1.1 Introduction
Phonology is the branch of linguistics that deals with the systematic organization of sounds in languages. According to Crystal (2019), phonology is concerned with how sounds function within a particular language or across languages to convey meaning. in the context of English, phonology encompasses the study of sound patterns, stress, intonation, and rhythm that enable clear and effective communication. The mastery of these phonological elements is essential for learners of English as a second language, especially in multilingual countries like Nigeria where English serves as the lingua franca and the official medium of instruction in schools. In Nigeria, English occupies a prestigious position as both a language of education and a vehicle of social mobility. As noted by Banjo (2018), competence in spoken English is often regarded as a measure of one’s educational attainment and intelligence (Banjo, 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The introduction of English to Nigeria dates back to the 16th century during the early trade contacts with the British, but it was during the colonial period in the 19th century that English became firmly established as the language of administration, education, and governance. According to Banjo (2018), the British colonial government introduced English as the official medium of instruction in schools to serve administrative and missionary purposes. Over time, English assumed a dominant position, replacing indigenous languages in formal communication and education.
Language plays a vital role in human communication, education, and social interaction. Among the four language skills listening, speaking, reading, and writing speaking remains the most visible measure of a learner’s linguistic competence. The spoken form of any language is primarily governed by its phonological system, which determines how sounds are produced and understood. Phonology, therefore, is central to language learning and teaching, particularly for learners of English as a second language. According to Crystal (2019), phonology refers to the study of sound systems and the patterning of sounds in human language. It focuses on how speech sounds function, combine, and convey meaning.
In Nigeria, English holds a special place as the language of instruction, administration, and inter-ethnic communication. Banjo (2018) asserted that English serves as both the language of prestige and upward mobility, being the key to success in education and official communication. Despite this importance, many Nigerian secondary school students experience significant phonological problems when speaking English. Akindele and Adegbite (2019) reported that most learners transfer features of their indigenous languages into English speech, thereby producing sounds that deviate from standard pronunciation. This phenomenon, commonly known as mother tongue interference, greatly affects their oral intelligibility and confidence.
Olaofe (2021) contended that these challenges arise from inadequate emphasis on the oral aspects of English in the secondary school curriculum. Teachers often focus on grammar, vocabulary, and comprehension exercises, while the teaching of phonology receives minimal attention. The absence of practical oral drills, phonetic training, and pronunciation practice means that students rarely acquire the correct articulation of English sounds. Similarly, Adegbite (2020) affirmed that the lack of instructional resources such as language laboratories, phonetic charts, and audio-visual materials hinders students’ ability to perceive and produce English sounds accurately.
Furthermore, the multilingual nature of Nigeria contributes to the complexity of English pronunciation. With over 500 indigenous languages, students bring diverse phonological backgrounds to the classroom, which influences how they interpret and produce English sounds. Akinjobi (2018) stated that certain English phonemes, such as the interdental fricatives /θ/ and /ð/, and the central vowel /ɜː/, do not exist in most Nigerian languages, making them difficult for learners to pronounce correctly. As a result, substitutions like /t/ for /θ/ or /d/ for /ð/ are common among Nigerian learners, leading to mispronunciations such as “tink” for “think” or “dis” for “this.”
Another major factor influencing students’ phonological performance is the linguistic model available in their learning environment. Many teachers of English in Nigerian schools themselves exhibit non-standard pronunciation patterns due to similar phonological interference from their mother tongues. Uzoezie (2017) asserted that this creates a continuous cycle where erroneous speech patterns are reinforced rather than corrected. Consequently, students adopt these speech habits and replicate them in both academic and social settings.
The sociocultural context also plays a significant role. In some communities, students who attempt to pronounce English words in the standard form are mocked for “speaking through the nose” or “forming,” which discourages phonological practice and perpetuates poor pronunciation habits. Ekong (2020) reported that students’ negative perception towards oral English reduces their motivation to participate in pronunciation exercises, further deepening their phonological deficiencies. This study is set against the backdrop of these persistent phonological challenges, inadequate instructional practices, and socio-linguistic influences affecting students’ mastery of English pronunciation in Nigerian secondary schools.
