NATIVE SPEAKERS OF ENGLISH
BY
SANI MUSA IBRAHIM
AIS/15/LIN/00167
DECEMBER, 2018.
MONOPHTHONGIZATION OF ENGLISH DIPHTHONGS AMONG HAUSA
NATIVE SPEAKERS OF ENGLISH
BY
SANI MUSA IBRAHIM
AIS/15/LIN/00167
A RESEACH PROJECT SUBMITTED TO THE DEPARTMENT OF
LINGUISTICS AND FOREIGN LANGUAGES, FACULTY OF ART AND
ISLAMIC STUDIES, BAYERO UNIVERSITY KANO, IN PARTIAL OF THE
FULFILIMENT OF THE REQUIREMENT FOR THE AWARD OF THE
DEGREE OF BACHELOR OF LINGUISTICS.
DECEMBER, 2018.
DECLARATION
I hereby declared that this project has been written by me and it is a record of my
Research work. No part of this work has been presented in any previous
Application For any degree or diploma in this or any other institution. All borrowed
Information has duly acknowledged in the text and a list of references
Provided.
----------------------- ------------------------
SANI MUSA IBRAHIM DATE
AIS/15/LIN/00167
CERTIFICATION
The work titled Monophthongization of English diphthongs among Hausa native
Speakers of English by Sani Musa Ibrahim (AIS/15/LIN/00167) meets the regulation governing the Award of degree of bachelor of linguistics, Bayero University, Kano and is approved for its contribution to knowledge and literary presentation.
--------------------------- ---------------------------
Dr. Maimuna A. Isma’il DATE
Project supervisor
------------------------ --------------------------
Dr. Isah Y Chamo DATE
Head of Department
DEDICATION
This research work is dedicated to my lovely parent Hajiya Khadija Umar Lula and
ALH Ibrahim Musa may his soul rest in peace and that of my grandmother Hajiya
Maryam popularly known as Hajiya Talatu Baba Trader. May Allah (SWA) grand
them Jannatul Firdaus. Ameen.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the most merciful, the powerful and the most justice and sympathetic, the one and only, the king of leaders who only has the power and ability to collect our soul before the blinking of an eyes. All thank be to almighty Allah (SWA) for Giving us the prophet Muhammad (S A W). As the messenger of Allah. The key of Enter Paradise.
Therefore I will like to express my appreciation to my capable supervisor in parson of Dr. Maimuna A. Isma’il for her guidance and precious time to supervise my work to completion. May Allah bless you and your family all. I also appreciate the effort of all members of staff, our respectable lecturers, knowledgeable, qualifier, official gifted, selected among the best whose always use their time, energy, hardworking and make a deep research around day and night in order to improve our future and make us to be good people for the society; Prof Hafiz Miko Yakasai, Prof Garba Kawu Daudu, Prof Aliyu Musa. Prof Mukhtar Yusuf, Dr. Isah Y. Chamo, Dr. Tijjani Almajir, Dr. Anas, Dr. Halima Sani, Dr. Maimuna A Isma’il, Dr. Ummulkhair, Malama Zarau I Waya, Mal. Yahaya, Mal. Abba Tahir, Mal Mohammad Also Mal Isah. etc
I most to thank and send a countless greeting respectable to my lovely parent Ibrahim Musa may his soul rest in peace and Khadija Umar the sweet mum, the one who sees the best in me even when I drive her crazy. I thank you all for the sacrifice you have made for me. I will not forget my uncles and aunties Baba Sunusi, and Firdausi Baba, Hassana Sani, Fatima Ahmad, and Hauwa’u Ahmad. They are all my bank account to which I never deposit a penny but I can withdraw a lot amount which I want anytime anywhere. I love you all my lovely pillars, May Allah shows mercy on you and your children as you always been showing to me right from my childhood up to date. May He reward you with the best of reward.
My special thanks goes to my uncle in parson of Murtala Uba Muhammad for his concerned showed during my studies. Without your contribution my work will not be done successful. Thanks a lot for your contribution.
My appreciation goes to the entire family of Baba Trader especially my grandmother Hajiya Talatu Baba, Umma Baba, Firdausi Baba, Sunusi Baba and his wife Hajiya karimatu, Alh Kabiru Baba and his wives Hajiya Lami and Hajiya Halima. I will not forget you my sisters: Maryam, Aisha, Hassana, Rukayyat Kabir for your concerned showed during my studies. Also special thanks to those that are not be mentioning. Thank you a lot.
My special thanks to my loving, caring and next of kin in parson of Auwal Ahmad, Muhammad Sani (Gwani) and my brother Usman Salisu and my bloody friends Amar Abdulmudalif, Hassan Uba and Aliyu Umar you also help immensely.
My appreciation goes to all my entire friends as well as brothers in parsons of Sadiq, Munir, Idris, Fahad, Mu’azu, Yahaya, Goga Also Abba (Lanu), Rabiu, and shu’ab thanks you all for your support.
It’s hard to forget someone who give you so much to remember in parson of Umar Abubakar. I should not forget to send a fantastic greeting and even lovely to those that we meet in IJMB in parson of Abba Nuhu Yakubu, Mukhtar Dauda jammaje,Umar Sulaiman, Amin Dauda, Sadiq Idris, Muhammad Usman and those unmentioned. Also those we meet here in BUK in parsons of Saifullahi A Danburji, Bashir Abba Bala, Zaharaddeen Umar (prof), Zaharaddeen Rabiu, Jamil Murtala, Abba Gambo, Munir S Zakariya, Ahmad Abdurrahan, Mu’az U Mu’az, Muhammad Jogana, Amina Rabiu (aunt) and those unmentioned with the courage, guidance, prayer and advice who always share ideas, intellectuals that lead to the success of my academic endeavour. I will not forget your effort; I love you all.
