the mother tongue and the target language through a conscious abstraction of their respective components, while simultaneously emphasizing similarities and differences in order to decode the phonological system of the target language. This decoding takes place through the structure of acoustic signals, thereby ensuring meaningful learning.

is the first book to treat issues on this variety with the required depth and dexterity. The author has continued to distinguish himself as one the foremost scholars on Nigerian English and is, in consequence, eminently qualified to write a book with such a brave title. The book defines complex and continually controversial issues in very simple ways that make it reader-friendly. In this vein, Nigerian English is defined in the "narrow sense" (p. 1) and is also given a broader interpretation. Bringing together the narrow and broader senses into one volume is quite a feat, the absence of which might have robbed the book of its uniqueness. Nigerian English consists of seven parts. The first part "Introduction" has five main sections within which the author discusses Nigeria's geographical, demographic, historical and ethnic backgrounds, and how all these shape Nigerian English. The author expounds the political complexity and the continual controversies surrounding the ethno-linguistic attitudes of Nigerians to the English language. He explains the strong connection between Nigerian English and Standard British English alongside Pidgin and other languages. Intriguingly revealing is the author's exposition on Nigeria's multilingualism as being a reflection of "the language of its currency" (p. 14). Presumably, not many Nigerians have observed that Nigeria's lower denominations (N̶ 5, N̶ 10, N̶ 20, N̶ 50) are given in English and in each of the three main Nigerian languages, and that the higher denominations (N̶ 200, N̶ 500, N̶ 1000) are given in English and only Arabic. The aspect about "the rejecters" and "the accepters" of Nigerian English is very interesting. Also stimulating is the discussion on the two principal meanings of the term [S/s]tandard in S/ standard English (with capital S or with small s). The somewhat diachronic account of Nigerian English, its analysis by other authors and its educational parameters (acrolectal and non-acrolectal levels) are vital preambles that engender the clarity of the entire text. The second part is on "Phonetics and phonology" and has as its main thrusts, a comparison of "The phonologies of English and Nigerian languages …", "Received Pronunciation (RP) as the norm in Nigeria: History and current attitudes", "Varieties of spoken English in Nigeria" and "The Nigerian English Accent (NEA)". This book is coming at a time that the growth of popular culture,

This study aims to identify the phonological differences shown by two three-year-old boys, namely Galfin Yasasi Habbika and Muhammad Arkhan Al Hafiz with different family backgrounds in Pangalengan, Bandung, and it analyzed the environmental factors and parental roles that contribute to variations in their phonological acquisition. This Study uses descriptive qualitative method with the data were conducted through video documentation of natural interactions and interviews with the parents of both children. The data collected were 18 utterances from each child which were then analyzed based on phonological aspects to identify error patterns, compensation strategies, and articulation skills. The findings showed that the two children has different phonological development patterns with Galfin showing more conservative phonological strategy by maintaining the original word structure, and people interaction environment from digital medias showing good phonological awarenees in Indonesian language development. While Arkhan showed more active phonological reconstruction by transforming difficult words into more easly produced form with a family environment that often made direct correction to Arkhan's phonological errors which more stable and consistent phonological structure. Their phonological development was also successfully achieve through a variety of consistent support strategies that were responsive to the child's emotional state and learning style. The result of this study support Chomsky's Language Acquisition Device theory, in which both children demonstrated an innate capacity for language learning while showing how environmental triggers activated and shaped this biological predisposition because the children's ability to produce complex phonological structures without explicit instruction supports the nativist perspective on language acquisition.

The paper examines changes in pronunciation of some English sounds by some Hausa speakers of English and of course speakers of other languages that belong to Chadic subfamily of languages found in Northern Nigeria. The aim is to show how and why educated young Hausa (L2) speakers of English pronounce some sounds of English. Previously educated Hausa (L2) speakers of English used to pronounce dental fricatives, central vowels and centring diphthongs almost close to the Received Pronunciation (RP). Even the less educated substitute the voiceless dental fricative and voiced dental fricative with /s/ and /z/ respectively, whereas speakers of other languages in Nigeria, which mostly belong to Benue-Congo and Niger-Congo subfamilies, substitute voiceless dental fricatives and voiced dental fricatives with /t/ and /d/ respectively. The Ethnography of Communication underpins the study. The data for the work was obtained through observation and was analysed qualitatively using descriptive approach. The analysis reveals that now young educated Hausa speakers of English pronounce voiceless dental fricatives and voiced dental fricatives with /t/ and /d/ respectively. It has also been revealed that the specific factors responsible for the new pattern of pronunciation are pedagogical and sociolinguistic.

Abstract
This study examines the English Pronunciation of the New English Native
speakers (NENS) in Nigeria. The researcher adopts the survey research method.
Likewise, the random sampling technique was used to select one hundred (100)
students from ten (10) secondary schools within Port Harcourt metropolis, while
the yardstick for the selection is acquisition of English as the first language. The
age of the selected respondents ranges between 13 – 18 years. This study
considers the optimality theory as its theoretical thrust. A questionnaire with
already prepared single and connected words was given to the respondents to
read. Their speech productions were recorded using a recording device. For data
analysis, the perceptual and the descriptive qualitative methods of data analysis
were adopted. The analysis reveals that NENS insert unwanted vowel sounds in
their English pronunciation, and that NENS also deletes linking-r in their
pronunciation of connected words. The findings also show that the MAX-V
faithfulness constraint was violated in the sound production of the respondents.
The study suggests that other aspect of New Native English in Nigeria should be
investigated, focusing especially on phonemic influence.