1.3 Statement of Problems
Investigation revealed that the ability to communicate effectively in English is one of the most essential skills expected of students in Nigeria, especially as English serves as the country’s official language and the primary medium of instruction in schools. However, despite several years of exposure to English language instruction, many secondary school students still face serious phonological difficulties that affect their pronunciation, fluency, and overall intelligibility.
The problem is further compounded by inadequate teacher training and lack of instructional materials specifically designed to address phonological competence. Many English teachers are more concerned with grammar and comprehension aspects of the curriculum, neglecting the oral component that enhances phonological awareness. On the other hand, some students perceive phonology as a difficult aspect of English, thereby paying little attention to oral exercises and pronunciation lessons.
Furthermore, the classroom environment and teaching aids available to support phonological learning are often inadequate. Schools may lack functional language laboratories, audio-visual materials, and interactive phonetic software that would allow students to model and correct their speech patterns effectively. As a result, students continue to rely on their teachers’ speech patterns, which may not always reflect the standard pronunciation of English. It is against this backdrop that this study seeks to investigate the phonological issues encountered by secondary school students studying English language.
1.4 Aim and Objectives of Study
The general aim of this study is to investigate the phonological difficulties experienced by secondary school students in the learning of English language and to suggest effective solutions for overcoming these challenges.
The specific objectives of this study are:
- To identify the major phonological problems encountered by secondary school students studying English language.
- To examine the extent to which mother tongue interference affects students’ pronunciation of English words.
- To assess the adequacy of teaching methods and resources used in teaching English phonology in secondary schools.
- To investigate teachers’ competence in teaching oral English and pronunciation.
- To evaluate students’ attitudes towards learning phonology in English language.
- To suggest possible strategies for improving phonological competence among secondary school students.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- What are the major phonological problems encountered by secondary school students studying English language?
- To what extent does mother tongue interference affect students’ pronunciation of English words?
- How adequate are the teaching methods and instructional resources used in teaching English phonology?
- What is the level of teachers’ competence in teaching pronunciation and oral English?
- What are students’ attitudes towards learning phonology in English language?
- What strategies can be employed to improve phonological competence among secondary school students?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between mother tongue interference and students’ phonological performance in English language.
- H1: There is a significant relationship between mother tongue interference and students’ phonological performance in English language.
Hypothesis Two
- H0: There is no significant relationship between teachers’ competence and students’ mastery of English pronunciation.
- H1: There is a significant relationship between teachers’ competence and students’ mastery of English pronunciation.
1.7 Significance of Study
The outcome realized from the research findings will have significance for various stakeholders:
- The study will help students recognize and overcome their pronunciation challenges, leading to improved confidence and fluency in spoken English.
- It will guide teachers in adopting effective pedagogical strategies for teaching phonology, such as phonetic drills, audio-based exercises, and speech modeling.
- It will provide useful data for revising the English curriculum to include more practical phonological training and oral assessments.
- The study will inform school administrators about the need to equip language laboratories and provide teachers with continuous professional development opportunities.
- Lastly, this research will serve as a valuable reference for future studies in applied linguistics, language acquisition, and phonology, especially in multilingual contexts like Nigeria.
1.8 Scope of Study
This study is focused on phonological issues encountered by secondary school students studying English language in Ogun State, Nigeria, with special attention to selected public and private secondary schools within Abeokuta South Local Government Area.
1.9 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Phonology:
Phonology is the study of sound systems in human language, focusing on how sounds are organized and function to convey meaning (Crystal, 2019).
Phoneme:
A phoneme refers to the smallest distinctive sound unit in a language that can change the meaning of a word (Roach, 2009).
Mother Tongue Interference:
Mother tongue interference is the influence of a speaker’s first language on the pronunciation and structure of a second language (Akindele & Adegbite, 2019).
Pronunciation:
Pronunciation is the act of producing the sounds of speech clearly and accurately according to the norms of a language (Akinjobi, 2018).
Intonation:
Intonation is the variation of pitch in speech that conveys meaning, emotion, or emphasis (Wells, 2006).
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