LIST OF TABLE
Table Title Page
Fig1 English Vowel Charts
Fig2 Diphthongs Chart
Fig3 Cantering Diphthongs
Fid4 Hausa Vowel Chart
Fig5 Hausa Diphthongs Chart
Table1 words with diphthongs/ei/
Table2 words with diphthongs/ai/
Table3 words with diphthongs/ɔi/
Table4 words with diphthongs/əʊ/
Table5 words with diphthongs/aʊ/
Table6 words with diphthongs/iə/
Table7 words with diphthongs/ʊə/
Table8 words with diphthongs/eə/
TABLE OF CONTENTS
Title Page-------------------------------------------------------------------------------------
Approval Page-------------------------------------------------------------------------------
Declaration-----------------------------------------------------------------------------------
Certification---------------------------------------------------------------------------------
Dedication-----------------------------------------------------------------------------------
Acknowledgements-----------------------------------------------------------------------
List of table--------------------------------------------------------------------------------
Table of Content-------------------------------------------------------------------------
1.0 CHAPTER ONE
1.1 Introduction----------------------------------------------------------------------------
1.2 Background of the study-------------------------------------------------------------
1.3 Statement of the problem-------------------------------------------------------------
1.4 Aim and objectives-------------------------------------------------------------------
Significance of the study---------------------------------------------------------------
1.5 Scope and delimitation----------------------------------------------------------------
1.6 Methodology---------------------------------------------------------------------------
1.7 Definition of the term-----------------------------------------------------------------
1.8 Conclusion ----------------------------------------------------------------------------
2.0 CHAPTER TWO
2.1 Introduction-------------------------------------------------------------------------
2.2 Phonology-----------------------------------------------------------------------------
2.3 Description of vowel sounds------------------------------------------------------
2.4 Classification of vowel sounds---------------------------------------------------
2.5 Importance of vowel sounds--------------------------------------------------------
2.6 English vowel sounds-----------------------------------------------------------------
2.7 Hausa vowel sounds----------------------------------------------------------------
2.8 Contrastive analysis between English and Hausa-------------------------------
2.9 Experimental investigation of monophthongization of English diphthongs------
2.10 Related literature review -------------------------------------------------------------
2.11 Conclusion-----------------------------------------------------------------------------
3.0 CHAPTER THREE
3.1 Research design-------------------------------------------------------------------
3.2 Research question------------------------------------------------------------------
3.3 Population and sampling technique----------------------------------------------
3.4 Research instrument----------------------------------------------------------------
3.5 Procedure for data collection-----------------------------------------------------
3.6 Method of data analysis-----------------------------------------------------------
3.7 Limitation---------------------------------------------------------------------------
3.8 Conclusions-------------------------------------------------------------------------
4.0 CHAPTER FOUR
4.1 Data presentation and analysis--------------------------------------------------
4.2 Discussions ----------------------------------------------------------------------
4.3 Summary--------------------------------------------------------------------------
5.0 CHAPTER FIVE
5.1 Summary of the work------------------------------------------------------------
5.2 Conclusion-----------------------------------------------------------------------
5.3 Recommendations---------------------------------------------------------------
5.4 References-------------------------------------------------------------------------
CHAPTER ONE
GENERAL INTRODUCTION
Introduction
The chapter will focus on; background of the study, statement of the problem, aim and objectives, significance of the study, methodology, definition of terms and conclusion.
1.1 Background of the study
As human beings, one cannot overlook the primacy of speech in human communication. It is an acknowledged fact that human beings speak before they write and more time is spent in speaking than writing in a lifetime. This is the case all over the world where there are thousands of languages. A normal human being will at least be able to speak one language and in fact individuals are endowed with the ability to speak more than one language but may have varying degree of the command of the of different repertoires. English is a language left behind in Nigeria by the British at the end of colonial administration. It is now the language of government, business, commerce, the mass media, internal and external communication and so on. Since the inception of the English language in Nigeria, it has been considered the second language to most Nigerians.
Therefore, English is one of the effective media of communication among Nigerians from different linguistic backgrounds. The multilingual nature of the Nigerian society leads to many regional variations in their use of English, because the different languages have their accent directly or indirectly transferred to English. It is however important to note that the consequence of bilingualism which is the direct influence of one language on the other is already rearing its head in Nigeria. This is because it has been observed that most Nigerian speakers of English mispronounce so many English words.
Interestingly, the problem is not restricted to the uneducated; it is also a rampant among elite or the educated people too. Could this problem be as a result of ignorance, or purely an influence which those affected have no control over?
Whatever might be the cause, this research work hopes to seek and find out.
In Nigeria, certain pronunciation patterns are identified with members of an ethnic group and when all or most of the markers of the group’s accent are present in a particular speaker, one can be certain that the speaker in question is a member of that particular ethnic group. In a bid to find out the problem of monophthongization of English diphthongs among the Hausa native speakers of English , the research is carried out by comparing the actual sounds ought to be pronounced and the way the students produce them. Based on the findings, recommendation shall be given as necessary.
1.2 Statement of the Problem
It is a well-known fact that the pronunciation of a second language (L2) poses problems of different kinds to (L2) speakers. Despite the conscious effort made by the teachers, parents, and government to impart good speaking habits in students from primary school to the tertiary levels, most students have failed to satisfy the expectations of articulating the English sounds well, especially when it comes to English diphthongs. For example, in the pronunciation of the word “gate” /geit/, most of the Hausa native speakers of English mispronounce the word by monophthongizing the diphthong /ei/ to /e/ as get /get/. This problem has continued to persist in particular when those that are expected to impart the knowledge fail to practice what they teach.
1.3 Aim and Objectives
The study aim to examine possible areas of monophthongization of English diphthongs among Hausa native speakers of English language. The specific objectives of the study are:
1. To carefully know where Hausa native speakers of English have problem in pronouncing English diphthongs.
2. To linguistically account for what are the causes of their mispronunciation of English diphthongs.
3. To find out how the problems affect student’s pronunciation of English.
4. To find out wither there is some similarities between English and Hausa diphthongs
1.4 Significance of the Study
Mispronunciation of English diphthongs among Hausa native speakers of English language, is very common. This is what leads to misunderstanding of speeches, especially when speech contains many words that have diphthongs.in a not shall, I will try to revisit the work of others who make various research on this. Therefore, this research will be significant to all Hausa native speakers of English.
1.5 Scope and Delimitation
Phonology is the study of system of speech sounds in a language, or the system of sound itself. It investigates the sound differences that are linguistically relevant in a language, and how the sounds pattern as a system (McGregor, 2009).
The above definition shows how broad the field “phonology” is. This is what makes the research to delimit itself on a specific aspect of English phonology which is English diphthongs in relation to the problems that second learners of English language make in their pronunciation. The research focuses on Hausa native speakers of English language, with regards to the monophthongization of English diphthongs.