This study aims to analyze the Hausa diphthongs (ai & au) in the pronunciation of Yorùbá speaker learners of Hausa as a second language, focusing on disyllabic Hausa words in the first and second syllables. Ten (5 males & 5 females) NCE students who are native speakers of Yorùbá studying Hausa as a second language at the NCE level, and were between the ages of 18 and 50 years from Adeyemi Federal University of Education, Ondo, Nigeria were carefully selected using a purposive selection criteria. Pre-selected disyllabic Hausa words (wordlist) from Bargery's (1934) English-Hausa Dictionary containing Hausa diphthongs were selected and prepared in carrier phrases to examine the participants' pronunciations. Each respondent was subjected to reading the already prepared tasks in carrier phrases, while the researcher personally audio-recorded the assignment, in addition to the use of questionnaires. The data were rated and analyzed qualitatively in line with the Error Analysis Model (EAM) by Corder (1967), and the Speech Learning Model (SLM) by Flege (1995). The results revealed that while some students struggled with specific monophthongs, others had a better grasp of the pronunciation of vowels. Meanwhile, the pronunciation of the Hausa words seemed to be influenced by the participant's native language (Yorùbá). This study provides valuable insights into the linguistic abilities and challenges faced by the learners of Hausa as a second language, especially in a globalized environment. Finally, the study highlights the importance of further research and potentially incorporating targeted language instruction in the curriculum to improve student's proficiency in the target language.

This paper extensively reviews studies on the concept of and approaches to non-native English. Exploring both deviationist and variationist angles to the discourse, it commentates on the English studies, sociolinguistic,  applied linguistic approach, lexicographic approach, populariser approach and  futurology approaches. It recommends three levels of English language teaching to address the question of glocalisation of the language in Nigeria and other non-native English settings: a. National non-native English (NnE) (e.g. Nigerian English, Ghanaian English), b. Intra-regional non-native English (IrnE) (e.g. West African English, East African English) and c. International English (ItE) (e.g. American English, British English).

This study identifies Sudanese EFL undergraduates’ phonological errors in pronouncing English words involving ICCs and FCCs and its causes. It’s also carried out to investigate the effectiveness of methods, materials and activities used for teaching English phonotactics. A mixed approach is adopted to analyse the data of this study which is obtained by two instruments. The first test is composed of a word-list reading task consisting of 24 words. The second instrument is an observation with 15 checklist items. These items are purposefully designed by taking into consideration the different variables and theoretical framework of this study. The participants are 60 females and males second year students from Al-Neelain University, Sudan University of Science and Technology, Almughtaribeen University and Nahda College who undertake the test; 15 from each. The researcher attends an hour-and-a-half lecture on consonant clusters and phonotactics at Al-Neelain University and Nahda College with third year students to conduct the observation. The findings reveal that Sudanese EFL undergraduates mispronounce English involving ICCs and FCCs. It also reveals that unrequired pause, epenthetic vowel, deletion and replacement of consonant sound/s, and consonant-vowel position conversion are the causes of the mispronunciation. Moreover, the methods, materials and activities used for teaching phonotactics aren’t effective and lack many principles of teaching pronunciation. Finally, the researcher recommends that EFL instructors should provide students authentic audiovisual materials. It’s also highly recommended that EFL students should be aware of the phonotactic differences between their MT and TL.
Key words: phonotactic constraints, consonant cluster, ICCs, FCCs, Sudanese EFL undergraduates.

Segmental assimilation processes are phonological patterns that involve the adoption of a feature(s) by one segment from another thereby making the two assume total or partial structural identity. The objective of this study is two folds: (1) to use existing Èwùlù data to examine a number of segmental assimilation processes: vowel nasalisation, vowel (dis)harmony, homorganic nasal assimilation and vowel assimilation deployed to modify sound segments in local contexts in native phonology of Èwùlù (Igboid: Delta State, Nigeria). (2) To provide further insight into some recurrent natural feature spreading phonological phenomena found in Benue Congo languages of Nigeria from a dialectal perspective. Since assimilation processes/rules are characterised as association or spread of feature(s) of one segment A to a neighbouring segment B following the theoretical assumptions of phonologists of the Post-SPE era, the framework adopted in this work is autosegmental theory . In the study, the autosegmental alignment of the features, [±nasal]; [±ATR]; [labial], [coronal], [dorsal]; [±high] and [±back] are explored to capture the association/spread of feature(s) from trigger segments to target segments in the aforementioned assimilation processes most of which typify feature-filling assimilation processes.

Abstract This study investigated supra-segmental features (word accent, consonant digraphs and articulation of vowels) in English spoken by Nigerian students which caused difficulty of understanding to Ghanaian students and vice versa at Wisconsin International University College. Three hypotheses were tested. The results showed that the Ghanaian students’ placement of word accent posed difficulty of understanding to the Nigerian students. It also showed that Nigerian students’ substitution of one vowel for another in some words posed a problem of recognition and understanding of the words for their Ghanaian counterparts. It was also found that both Nigerian and Ghanaian students compromised in pronouncing some consonant digraphs distinct from the way the British pronounced those consonant digraphs. It was found that the variations in the pronunciation of vowels and word accent in the class marked the cultural identities of the two nationalities represented in the class. It was sugg...

Non-native speakers have always encountered difficulties with the English central vowels, particularly the schwa / 0 4 D 9 /, due to their absence from the Yoruba sound inventory. This study focuses on the phonological challenges of the schwa as experienced by Yoruba English speakers. It was accomplished through the use of a qualitative technique. Sixty second-year Sociology and Anthropology students at the University of Lagos were requested to pronounce a set of 16 words featuring the schwa sound. Their responses were recorded on tape and analysed perceptually and phonologically. The study discovered that the respondents' pronunciations diverged significantly from the norm, with the schwa being erroneously pronounced in all 16 words by all the participants.

This research delves into the difficulty of accurately pronouncing certain sounds in Received 0 2 5 C 0 2 8 C Pronunciation (RP), namely the central vowels (CVs) / :, / and the dental fricatives (DFs) /θ, ð/, for second language speakers. It aims to provide insight on the complexities of acquiring new phonological skills and how the transfer of linguistic knowledge can impact pronunciation accuracy. By examining the factors and challenges that contribute to mispronunciation, this study also offers strategies for improving phonological proficiency in second language learners. The study involved eighty ND 2 students in Mass Communication, who were given 40 preselected words with CVs and DFs. Data from the study were transcribed and phonologically analysed, revealing that all participants substituted sounds from their native Yoruba language for the target RP sounds.

The study examined how Nigerian final year university students of English realize English diphthongs and the level of difficulty of each diphthong to the students. This is with a view to examining the influences of social factors such as gender and ethnicity on the articulation of English diphthongs. The study employed both primary and secondary data. The primary data consist of question items that elicited response from 15 sentences that were scripted with targeted sounds, as read aloud test. Sixty (60) final year university students from the Department of English of two universities made up the participants of the study. The study draws its theoretical insight from Social Differentiation theory of Trudgill (1979). This is relevant to this study because it accounts for the nature of the correlation between phonological variables and social variables.The results revealed that both male and female monophthongised and realized English diphthongs differently from the RP patterns and there are differences in the male and female articulations of English diphthongs. The study also revealed that /əu/ and /uə/ are the most difficult diphthongs for the respondents. There are differences in the articulation of English diphthongs among the ethnic groups, investigated.

Ibibio Language is a dominant language spoken by most Ibibio native speakers in Akwa Ibom State. This study sought to identify the areas in spoken English where the influence of Ibibio language occurs. In order to achieve the desired goals, production and recognition tests were administered to sixty senior secondary three students from three schools in Uyo Local Government Area, Akwa Ibom State. The performances of all the sixty students were used for the analysis. The result reveals that the greatest problem area for the students was in the area of rhythm. For the segments, the vowel: /i: ,ә:,iә/ which are absent in the Ibibio sound system were difficult for the students to produce. The vowel sounds: /i::,/ә/ /which are present in both languages were difficult for the students. The English consonant sounds:/ , g, ʒ,/ which do not exist in Ibibio but which are present in English were also difficult for the students. On the other hand, the English consonant sounds: /v, d ʒ, ð ,  ...

The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dic...

English schwa, a short vowel with mid-central quality, is absent in phonological system of Muna language. When a sound does not exist in one language, the speaker of the language tends to replace the sound with another similar sound, or eliminate the sound, or add a sound to make it possible to realize. Hence, in Muna language, there are only five vowels without varying long and short vowels, while there are 20 phonetic vowel symbols in Received Pronunciation and 16 in General American. Thus, this study attempts to investigate the realization of English schwa, a vowel which does not exist in Muna Language, by Muna Language speaker and the environment causing it. The speaker of Muna Language reading some words in sentences containing schwa is recorded. The data procured are analyzed by Praat, a freeware program for the analysis and reconstruction of acoustic speech signals. The findings are expected to be shown to some extend that firstly, some words containing English schwa are interpreted to certain vowel in Muna Language which is considered as a close counterpart of this short mid-central vowel (schwa) by the speaker. Secondly, the speaker tends to eliminate the sound to avoid mispronounce schwa that does not exist in Muna Language. All the findings could be taken into consideration when teaching English the speakers of language which does not have mid-central vowel or schwa in their language phonetic system. It highlights the importance of associating in teaching English phonemes, especially vowels, which might enhance the learners' realization of English schwa sound as it appears in actual words.

Ibibio Language is a dominant language spoken by most Ibibio native speakers in Akwa Ibom State. This study sought to identify the areas in spoken English where the influence of Ibibio language occurs. In order to achieve the desired goals, production and recognition tests were administered to sixty senior secondary three students from three schools in Uyo Local Government Area, Akwa Ibom State. The performances of all the sixty students were used for the analysis. The result reveals that the greatest problem area for the students was in the area of rhythm. For the segments, the vowel: /i: ,ә:,iә/ which are absent in the Ibibio sound system were difficult for the students to produce. The vowel sounds: /i::,/ә/ /which are present in both languages were difficult for the students. The English consonant sounds:/ , g, ʒ,/ which do not exist in Ibibio but which are present in English were also difficult for the students. On the other hand, the English consonant sounds: /v, d ʒ, ð ,  / which are not present in Ibibio sound system were easy for the student informants. The sound /ae/ which occurs in English but absent in Ibibio was easy for the students too. And, the consonants sounds /f,k,s/ common to both English and Ibibio were easy for the students too. It was concluded that the interference from the mother tongue can result in student's inability to pronounce the English sounds. This affects their understanding of these sounds when pronounced by other people and therefore may impede their effective comprehension. The paper recommends the teaching and learning of English sounds in secondary schools as a way of controlling problems associated with interference in their use of English.

H-epenthesis in h-less words is reportedly a common characteristic of Yoruba-English bilinguals. This study investigated the possible cognitive motivation for h-epenthesis in Educated Yoruba-English speakers, with a view to identifying the constraint that is responsible for the realisation. Optimality Theory was employed as the theoretical basis. Thirty Educated Yoruba English speakers participated in the study by reading a text which contained several grammatical and content words that are peak-initiated. This was used alongside structured questionnaires. Recorded data were analysed perceptually and phonologically. Several words which would be meaningless to native speakers were derived. Where meaningful wordswere derived, the meaning of the new words altered the meaning of the entire sentences. H-epenthesis results from a high-ranking constraint, ONSET [h], which requires that syllables begin with the specified consonanth. This constraint, which accounts for unconscious insertion of [h] by the participants, ranks higher than DEP.Newly derived words were unfaithful to native speakers' input. This may contribute to communication failure between native speaker and Educated Yoruba English speakers.