1.6 Methodology
This study investigates the problem of monophthongization of English diphthongs among Hausa native speakers of English. The research will be carried out by using a tape recorder to record the students while pronouncing some selected words.
The population involved in the study consist of some selected Hausa native speakers of English, forty (40) in number to be exact. To avoid difficulty in using all the Hausa native speakers of English, the researcher decided to choose forty (40) students from the four faculties in the university. Ten (10) students from Faculty of Arts and Islamic Studies, ten (10) from Faculty of Agriculture, ten (10) from Faculty of social and management Sciences and ten (10) from Faculty of Pure and Industrial Chemistry. The selected students were chosen through random sampling. The research instrument to be used in this research would be researcher-constructed tests, and direct observation of how students pronounce the English words. The researcher will use the constructed-tests to collect the information from the above sample students. The test meant for the students comprises of forty words which contain English diphthongs.
1.7 Definition of terms
In this section as the heading suggests, the research shall define the terms which shall frequently be referred to in the course of this research. This is in order to put the reader in a position of understanding exactly what or where the research is heading to. The terms to be defined are as follows:
Language acquisition: According to (G Yule, 1996; p190), language acquisition refers to the gradual development of ability in a language by using it naturally in communicative situations.
Language learning: Language learning applies to more conscious process of accumulating of the knowledge of the vocabulary and grammar, of a language, typically in institutional setting (G Yule, 1996; P191).
Mother tongue: According to Longman Dictionary of contemporary English, this refers to the first and main language that a person learned when he was a child. Also Oxford Learner Dictionary said mother tongue refers to a parson’s native language.
Native speaker: According to Longman Dictionary of contemporary English, native speaker refers to someone who has learned a particular language as his first language, rather than as a foreign language.
Accent: According to (George Yule, 1996; p226) an accent is the description of aspects of pronunciation which identify where an individual speaker is from, regionally or socially.
Monophthongs: are also called pure vowels. They are made up of seven short vowels and five long vowels. A pure vowel is a single sound made with the free flow of air out of the mouth. (Ukamaka C.I. 2010; P301)
Diphthongs: is a sequence of two vowel sounds. These are the sounds in which within one syllable, there is a “glide” from one vowel to another during the course of production (Vitoria, Robert and Nina, 1962; p248).
Monophthongization: this is a change of vowel quality from a diphthongs to a monophthong. (Ladefoged, 1982: ch4).
Conclusion;
The main aims of this research is to investigate the problems of monophthonzation of English diphthongs among Hausa native speakers of English language. Therefore, this chapter made up of introduction, background of the study, statement of the problems, aims and objectives, significance of the study, scope and the limitation, methodology, and definition of the terms.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter reviews the works of various researchers to enable us to evaluate their views and findings concerning the object of this study namely monophthongization of English diphthongs among Hausa native speakers of English. In view of these, the chapter will talk about, phonology, description of vowel sounds, classification of vowel sounds, importance of vowel sounds, English vowel sounds, Hausa vowel sounds, contrastive analysis between English and Hausa vowel sounds and the experimental investigations of monophthongization of English diphthongs.
2.1 Phonology
Phonology is essentially the description of the system and patterns of speech sounds in a language (Yule, 2010, p54). It is in effect, based on a theory of what every speaker of language unconsciously knows about the sound pattern of that particular language. Because of this theoretical status, phonology is concerned with the abstract or mental aspect of the sounds in language rather than with the actual physical articulation of speech sounds.
According to Roach (2010), in any language we can identify a small number of regularly used sounds (vowels and consonants) that we call phonemes; for example, the vowels in the words “pin” and “pen” are different phonemes and so are the consonants at the beginning of the words “pet” and “bet”. Because of the notoriously nature of English spelling, it is particularly important to learn to think of English pronunciation in terms of phonemes rather than letters or alphabet; one must be aware, for example, the word “enough” begins with the same vowel phoneme as that at the beginning of “inept” and end with the same consonant as “stuff.”
2.2 Description of Vowel Sounds
There are forty four (44) sounds segments in English, comprising twenty (20) vowels and twenty four (24) consonants. The production of the vowels takes place as the airstream flows from the lungs to the mouth without obstruction. As the airstream flows from the lungs during the production of speech sounds, a special organ called the larynx modifies the sounds. The modification depends on the state of glottis which is the space within the larynx through which the air passes. The sounds are actually modified by the vocal cords which are projections inside the walls of the larynx. The vocal cords may be placed together there by narrowing the glottis through the airstream flows and when the glottis becomes narrow, the flow of air makes the vocal cords vibrate. Speech sounds produced when the vocal cords are vibrating, are called “voiced sounds.” On the other hand, the vocal cords may be separated apart to allow the airstream to pass through an open glottis without making these vocal cords vibrate. The speech sounds which are produced when the vocal cords are not vibrating are called “voiceless sounds”. All the vowels in English are “voiced” because the vocal cords vibrate when they are produced but a consonant may be “voiced” or “voiceless” (Onuigbo, 2009)
2.3 Classification of Vowel Sounds
The vowels in English are classified into two main groups: pure vowels (monophthongs) and diphthongs. The pure vowels are sub-divided into short vowels and long vowels. In classifying the vowels, it is important to consider certain factors which are necessary for proper classification. We should always remember that it is from the lungs that the airstream for the production of speech sounds flows. For the production of vowels, the airstream flows without any obstruction. Although there is no any obstruction to the flow of the airstream, the tongue moves and the shape of the lips changes according to their kind of vowel being produced. In classifying the vowels, therefore, two main factors are considered and these are movement of the tongue and the shape of the lips (Onuigbo, 2009).
2.4 Importance of the Vowel Sounds
Vowels are produced with little restriction of the flow from the lungs through the mouth and / or the nose. The quality of a vowel depends on the shape of the vocal tract as the air passing through. Different parts of the tongue may be high or low in the mouth; the lips may be spread or paused; the velum may be raised or lowered.
Vowel sounds carry pitch and loudness; you can sing vowels or shout vowels. They may be longer or shorter in duration. Vowels can stand alone – they can be produced without consonants before or after them. You can say the vowels of beat [bit], or bit [bit], or boot [but], for example, without the initial [b] or the final [t], but you cannot say a [b] or a [t] alone without at least a bit little of vowel sound.
Vowel sounds are the most fundamental tools in speech. Their right pronunciation determines the meaning of words or utterances when spoken. Therefore, vowel sounds have to be studied well before one becomes an eloquent speaker of a particular language, especially for the second learners of English language (Yule, 2010; p48).