This paper argues on the centrality of indigenous variety in language pedagogy. It follows the Descriptive Theory of linguistics, which “is aimed at descripting [sic] the facts of linguistic usage as they are” (Omachonu, 2011: 152) – i.e. as they occur in the linguistic environment -, to explain that such approach could serve as a better tool for teaching and learning of language theories. It instances Nigeria English (NE), presenting its uniqueness and adequacy for describing language theories. Without adulation, it contends that the variety exists, and goes further to explicate that theory should walk side-by-side with practice. An aspect of phonology (sounds) as well as an aspect of supraphonology (primary stress pattern) are used as the basis for the argument, which are also used to contrast Received Pronunciation (RP) with General American English (GA) and Nigerian English (NE) to expound that (NE) is sufficient enough to be used as a pedagogical tool in its context.

ABSTRAK Rodhiyah, Nur. NIM. 17203163045. 2020. Analisis Proses-proses Fonologis Pada Lirik Soundtrak Aladdin. Skripsi. Jurusan Tadris Bahasa Inggris. Fakultas Tarbiyah dan Ilmu Kegurusn. Institut Agama Islam (IAIN) Tulungagung. Dosen Pembimbing: Dr. Susanto, SS., M.Pd. Keywords: Analisis, Proses Fonologis, Soundtrak Fonologi merupakan salah satu cabang dalam Linguistik yang terfokus pada bunyi. Fonologi bisa berupa fungsi, kebiasaan, dan organisasi bunyi. Di bawah payung Fonologi, terdapat proses-proses fonologis. Proses-proses fonologis merupakan perubahan suara yang terjadi karena terjadi didalam lingkungan fonologis tertentu. Dalam penelitian ini, peneliti akan menganalisa proses-proses fonologis yang terjadi pada Lirik Soundtrak Aladdin. Terdapat dua rumusan masalah dalam penelitian ini. Rumusan masalah yang pertama adalah jenis proses fonologis apa yang terdapat pada lirik soundtrak Aladdin? Kedua adalah proses fonologis apa yang sering muncul dalam lirik soundtrak Aladdin? Tuj...

The differences between the two standards, while still fairly prominent in the first half of the 20th century, have greatly lessened in contemporary Russian. The emergence of a general pronunciation standard that integrates the features of both Moscow and St. Petersburg pronunciation is discussed in Comrie et al. (1996) and Verbickaja (2001). The present Illustration is based on the recording of a male speaker in his early forties, born and college educated in St. Petersburg, whose pronunciation is representative of the St. Petersburg standard pronunciation. This illustration is thus representative of the younger pronunciation norm that has emerged in the past 30-40 years as opposed to the accounts of Russian phonetics found, for instance, in Jones & Ward (1969) and Avanesov (1972). The examples below are transliterated according to the international scholarly system (see e.g. Kempgen n.d., Timberlake 2004) as follows: а б в г д е ё ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я a b v g d eëž z i j k l m n o p r s t u f x cčššč " y 'ė ju ja The broad transcriptions given below in slant brackets are phonemic (within the framework of the St.

Deletion, which involves loss of segment involving vowels and consonants, is a common phonological process in language. Existing studies have examined deletion in several languages and dialects with less attention paid to the spoken French of English-French Bilinguals in the University of Ibadan, Nigeria. This article therefore examined deletion as a dominant feature in the spoken French of forty-four English-French Bilinguals in the University of Ibadan in Oyo State, South West of Nigeria with a view to establishing the dominance of deletion in the spoken French of the selected participants and how the English-French bilinguals approximate to the Standard French (SF). The data collection was through tape-recording of participants" production of 30 sentences containing both French vowel and consonant sounds. The results revealed inappropriate deletion of vowel and consonant in the medial and final positions in their spoken French.

The study compares the first two formants' frequencies in the speech of male and female undergraduate speakers of Standard Nigerian English at the University of Lagos (UNILAG). The study examined eight monophthongs produced in the CVC context (hVd) by 40 males and 40 females, and analysed the vowel quality and phonetic vowel space used by the two gender groups using the Linear Predictive Coding and spectrogram techniques. The findings reveal that there are differences in vowel realisation and quality between male and female speakers, which affect their accents. Specifically, the male undergraduates exhibit compression in the phonetic vowel space while their female counterparts show expansion. This study contributes to the understanding of the vowel space in the speech of male and female speakers, and how these differences may influence speech accent.

Studies on Educated Edo English phonology have been on word stress and variable stress but studies on English syllabic consonants have been rare. Three hundred final-year university undergraduates were purposively sampled and two Standard English (SE) speakers served as Baselines. The aim was to examine Educated Edo English (EEE) speakers’ level of conformity to syllable weight insensitivity as established phenomenon in weak forms. Each of the participants produced 20 English prepared items into a Speech Filing System (SFS), version 1.41, subjected to auditory and instrumental analysis. Auditory analysis revealed that EEE speakers’ confirmed 250 (4.2%) instances of appropriate use out of expected result of 6000. Males’ performance was 2% and females 2.2%. Native baselines' performance established 100% as a result of their native intuition. Instrumental analysis revealed native baselines articulation at 0.017- 0.014msc; 0.009- 0.011msc with 0.031 and 0.020msc respectively and len...

This paperwork reviews the sub-segmental analysis, and examines the nasal segment in Yorùbá within the framework. This study is driven within the Q-theory framework. It analyses the cross level interaction in modelling segmental harmony in Q theory (Shih & Inkelas 2019, see also Inkelas & Shih 2015, 2017). Q-theory is a segmental decomposition representation. The segments (Qs) into linear strings of sub-segments (qs). This paper presents Yoruba as a case study taking the segment-internal timing into consideration. Harmony could be explained as phonological assimilation for features that may operate over a string of multiple segment. Nasal Harmony could be triggered by nasal consonants or vowels, and affects vowels or consonant as a language may permit. This paperwork therefore assumes that the overlapping of the sub-segments in the Yoruba nasal consonant environment contributes to why nasal consonants could co-occur with oral vowels rather than the nasal vowels. This paperwork is motivated by the richness of how the phonological tripartite segments, as well as segment-internal timing distinctions account for the nasal harmony in Yoruba. The data were secondarily collected as Yoruba has been largely worked on by different scholars. This paper shows among other thing that the nasal consonants do not co-occur with nasal vowels.

English is a major language spoken in Nigeria. It is being taught in Nigerian schools, from the nursery schools to the higher institutions. Being Nigeria's second and official language, as well as the lingua franca, the English language has received great prominence within the country and has been accorded a prestigious position. Despite this, most Nigerians find it difficult to interact with the native speakers of the English language when they migrate to native English speaking countries. This problem brings about the inability of some of these migrants to secure good jobs on time and make honest livings in those countries. To ascertain the major cause of this communication barrier, the researcher reviewed the experiences of fourteen individuals-seven native speakers of English, who had encounters with Nigerians, and seven Nigerian migrants to native English speaking countries. These experiences were relayed to the researcher through electronic social media and online training classes. The researcher discovered that the major cause of their communication barrier is the Nigerian English, which is commonly spoken and taught in Nigerian schools. Based on Communication Accommodation Theory and Behavioural Theory of Language Learning, the researcher recommended, among others, that Nigerians should be made to undergo intensive trainings on the variety of the English language spoken in the country they wish to migrate to before they are granted visa.

This paper is an investigation of the pronunciation patterns of English interdental fricatives by some Yoruba speakers of English at Obafemi Awolowo University (OAU), Ile-Ife. This was with a view to finding out the extent to which gender, the level of education, and the position in words of the interdental fricatives (i.e., the (th) variable as in think, pathetic, and path on the one hand, and the (dh) variable as in then, father, and clothe on the other hand) could affect the realisations of these two fricatives, otherwise known as (th) and (dh) variables. Data eventually used for this study were drawn from the reading performance of thirty-three informants who were of Yoruba origin. The thirty-three informants comprised 20 male and 13 female subjects with different levels of education ranging from undergraduate to doctoral. Our findings indicated that the (dh) variable was significantly affected by gender while the (th) variable was not. It was also demonstrated that while the (th) was significantly affected by the level of education of informants, the (dh) variable had no statistically significant association with the speakers' level of education. Finally, the results of the study revealed that the position in a word (whether initial, medial, or final) of each of the variables affected the realisations of the two variables significantly. It was therefore concluded that sociolinguistic variables such as gender and the level of education were capable of affecting the rendition of linguistic variables significantly.

English Education students are prepared to be English teachers as one of the sources in learning activity. However, the students still mispronounced some words including ones which contain inert letters. This study aimed to find out the most frequent errors made by the English Education Students in pronouncing inert letters and the factors of the inert letters' pronunciation errors. This study was a descriptive study which applied quantitative and qualitative approaches. The subjects of this study were 25 students of the English Education Study Program at Universitas Bengkulu. This study used recording, observation checklist, and interview as the instruments. Recording and observation checklists were used to gather subjects' pronunciation. In order to find the factors of the pronunciation errors, an interview was conducted. The pronunciation was analysed by using pronunciation checkers, Voice Notebook and Audacity. The interview results were analysed based on factors of pronunciation accuracy. The results showed that the most frequent errors of inert letters pronunciation made by the subjects were sounded inert letter /d/ of /-nd/ by 94% and silent inert letter /a/ of /-cal-/ by 88%. The interview generated some data which shows that the factors of subjects' pronunciation errors were native language, age, and amount of exposure to English.

The teaching of Phonetics and Phonology in multilingual classrooms now-a-days is fraught with multifaceted challenges. These are caused by students' abhorrence for the course, their displeasures at the compulsory status assigned to it, students' attitudes towards it, lack of basic and functional laboratory facilities and other social and psychological factors affecting learners who constitute the major classroom participants. This study investigates the teething problems encountered by teachers who teach Phonetics and Phonology in tertiary institutions; it uses a private university in Ogun State, Nigeria as a case study. The population of the study comprises all students from the Departments of Languages and Mass Communication of the University in question. The study adopts a descriptive research design and an ex post facto design; it equally uses Contrastive Linguistic Analysis (CLA) and Articulatory Phonology (AP) as theoretical frameworks. Also, Participant Observation Method and Focus Group Interviews were used as instruments for data collection. Simple random technique was adopted in selecting both the target population (of 35 students from 200 level and 300 level) and the data (3 lectures) for this study. One of the major findings was that the interference of students' Mother Tongue (MT) in the pronunciation of English sounds (especially those that were not in existence in their MT) was prominent in the practical classes; and this frustrated teacher's effort in teaching the course. The researcher therefore recommends that educational stakeholders (especially the government at all levels) should provide basic laboratory facilities, motivation and training for teachers who go extra miles to teach students Phonetics and Phonology; and ensure that they understand and practice it.

English in Pakistan has gone through an evolutionary process over the last century. The stage of deviations, inter-language and deficient varieties are over, and Pakistani English (PE) has, now assumed its independent entity among other non-native varieties. This study investigates the vowel sounds specific to the Pakistani variety of English and for this purpose, a sample population comprising fifty subjects including both males and females between the ages of eighteen to twenty five, belonging to Lahore, was randomly selected to obtain speech samples based on lists prepared by the researcher. All speakers were ethnically Punjabis who spoke Urdu at home and in their workplace or institution. Vowels and diphthong phonemes were studied from the recordings obtained. The results of the study showed that the Pakistani variety of English has restructured the sound system of English to suit its own sound system. For similar sounds, the pronunciation is the same as in Received Pronunciatio...