2.5 English Vowel Sounds
English language has total number of twenty (20) vowels. Out of these, twelve (12) are pure vowels comprising of seven (7) short vowels: /i/, /e/, /a/, /ɔ/, /ʌ/, /ə/, /ʊ/, and five long vowels: /i: /, /a: /, /ɔ: /, /ɜ: /, /u: /.The remaining eight (8) vowels are diphthongs: /ei/, /ai/, /ɔi/, /iə/, /eə/, /ʊə/, /au/, and /əʊ/. The vowel system of English is so complex that, it is among the less common among languages and it is absolutely predictable that the second learners of English will have trouble in learning them (Ladefoged, 2013).
English Vowel Charts
Fig. 1 primary cardinal vowels
Cardinal vowel no. 1 has the symbol [i], and is defined as the vowel which is as close and as front as possible to make a vowel without obstructing the flow of air enough to produce friction noise; friction noise is the hissing sound that one hears in consonants like s or f. Cardinal vowel no. 5 has the symbol [ɔ] and is defined as the most open and back vowel that is possible to make. Cardinal vowel no. 8 [ʊ] is fully close and back and no. 4 [a] is fully open and front (Roach, 2010).
Fig. 2 Diphthongs
The centring diphthongs glide towards the /ə/ (schwa) vowel as the symbols indicate.
Fig. 3 centring diphthongs
The centring diphthongs have the characteristic that they all end with a glide towards a closer vowel. Because the second part of the diphthong is weak, they often do not reach a position that could be called close. The important thing is that a glide from a relatively more open towards a relatively closer vowel is produced. Three of the diphthongs glide towards /i/ as described below:
Fig. 4 closing diphthongs (Roach, 2010)
2.6 Hausa Vowel Sound
On the other hand, Hausa language has thirteen (13) vowels, ten (10) pure vowels and three (3) diphthongs. The pure vowels composed of five (5) short vowels: /i/, /e/, /o/, /a/, /u/ and five long vowels equivalents: /i/, /e: /, /o: /, /a: /, /u: /. Therefore, we have five (5) pairs of two vowels where one is short and the other is long. The diphthongs include: /ai/, /au/ and /ui/ (Sani, 1999: P14)
Hausa Vowel Chart
Fig. 5 Hausa vowels chart (Sani, 1999, p.14-18)
The second set of vowels, is that of diphthongs. A diphthongs is considered as two monophthongs they are articulated simultaneously, hence a vowels of changing quality as it as is also described. The number of diphthongal vowels in Hausa varies among scholars, ranging from two to four. They are-/ai/, /au/, / ui/ and /iu/. The structural composition of the diphthong is however controversial among linguists. It is analysed as a vowel and glide by Klingnhebrn (1927/28) Hodge (1947), Kraft (1973) among others. So that to them the structure is /ay/, /aw/, /uy/, and /iw/ respectively. Zimma (1973), Newman and Salim (1981) on the other hand, analysed it as a vocalic nuclei, /ai/, /au/, and /ui/.
For the purpose of this thesis like Zimma, Newman and Salim, we are regarding the diphthongs as a vocalic nuclei rather than a sequence of a vowel and glide, as illustrated below:
/ai/
a.baitii *baytii verse
Nairaa *nayraa Nigerian currency
/au/
b.zaunaa *zawna sit down
Wautaa *wawtaa foolishness
/ui/
c.guiwaa *guywaa knee
Kuibii *kuybii hip joints
Hausa diphthong chart
i ui u HIHG
iu
ai au
LOW
A
Fig.6 Hausa diphthong chart Zimma (1973) Newman and Salim (1981)
Contrastive Analysis between English and Hausa Vowels Sounds
English language has a total number of twenty (20) vowels, out of which, twelve (12) are pure vowels and eight (8) are diphthongs. On the other hand, Hausa language has thirteen (13) vowels, ten (10) pure vowels and three (3) diphthongs.
The pure vowels of English are spelt differently, (eg. /i/ is spelt ‘i’, ‘a’, ‘e’ as in sit and private), the Hausa pure vowels always have unique spelling (eg. /a/ is spelt ‘a’ as in “tafiya” (walking) and “mace” (woman)). But the Hausa long and short vowels are spelt alike, and it is only the phonetic realizations of the vowels that distinguish the meanings of words. For example, the words:
“gashi” [ɡa꞉ʃi] (hair) and “gashi” [ɡaʃi:] (roast) are both spelt the same; the words: “jaka” [ʤa:ka] (female donkey) and “jaka” [ʤaka:] (bag) are both spelt exactly the same. Therefore, in Hausa language words are spelt exactly the same but pronounced differently. The vowels: /a/, /ʌ/, /ɔ/ and /ɔ:/ are missing in Hausa vowel system but they are used in English.
Diphthongs are area of great differences between English and Hausa sound systems. While English language has eight (8) diphthongs: /ei/, /ai/, /ɔi/, /iə/, /eə/, /uə/, /au/, and /əu/, Hausa language has only three: /ai/, /au/, and /ui/. It can be seen that the only two (2): /ai/ and /au/ are similar in the two languages.
Udofot, 2004; Adetugbo, 2004; Banjo, 1996; Bobda, 1995 observed that three of the English diphthongs /ɔi/, /ai/, and /au/ remain unchanged when pronounce by Nigerian speakers, while two of the diphthongs /əʊ/ and /ei/ are pronounce as monophthongs /ɔ, o/ and /e: e/. None of the centring diphthongs /uə, eə, iə/, seem to be a common future of standard Nigerian English phonemes, in many cases.
English diphthongs usually pose problems to Hausa speakers of English language. These learners or speakers usually monophthongize the English diphthongs, especially those diphthongs that are absent in Hausa language vowels system. For example, they will use /ɒ/ instead of /əu/ or /e/ instead of /ei/, so that they pronounce the word “go” as [ɡɒ] instead of [ɡəu] and “gate” as [ɡet] instead of [ɡeit]. In English, diphthongs are spelt differently (eg. /ɔi/ toy, boy, coin, and /ai/ dine, try, tie and so on) but Hausa diphthongs are always spelt as they are pronounced (eg. /ui/ “kwuiɓi” (side), /au/ “farauta” (hunting) and /ai/ “saida” (sell) and so on).
In pronouncing the English diphthongs, the first vowel should be pronounced longer than the second, and this is also a problem to (L2) learners of English because they mostly give equal length to both elements and make their speech odd. In respect of native Hausa speakers of English language, this is attributable to the fact that the diphthongs in Hausa are pronounced with equal length. While, in English diphthongs can occur as nucleus in both open and closed syllables (as in twilight, /twaɪlaɪt/ late, /leɪt/ out/aʊt/ and pay/peɪ/). No diphthong performs nucleic function in Hausa closed syllables. Because no vowel occurs syllable-initially in Hausa, diphthongs cannot begin Hausa words but English has words like oil, owl e.t.c which begin with diphthongs: /ɔi/ and /au/ respectively (Sani, 1999:17).
2.8 Experimental Investigations of Monophthongization of English diphthongs
It has been noticed by several investigators, that there are variations in the pronunciation of certain Hausa words which seem to be environmentally conditioned.
A careful study of the vowel systems of the two languages revealed that great deal of differences occur between them. English language has a total number of forty four (44) phonemes. All of these phonemes are produced using the pulmonic airstream - air movement initiated by the lungs. On the other hand, Hausa language has forty five (45) segmental phonemes, and the language uses both pulmonic and glottalic airstreams to produce its sounds. Therefore, while English has only pulmonic aggressive sounds, Hausa has both pulmonic aggressive and glottalic ingressive and ingressive sounds (Onuigbo, 2009).
The English language is Nigeria’s official mode of communication. As a matter of fact, it is Nigeria’s Lingua Franca. As a result, students in Nigeria have to use this language as a means of communication and learning. However, many factors hinder good communication/pronunciation of English among Nigerian speakers of English as a second language. To the Nigerian student who has to learn English under challenging circumstances, the English language is not a very easy medium of communication because the learner has to grapple with a lot of factors; his mother tongue, teacher-induced errors, apathy to language learning, peer group pressure, and many other factors.
Over the years, it has been discovered that some major causes of mother tongue interference among Hausa native speakers of English language are carry-overs from the Hausa language orthography into English language (Ononiowu, 2015).
Also, vowels not sounded in Hausa but present in English orthography prove very difficult for the speakers to pronounce. The student does not have those sounds in his (L1) repertoire or sound inventory, so, he will have to learn how to pronounce them. This certainly will be difficult because according to Gimson; (1980), “after early adolescence, it becomes increasingly difficult to acquire the pronunciation of a second language”. Stevenson (1974), tells us that different psychologists agree that “the best time to learn language is before puberty when achievement of childhood bilingualism is possible”.
Related literature review
Ummalkhair (1994) have the view that, many scholars examined Hausa monothangization purely from the historical and probably descriptive point of view. Besides, very little attempt has apparently been made on the circumstance surrounding the process. Therefore the main objective of Ummulkhair (1994) is to discuss all the characteristics of monophthongization in Hausa, and at the same time, provide an adequate analysis to overcome those puzzling problems that have been ignore by the earlier scholars that is to revisit the work of others. Some of the views are:
Cowan and Schuh (1976):
In 1975, Cowan and Schuh made a proposal to define the environment in which Hausa monophthongization of /ai/-------- [ee] occurs. They limited their discussion on /ai/----------- [ee] alteration only, ignoring the other types of alternation, that of /au/------- [oo]. With respect former alternation, they proposed that the pronunciation of /ai/------- [ee] generally occurs after dental consonants, such as /t, d, ď, s/ and /z/ to mention but a few.
Salim (1981):
One of the most insightful and detailed analysis of Hausa monophthongization is found in Salim (1981). However, despite the fact that he has recognized that Hausa monophthongization rule applies to both native as well as English long words, he concluded that the rule cannot be classified either as a p-rule or an MP-rule as far as natural generative phonology definition of such rule are concerned. (Salim 1981:118 to 120).
Newman and Salim (1981):
Prior to the publication of Newman and Salim’s paper titled Hausa Diphthongs, it was generally accepted by a number of Hausa linguists that the diphthongs /ai/ and /au/ are derived from a sequence of vowel and glide, being /ay/ and /aw/ respectively. As far as the present work is concerned, this is an important speculation made by Newman and Salim. Implicitly, the diphthongs /ai/ derived from a long mid vowel symbolized as /EE/ will be entirely different from the normal long vowel /ee/. In fact this speculation is supported by acoustic study of diphthongs.
Abubakar (1985)
One of the main theme of Abubakar’s paper is to evaluate and refute most of the evidence and arguments adduced by some Hausa scholars notably Zimma (1973), Newman and Salim (1985) among others, who argued that Hausa diphthongs /ai/ and /au/ should best be analysed as a vocalic nuclei. Similarly, Abubakar showed that there are four types of diphthongs in Hausa namely: /aj/, /aw/, /uj/ and /jw/, the last two being less common. The question is whether Hausa has four diphthongs as advocated by Abubakar or five in Newman and Salim (1981) is. However, outside the scope of this thesis. (Abubakar, 1985:17)
Landau- webb (1985):
In her treatment of Hausa vowel and diphthongs, Lindau-webb presented an important radical approach to the study of those sounds. She presented comprehensive acoustic data on them. The long and short vowels a will as the nature of diphthongs, and the kind of model that best describes them haven been the focus of discussion in the paper. In her claim, the mid vowel /ee/ and /oo/ occur after alveolar consonants only. she correctly distinguishes between underling /ee/ and /oo/on the one hand, and monophthongized of /ee/ and /oo/ on the other. As far as we concerned, this difference between derived monophthongs and underling one is very crucial to our distinction to features of lexical and post lexical rule application.
SUMMARY
Based on what we have discussed in this chapter, one can conclude that all the previous analysts seem to have recognized the existence of the two major diphthongs in Hausa, /ai/ and /au/. At the same time they seem to have taken note of the alternation of /ai/ to /ee/ and /au/ to /oo/. However, as seen earlier, only Cowan and Schuh made an attempt to define the environment of monophthongization in Hausa. The rest of the scholars seem to have focused their attention on the question of whether the diphthongs is derived from the sequence of a vowel and glade (vc), or a vocalic nuclei (vv). Another point which none of them seem to have noted is monophthongization of English diphthongs among native Hausa speakers. Consequently, we feel that for any theory to provide comprehensive analysis monohpthongization, it needs to clearly define the environment within which English diphthongs are monophthongized to Hausa diphthongs respectively. Failure to take those problems into account could only lead to an inadequate analysis of the phenomenon.