Scholarly attention, especially in the context of rhythmic patterns of Nigerian Hiphop and implication for Nigerian English pedagogy has been very rare. Hence,
the study inquires into whether or not Nigeria Hip-Hop could be an alternative
medium to teaching English rhythm in Nigerian schools, especially due to its
influx on Nigerian youths, and thereby improve on the pronunciation of L2
learners/speakers. The study sampled four songs from two artists’ rhythmic
patterns - Temilade Openiyi (TEMS) and Adedamola Adefolahan (Fireboy DML).
The lyrical lines of the selected songs were analysed using metrical grid; an aspect
of metrical phonology) to establish the isochronic patterns in the sampled
Nigerian Hip-hop songs through segmentation of selected lines of the lyrics in
order to establish whether or not divergence or convergence exist in the rhythm
patterns of selected Nigerian Hip-hop as noticed in Standard English songs.
Boersma and Weenink (2010), software tool for speech signal editing and
labeling, this was evident in the following instances://aɪ////keɪm// //ˈsɔːdɪnlɪ://
realised at equal timing of 0.2886 milliseconds (ms). //aɪ həv bɪn kɪlɪŋ// //ˈɛvriˌθɪŋ//
at 0.1904ms. //aɪ/ //əm// //ə////kɪŋ// at 0.2251ms; //juː// //dəʊnt// //fiːl// at
0.2901ms; //aɪ// //wɪʃ// //aɪ// //kʊd// //fiːl// //jɔː// //peɪn// at 0.210ms; //aɪ// //traɪd//
//tu// //tiːtʃ// //ˈjuː// at 0.3071ms; //aɪ// //wɪl/ /maɪnd/ //maɪ// //mænəs// at 0.310ms;
//fɪə// //ɪn// // mai// //maɪnd// /ɪz/ //ə// //ˈwɔːnɪŋ// at 0.215ms; //aɪ// //sɛd// //faɪv//
//ɪn ðiː// //ˈmɔrnɪŋ// at 0.234ms; //fɪə// //ɪn// // mai// //maɪnd// /ɪz/ //ə// //ˈwɔːnɪŋ//
at 0.3092ms; //aɪ ˈtraɪ tu// //ˈgɛt baɪ// //bʌt aɪm ˈbɜːnɪŋ// at 0.2967ms; //sɛnd//
//miː// //a// //lʌv// //ðæt// //juː// //kænɒt// //mɪz// at 0.214ms; //aɪ// //wɪl/ /maɪnd/
//maɪ// //mænəs// realised at 0.221ms; //wəʊnt// //teɪk// //ədˈvɑːntɪdʒ// at 0.318;
and //nəʊ// //mɔ// //dæmeidʒɪs// //naʊ// realised at 0.2011ms. This means the
syllables were realised at relatively equal timing. The study concludes that there
is a divergence in the rhythm patterns of Nigerian Hip-hop which makes it
significantly different from Standard British English rhythm structure. This
implies that the Nigerian Hip-hop rhythm tilts more towards syllable-timing than
stress-timing as earlier posited by Nigerian linguists hence may not be
appropriate to teach rhythm in Nigerian schools due to its inability to meet
national, international and social acceptability standard.

H-epenthesis in h-less words is reportedly a common characteristic of Yoruba-English bilinguals. This study investigated the possible cognitive motivation for h-epenthesis in Educated Yoruba-English speakers, with a view to identifying the constraint that is responsible for the realisation. Optimality Theory was employed as the theoretical basis. Thirty Educated Yoruba English speakers participated in the study by reading a text which contained several grammatical and content words that are peak-initiated. This was used alongside structured questionnaires. Recorded data were analysed perceptually and phonologically. Several words which would be meaningless to native speakers were derived. Where meaningful wordswere derived, the meaning of the new words altered the meaning of the entire sentences. H-epenthesis results from a high-ranking constraint, ONSET [h], which requires that syllables begin with the specified consonanth. This constraint, which accounts for unconscious insertion of [h] by the participants, ranks higher than DEP.Newly derived words were unfaithful to native speakers' input. This may contribute to communication failure between native speaker and Educated Yoruba English speakers.

Previous works on stress patterns of Yoruba English accent (YEA) have been investigated in reference to British English without substantial information on the cognitive processes that interplay in the prosody of localised lexemes in YEA. This paper, therefore, provides insight into the stress patterns of localised lexical items in YEA. McCarthy’s (2000) Harmonic Serialism for constraint interaction serves as the theoretical model for the analysis of the data. The constraints are engaged to interact with localised expressions in a quest to order/re-order stress patterns of the YEA. Sixty (60) Yoruba speakers of English serve as participants in the study. Their productions of the prepared lexical items are audio-taped to account for stress patterns in YEA. This conscious effort was made to perceive how localised lexical items such as pure water (RP: sachet water), area boys (RP: touts or hooligans) and future partner (RP: fiancé or fiancée) are stressed. Analysis revealed that 69.95% and 30.05% of respondents assigned prominence that satisfied Left Head Rule (LHR) and Right Head Rule (RHR), respectively. The study is important as these lexical markers are common and have chances to be codified in Nigerian English (NigE) as standardisation is ongoing. From the data analysis, the constraint ranking was steady for all the phrases tested as HPC>>NSR>>ROOTING>>GER>>PPA>>LHR>>RHR in different forms.


Keywords: Harmonic Serialism, Stress, Localized Lexemes, Yoruba English Accent

This research investigates the comparison between Batusangkar sub-dialect and Lintau Buo sub-dialect, which focuses on phonetic and phonological aspects. The aim of this study is to identify the types of sound changes that occur between two sub-dialects in the same language from phonetic and phonological aspects. This research used a descriptive method. The researcher used elicitation techniques in conducting interviews to collect data from each informant. The results of this study indicate that there are 13 sound changes, which are divided into 5 vowel changes, that are [a] to [əʊ], [ɪ], [ə], and [ɑ:] to [ɔ:]. Then, 4 consonant changes, that are [k] to [ɳ], [r] to [w] and [ɰ], and [t] to [m], and 4 diphthong changes, that are [ɪa] to [ɪə] and [ɪʊ], [ʊa] to [ʊə] and [ʊ]. In addition, there are sound changes caused by phonological processes; assimilation, dissimilation, insertion, and deletion. Furthermore, there are several words that have full vocabulary changes. The results show t...

Scholarly attention, especially in the context of rhythmic patterns of Nigerian Hiphop and implication for Nigerian English pedagogy has been very rare. Hence,
the study inquires into whether or not Nigeria Hip-Hop could be an alternative
medium to teaching English rhythm in Nigerian schools, especially due to its
influx on Nigerian youths, and thereby improve on the pronunciation of L2
learners/speakers. The study sampled four songs from two artists’ rhythmic
patterns - Temilade Openiyi (TEMS) and Adedamola Adefolahan (Fireboy DML).
The lyrical lines of the selected songs were analysed using metrical grid; an aspect
of metrical phonology) to establish the isochronic patterns in the sampled
Nigerian Hip-hop songs through segmentation of selected lines of the lyrics in
order to establish whether or not divergence or convergence exist in the rhythm
patterns of selected Nigerian Hip-hop as noticed in Standard English songs.
Boersma and Weenink (2010), software tool for speech signal editing and
labeling, this was evident in the following instances://aɪ////keɪm// //ˈsɔːdɪnlɪ://
realised at equal timing of 0.2886 milliseconds (ms). //aɪ həv bɪn kɪlɪŋ// //ˈɛvriˌθɪŋ//
at 0.1904ms. //aɪ/ //əm// //ə////kɪŋ// at 0.2251ms; //juː// //dəʊnt// //fiːl// at
0.2901ms; //aɪ// //wɪʃ// //aɪ// //kʊd// //fiːl// //jɔː// //peɪn// at 0.210ms; //aɪ// //traɪd//
//tu// //tiːtʃ// //ˈjuː// at 0.3071ms; //aɪ// //wɪl/ /maɪnd/ //maɪ// //mænəs// at 0.310ms;
//fɪə// //ɪn// // mai// //maɪnd// /ɪz/ //ə// //ˈwɔːnɪŋ// at 0.215ms; //aɪ// //sɛd// //faɪv//
//ɪn ðiː// //ˈmɔrnɪŋ// at 0.234ms; //fɪə// //ɪn// // mai// //maɪnd// /ɪz/ //ə// //ˈwɔːnɪŋ//
at 0.3092ms; //aɪ ˈtraɪ tu// //ˈgɛt baɪ// //bʌt aɪm ˈbɜːnɪŋ// at 0.2967ms; //sɛnd//
//miː// //a// //lʌv// //ðæt// //juː// //kænɒt// //mɪz// at 0.214ms; //aɪ// //wɪl/ /maɪnd/
//maɪ// //mænəs// realised at 0.221ms; //wəʊnt// //teɪk// //ədˈvɑːntɪdʒ// at 0.318;
and //nəʊ// //mɔ// //dæmeidʒɪs// //naʊ// realised at 0.2011ms. This means the
syllables were realised at relatively equal timing. The study concludes that there
is a divergence in the rhythm patterns of Nigerian Hip-hop which makes it
significantly different from Standard British English rhythm structure. This
implies that the Nigerian Hip-hop rhythm tilts more towards syllable-timing than
stress-timing as earlier posited by Nigerian linguists hence may not be
appropriate to teach rhythm in Nigerian schools due to its inability to meet
national, international and social acceptability standard.

Pakistan falls into the outer-circle countries where English is used as second language. The indigenization process has caused much variation in spoken as well as written English. It is observed that a new variety of non-native Englishes is in the making, i.e. Pakistani English (PakE). The current study looks into this observation through acoustic analysis of the vowels of PakE, to determine whether PakE can be claimed as an indigenous variety of Asian Englishes on the basis of its monophthongs. The study examined the monophthongs of PakE. For the analysis, 30 participants (15 male and 15 female) were chosen from among the students of MPhil English University of Sargodha Pakistan, who were working on their dissertations after completing their course work. It was also considered that all of them were aged from 22 to 26, were using Urdu as their mother tongue, and were exposed to English since their primary schooling. Monosyllabic words with /hVd/ context were selected and recorded using a carrier phrase in a noise free environment with the help of hi-tech equipment. For the measurement of formants, i.e. F1 and F2, and the durational properties, PRAAT was used. Tukey's HSD Test was also performed to examine whether the values of formants are significantly different. The results proved that PakE has nine pure vowels (unlike SBE which has twelve). On the basis of the results, the conclusions were drawn that PakE is a different variety of non-native English with its distinct set of vowel phonemes.

Pronunciation test in using the English Pronunciation British application is very important for students but many vocations provide English material that is still general and not specific to the style. This research aimed to determine the students' abilities and mistakes in pronouncing long and short vowels in English vocabulary. The method used in this research is descriptive qualitative. The pronunciation test was used as an instrument for the research. First, a pronunciation test is given to students to read 20 words of vocabulary. Researchers used recordings in the English Pronunciation application to obtain data. Researchers analyzed students' needs using descriptive analysis. According to the research results, the respondent's ability in pronouncing long vowels has a score of 804% and short vowels have a score of 840%. The problem that the respondent is aware of is the pronunciation of long vowels which have a low score. Teachers must be creative enough to design b...