Conclusion,
This chapter review the work of various researchers related to monophthongization of English diphthongs among Hausa native speakers of English which compresses: phonology, description of vowel sounds, classification of vowels sounds, importance of vowels sounds, English vowel sounds, Hausa vowel sounds, contrastive analysis between English and Hausa vowel sounds, and experimental investigation of monothangization of English diphthongs and other related literature review.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter deals with the methodology for data collection, which comprises the research design, research questions, population and sampling technique, research instrument, procedure for data collection, method of data analysis and limitations.
3.1 Research Design
According to Suleiman (1998:p8) “a researcher needs to a particular design that will give his work the desired shape or form”. Accordingly, this study is a descriptive research, which, according to Suleiman (1998:p8), “is carried out to describe situations, events, and institutions. Descriptive design is though appropriate in the context of this research because it aims to describe the phonological phenomenon of monophthongization among Hausa native speakers of English.
3.2 Research Questions
As far as this research is concerned, the problem of monophthongization of English diphthongs can be summarized with the following research questions:
Where do Hausa native speakers of English have problems in pronouncing English diphthongs?
What are the causes of their mispronunciation of English diphthongs?
What are the possible solutions to the problems mentioned?
Are there similarities between English and Hausa diphthongs?
3.3 Population and Sampling Technique
The population involved in the study consists of some selected Hausa native speakers of English, forty (40) in numbers to be exact. To avoid difficulty in using all the Hausa native speakers of English, the researcher decided to choose forty (40) students from the four faculties in the university. Ten (10) students from Faculty of Art and Islamic studies, ten(10) from Faculty of Agriculture, ten(10) from Faculty of social and management Sciences and ten(10) from Faculty of Pure and Industrial Chemistry. The selected students were chosen through random sampling. The choice of this technique is based on the fact that, it is the best way of obtaining population sample by giving every respondent equal right and independent chance to be selected without bias.
3.4 Research Instrument
The research instrument to be used in this research would be researcher-constructed tests. The researchers have constructed a test which will be used to collect information from the sampled students. The test comprises of forty words which contain diphthongs. The words are categorised into eight (8), words with diphthong /iə/, words with diphthong /eə/, words with diphthong /ʊə/, words with diphthong /ei/, words with diphthong /ai/, words with diphthong /ɔi/, words with diphthong /əʊ/, and words with diphthong /au/. Similarly, observation method will be use; the intention is to watch the students on how they pronounce words from a written text.
3.5 Method of Data Collection
The procedure for data collection involves the use of researcher-constructed test. The researchers will conduct the test through the sampled students. This will be done by asking the respondents to read the sentences and words designed for the test. The test will be given to the students and each student is expected to read the sentences within ten minutes. And the sources of data for this study comprise of primary sources of data and the secondary sources of data. The primary sources of data for this study involved researcher-constructed test read by some selected Hausa native speakers of English, while on the order hand, the secondary sources of data complemented the primary sources.
3.6 Method of Data Analysis
The data collection will be analysed through frequency distribution and percentage (%).
The formula is: F/N X 100/1 =%
F = number of response on an item or group of items on the test.
N = total number of respondents.
X = variables.
% = percentages of all correct and wrong responses for a particular group of item.
Lastly, it is essential however to note that the research is conducted base on frequency formula. That is number of respondents over total number of students that responded multiply by hundred over one. Stated in tabular form.
3.7 Limitation of Methodology
This methodology has its limitations. It includes the fact that financial constraints made it impossible to involve more students for sampling. Most students might be sceptical about the method of observation to be used on them. The students may feel it is a way of creating bad image for them. Therefore their contribution may not be encouraging.
3.8 Conclusion
Research is careful investigation or inquiry especially through search for new facts in any branch of knowledge. However, the purpose of research is to discover answers to question though the application of scientific procedure. Also the main aim of research is to find out the truth which is handed and which has not been discover as yet or to revisit the work of others, through each research study has its own specific purpose. Therefore this chapter deal with the methodology for data collection, which consist the research design, research question, population and sampling technique, research instrument, procedure for data collection method of data analysis and limitation.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction:
In this chapter, the data collected for this study is presented, analysed, interpreted and discussed. It attempts to identify the pronunciation problems among Hausa native speakers of English looking at monophthongization of English diphthongs.
4.1 Data Presentation and Analysis
This section presents the data for the study. Generally, the students naturally have the inhibiting factor of the mother-tongue when it comes to the production of English words that have diphthongs. Therefore, the eight English diphthongs were tested on how the Hausa native speakers of English pronounce them. The data is presented and analysed in tabular form.
Table 4:1:1 words with diphthong /ei/: This table below shows the result of the pronunciation of /ai/ sound, five (5) words are represent.
No
Words
Correct Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Wait
8
20 %
32
80 %
40
2
Gate
10
25 %
30
75 %
40
3
Fail
17
42.5 %
23
57.5 %
40
4
Main
5
12.5 %
35
87.5 %
40
5
Today
25
62.5 %
15
37.5 %
40
From the table above, in the articulation of /ei/ in the word of ‘wait’[weit] only eight (8) subjects got it correct, which represents 20% and 32% of the subjects which represent 80% pronounce it as[wet] they monophthongize the sound /ai/ to /e/ sound. 75% of the subjects monophthongize the /ei/ diphthong in the word ‘gate’, [geit] to [get]. 57.5% of the subjects monophthongize the /ei/ diphthong in the word ‘fail’, [fãl] to [fel]. 87.5% of the subjects monophthongize the /ei/ diphthong in the word ‘main’ [mãn] to [men]. However, 25 subjects which represents 62.5% got the /ei/ diphthong correct in the word ‘today’ [to’dei] while 37.5% monophthongize it to [to’de]. Therefore, out of the total number of the subjects it shows that 67.5% of the Hausa native speakers of English monophthongize the English diphthong /ei/ to /e/ vowel sounds, because they do not have it in their first language phonemic inventory. It is only 32.5% pronounce it correct.
Table 4:1:2 words with diphthong /ai/: This table exhibit the result of the pronunciation of /ai/ sound, as shows in five (5) words.
no
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Fight
30
75 %
10
25 %
40
2
Fly
35
87.5 %
5
12.5 %
40
3
Dry
30
75 %
10
25 %
40
4
Tight
28
70 %
12
30 %
40
5
Right
37
92.5 %
3
7.5 %
40
The table above indicates that 80% of the Hausa native speakers of English have no problem in pronouncing the English diphthong /ai/. This is due to the fact that they have similar diphthong in their first language phonemic inventory. In the articulation of /ai/ in the word of ‘fight’ [fait] 30 subjects which represents 75% got it correct and 10 subjects represent 25%, they monophthongize the /ai/ sound to /e/sound as [fət]. 87.5% of the subjects pronounce the /ai/ diphthong in the word ‘fly’, [fləi] and 12.5% of the subjects monophthongize it as [fləy]. 75% of the subjects got the /ai/ diphthong in the word ‘dry’, [dɹəi] while 25% of the subjects monophthongize it to [dɹəy]. 70% of the subjects got the /ai/ diphthong in the word ‘tight’ [təit] and 30% of the subjects monophthongize it to [tət]. And 92% of the subjects got the /ai/ diphthong in the word ‘right’ [ɹait] while 7.5% of the subjects monophthongize it to [ɹət].
Table 4:1:3 words with diphthong /ɔi/: This table explain the result of the pronunciation test of /ɔi/ sound in five (5) words.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Boy
28
70 %
12
30 %
40
2
Toy
30
75 %
10
25 %
40
3
Boiled
30
75 %
10
25 %
40
4
Coins
25
62.5 %
15
37.5 %
40
5
Anointed
27
67.5 %
13
32.5 %
40
The table above indicates that 70% of the Hausa native speakers of English have no problem in the pronunciation of English diphthong /ɔi/. In the articulation of /ɔi/ in the word ‘boy’ [bɔi] 28 of the subjects which represents 70% pronounce it correct while 12 subjects’ represents 30% pronounce it as [bɔhi]. 75% of the subjects got the /ɔi/ diphthong in the word ‘toy’, [tɔi] while 25% of the subjects monophthongize it to [tɔhi]. 75% of the subjects got the /ɔi/ diphthong in the word ‘boiled’, [bɔild] while 25%of the subjects monophthongize it to [bɔld]. 62.5% of the subjects got the /ɔi/ diphthong in the word ‘coin’[kɔin] while 37.5% of the subjects monophthongize it to[kɔn] and 67.5% of the subjects got the /ɔi/ diphthong in the word ‘anointed’[ə.’nɔin.tid] while 32.5% monophthongize it to [ə.;nɔn.tid].
Table 4:1:4 words with diphthong /əʊ/: This table indicates the result of the pronunciation test of /əʊ/, five words are indicate.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Go
10
25 %
30
75 %
40
2
Social
5
12.5 %
35
87.5 %
40
3
Goat
15
37.5 %
25
62.5 %
40
4
Slow
5
12.5 %
35
87.5 %
40
5
Local
5
12.5 %
35
87.5 %
40
From the table above, in the articulation of /əʊ/ in the word of ‘go’[gəʊ] only ten (10) subjects got it correct, which represents 25% and 75% of the subjects monophthongize the sound// to [go]. 87.5% monophthongize the /əʊ/ diphthong in the word ‘social’,[səʊʃl] 12.5% pronounce it as [səʃl] 62.5% monophthongize the /əʊ/ diphthong in the word ‘goat’,[gəʊt] and 37.5% pronounce it to[gɔt] 87.5% monophthongize the diphthong /əʊ/ in the word ‘slow’[sləʊt] while 12.5% pronounce it to [silɔw] and 87.5% monophthongize the diphthong /əʊ/ in the word ‘local’[ləʊkl] while 12.5% pronounce it to [lokal]. Therefore, the above table indicates that 80% of the Hausa native speakers of English have problem in the pronunciation of the English diphthong /əʊ/. It is as a result of the absences of the diphthong in their first language phonemic inventory. So, they monophthongize it to /ɔ/ vowel sound.
Table 4:1:5 words with diphthong /aʊ/: This table examine the result of the pronunciation test of /aʊ/ as examine in five (5) words.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Doubt
30
75 %
10
25 %
40
2
Proud
30
75 %
10
25 %
40
3
Cow
35
87.5 %
5
12.5 %
40
4
Cloud
25
62.5 %
15
37.5 %
40
5
Mouse
30
75 %
10
25 %
40
The above table indicates that 75% of the Hausa native speakers have no problem in the pronunciation of the English diphthong /aʊ/. This is due to the fact that they have similar diphthong in their first language phonemic inventory. In the articulation of /aʊ/ in the word ‘doubt’ [daʊt] 30 subjects represents 75% got it correct and 25% of the subjects monophthongize the word to [dəbt]. 75% of the subjects got the /aʊ/ diphthong in the word ‘proud’, [pɹaʊd] and 25% of the subjects monophthongize it to [prəd]. 87.5% subjects got the /aʊ/s diphthong in the word ‘cow’[kəʊ] while 12.5% monophthongize it to [kəw], 62.5% of the subjects got the /aʊ/ diphthong in the word ‘cloud’[klaʊd] pronounce it correct while 37.5% monophthongize it to [kiəd] and 75% subjects got the /aʊ/ diphthong in the word ‘mouse’[məʊs] and 25% of subjects monophthongize it to[məwus].
Table 4:1:6 words with diphthong /iə/: This table blow shows the result of the pronunciation test of /iə/ sound, five (5) words will be explain.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Here
22
55 %
18
45 %
40
2
Dear
25
62.5 %
15
37.5 %
40
3
Near
30
75 %
10
25 %
40
4
Fear
30
75 %
10
25 %
40
5
Mere
20
50 %
20
50 %
40
The above table indicates that 63.5 of the Hausa native speakers of English have no problem in the pronunciation of the English diphthong /iə/. In the articulation of /iə/ in the word ‘here’ [hiəɹ] 22 subjects represents 55% got it correct while 45% monophthongize it to [hiyə]. 62.5% of the subjects got the /iə/ diphthong in the word ‘dear’, [diəɹ] and 37.5% monophthongize it to [diyə]. 75% subjects got the /iə/ diphthong in the word ‘near’, [niə’ɹ’] and 25% of the subjects monophthongize it to [niyə]. 75% of the subjects got the /iə/ diphthong in the word ‘fear’ [fiə] and 25% of the subjects monophthongize it to [fiyə]. And 50% of the subjects got the /iə/ diphthong in the word ‘mere’ [miə] and also 50% of the subjects monophthongize it to [miyə].