Deletion, which involves loss of segment involving vowels and consonants, is a common phonological process in language. Existing studies have examined deletion in several languages and dialects with less attention paid to the spoken French of English-French Bilinguals in the University of Ibadan, Nigeria. This article therefore examined deletion as a dominant feature in the spoken French of forty-four English-French Bilinguals in the University of Ibadan in Oyo State, South West of Nigeria with a view to establishing the dominance of deletion in the spoken French of the selected participants and how the English-French bilinguals approximate to the Standard French (SF). The data collection was through tape-recording of participants’ production of 30 sentences containing both French vowel and consonant sounds. The results revealed inappropriate deletion of vowel and consonant in the medial and final positions in their spoken French. Keywords: English-French bilinguals, Vowel deletion,...

The occurrence of phonological interference can be found if the native is able to acquire multilingually. The research aims to reveal the phonological aspects causing phonological interference and establish the strategies for avoiding interference. Students of the English literature department that take English Language Teaching (ELT) and speak Javanese, Indonesia, and English language become the primary sources of this research. The method used in this research is a descriptive qualitative as research design and the theory of Geoffry S. Nathan for the analysis. Meanwhile, Marsono’s theory is employed to compare it with vocal, diphthong, and consonant in Javanese language. The finding shows that phonological interference comes from a segmental aspect, totaling errors up to 99 and 189 in the suprasegmental aspect. In the segmental aspect, errors of English pronunciation were found on the assimilation of speech implementation based on vowel, diphthong, and consonant. Meanwhile, in the...

Phonology is divided into two aspects in terms of English pronunciation; those are segmental and suprasegmental aspects. Those two aspects can be easily used in daily conversation.Nevertheless, the occurrence of phonological interference can be found if native able to acquire multilingually. The research aims to reveal the phonological aspects caused phonological interference and establish the strategies for avoiding interference. Students of the English literature department that take English Language Teaching (ELT) and speak Java, Indonesia, and English language become the primary sources of this research. The reason for choosing students as respondents because phonological intereference can be found in educational level. The methodology used in this research is a descriptive qualitative as research design and researcher as the main research instrument. The researcher presented the data in a form table and description and used the theory of Geoffry S. Nathan to ease the analysis o...

The spoken English in Nigeria exhibits features that are explicitly distinctive, and thus, a cynosure for linguistic investigation. This paper undertakes a study of the pronunciation patterns of English words by final-year university undergraduates drawn from four Nigerian universities. Sixty-five (65) respondents, all of them Nigerians, were selected from nineteen linguistic groups using the stratified random sampling technique. The subjects for the study comprised Nigerians with varying sociolinguistic, ethnic, cultural and educational backgrounds. Adopting an eclectic approach for its theoretical thrust, the paper observes that the performance of the respondents poses some major challenges to L2 teachers of English in Nigeria generally. However, the researchers equally observe that there are some prospects depending on the approaches or methodologies adopted for learners and trainees. Based on this observation, the study re-emphasizes the need for appropriateness in pronunciation...

Phonology of Tamil language and Indonesia is very different. Several words are loanwords that are taken from Tamil language. Approximately 30 loanwords of Indonesian are taken from Tamil language. It is possible phonological changes occurred when the words is absorbed into Indonesian language. This study aims to investigate phonological changes that occur in the process of Tamil language absorption into Indonesia language and explains the phonological rules of the changes sound.  In this study the writer uses the list of loanwords contained in the article owned by Russel Jones entitled “Loan Word in Contemporary Indonesia”. In method of collecting data, the writer is using noting technique and observation. Then in analyzing the data, the writer uses theory of transformational generative phonology .The result of this study proves that in a loanword there is more than one sound change. The writer found vocal and consonant sound changes in the process of Tamil absorption. There are thr...

Abstract
This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of the 12 Hausa vowels produced by Yorùbá native speakers when learning Hausa pronunciation. The objective of the study is to identify the errors committed in the pronunciation of disyllabic Hausa words among Yorùbá native speakers. Phonemic distinction between Hausa and Yorùbá seems to cause learning difficulties for Yorùbá learners of Hausa as a second language. The study centred on the standard Hausa vowels that are often substituted in the first and second syllables in Yorùbá speakers’ pronunciation of disyllabic Hausa words. This is a production task. Forty-eight (48) participants who were at least 18 years and were in NCE 3 at Adeyemi College of Education, Ondo were sampled purposively. Each participant was asked to read aloud the already prepared stimuli in carrier phrases. The data were collected in an audio-tape and were played back, listened to, transcribed and then analysed based on themes and percentages. The identified errors were categorised and explained in line with Corder’s (1967) ‘Error Analysis Model’, and Flege & Bohn’s (2020) Revised Speech Learning Model. The results showed that in the first syllable, the following substitutions took place: /ɑ/ → [ɑ:] and [o:]; /u/ → [o:] and [u:]; /ɑi/ → [e:]. In the second syllable, the following substitutions were observed: /i/ → [i:], [e:], and [ɑ:]; /ɑ/ → [ɑ:]; /u/ → [ɑ:], [o:], and [u:]; /ɑi/ → [i], [e:], and [ɑ]; as well as /ɑu/ → [o:]. One of the implications of such substitutions is mispronunciation.

Keywords: Pronunciation, Error, Detection, Yorùbá, Substitution.

ENGLISH: As a social phenomenon, phonetics is an important part of the formation of sound to convey messages. Other studies also discussed phonetics a lot, instead of discussing it in-depth, they only examined errors in segmental features through the mother tongue effect. They did not research phonetic errors through the English language itself by using the imitation concept. The object of this research is the recording from the 6th semester students of the English Literature Department at UIN Maulana Malik Ibrahim Malang. The researcher chose the 6th semester students of the English Literature Department because they had taken several Speaking courses which should be able to minimize pronunciation errors in presentation activities. The research aims to find out imitation words that are adapted through patterns of mispronunciation by students of sixth semester of the English Literature Department at UIN Maulana Malik Ibrahim Malang. This study uses descriptive qualitative method bec...