Table 4:1:7 words with diphthong /ʊə/: This table exhibit the result of the pronunciation test of /ʊə/ five (5) words are examines.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Pure
25
62.5 %
15
37.5 %
40
2
Cure
20
50 %
20
50 %
40
3
Tour
30
75 %
10
25 %
40
4
Ensure
20
50 %
20
50 %
40
5
Endure
25
62.5 %
15
37.5 %
40
The above table indicates that 60% of the Hausa native speakers of English have no problem in the pronunciation of the English diphthong /ʊə/. In the articulation of /ʊə/ in the word ‘pure’ [pjʊə] 25 subjects represents 62.5%pronounce it correct while 37.5% monophthongize it to [piyʊ]. 50% of the subjects got the /ʊə/ diphthong in the word ‘cure’, [kiʊɹ] and 50% of the subjects monophthongize it to [kiyʊ]. 75% of the subjects got the /ʊə/ diphthong in the word ‘tour’ [tʊə’ɹ’] and 25.5% of the subjects monophthongize it to [tʊwə]. 50% of the subjects got the /ʊə/ diphthong in the word ‘ensure’ [in’.ʃʊə’ɹ’] and 50% of the subjects monophthongize it to [in’ʃʊ’ɹ’]. And 62.5% of the subjects got the /ʊə/ diphthong in the word ‘endure’ [In’diʊə’ɹ’] while 37.5% of the subjects monophthongize it to [in’dʊwə].
Table 4:1:8 words with diphthong /eə/: This table shows the result of the pronunciation test of /eə/ sound, five word are explain.
No
Words
Correct
Pronunciation
Mark %
Incorrect
Pronunciation
Mark %
Total
1
Air
25
62.5 %
15
37.5 %
40
2
Fair
27
67.5 %
13
32.5 %
40
3
Stare
20
50 %
20
50 %
40
4
Rare
30
75 %
10
25 %
40
5
Share
30
75 %
10
25 %
40
The above table indicates that 66% of the Hausa native speakers of English have no problem in the pronunciation of the English diphthong /eə/. In the articulation of /eə/ in the word ‘air’[ɛəγ], 25 subjects represents 62.5% pronounce it correct and 37.5% of the subjects monophthongize it to[ɛγə]. 67.5% of the subjects got the /eə/ diphthong in the word ‘fair’, [fɛə’ɹ’] and 32.5% of the subjects monophthongize it to [fɛyə]. 50% of the subjects got the /eə/ diphthong in the word ‘stare’ [stɛəɹ] while 50% of the subjects monophthongize it to [stɛɹ]. 75% of the subjects got the /eə/ diphthong in the word ‘rare’ [ɹɛə] and 25% of the subjects monophthongize it to [ɹɛyə]. And 75% subjects got the diphthong in the word ‘share’ [ʃɛə] while 25% of the subjects monophthongize it to [ʃɛyə].
4.3 DISCUSSIONS
The aim of this project is to study the monophthongization of English diphthongs among Hausa native speakers of English. Therefore, based on the statistical analysis used the following findings have been made.
Hausa native speakers of English find it difficult to pronounce the English diphthong /ei/, so, they monophthongize it to /e/.
Hausa native speakers of English have no problem in pronouncing the English diphthong /ai/, because they have it in their first language.
Hausa native speakers of English have no problem in the pronunciation of English diphthong /ɔi/. Because it is very easy to articulate by the second learners of English.
Hausa native speakers of English have problem in the pronunciation of the English diphthong /əʊ/; they mispronounce it as /ɔ/.
Hausa native speakers of English have no problem in the pronunciation of the English diphthong /aʊ/.This is due to the fact that they have similar diphthong in their first language phonemic inventory.
Hausa native speakers of English have no problem in the pronunciation of the English diphthong /iə/. Because it is not difficult to articulate by the second learners.
Hausa native speakers of English have no problem in the pronunciation of the English diphthong /ʊə/. Because it is not difficult to articulate.
Hausa native speakers of English have no problem in the pronunciation of the English diphthong /eə/. Because it is very easy to articulate for the second learners of English.
4.5 SUMMARY
This study aims to identify the major problems of the possible areas of monophthongization of English diphthongs among Hausa native speakers of English. Based on the findings, it is shows that Hausa native speakers of English, find it difficult to pronounce the English diphthongs /ei/ and /əʊ/. This is because they don’t have similar diphthongs in their first language phonemic inventory. They monophthongize the diphthong /ei/ to /e/ and diphthong /əʊ/ to /ɔ/.
However, Hausa native speakers of English, have no problem in the articulation of the other six English diphthongs. This is due to the fact that they have similar diphthongs like /aʊ/ and /ai/ in their first language phonemic inventory and other four English diphthongs /iə/, /ɔi/, /eə/, and /ʊə/ are not difficult to articulate by the second learners of English language. Therefore, the problems lie only the English diphthongs /ei/ and /əʊ/.f creating bad image for them. Therefore, their contribution may not be encouraging
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction
This chapter presents a summary of the work, conclusion from the findings of the study and recommendation.
5.1 Summary
This research investigated on monophthongization of English diphthongs among Hausa native speakers of English. To this effect, the study was structured into five chapters. Chapter one is made up of introduction, background of the study, statement of the problem, aims and objectives, significance of the study, scope and delimitation, methodology and definition of the terms. In chapter two, related literatures to the study were reviewed. The review centered on general introduction, phonology, descriptive of vowel sounds, classification of vowel sounds, importance of the vowel sounds, English vowel sounds, Hausa vowel sounds, contrastive analysis between English and Hausa vowel sounds, and experimental investigations of monophthongization of English diphthongs.
Chapter three examines the research methodology. The chapter consist of introduction, research design, research questions, population and sampling technique, research instrument, method of data collection, method of data analysis, and limitation of methodology. Chapter four shows data presentation and how it was analysed while chapter five shows the summary, conclusion and the recommends.
5.2 Conclusion
In conclusion, we can say the acquisition of English diphthongs is never an easy task for second learners of English. Learners from different language backgrounds have been found to have problems in English diphthongs perception and production. One of the important motivations for this research is to improve teaching and learning of English diphthongs in second language acquisition. The results of this study suggest that there is no reason to be pessimistic about learning English diphthongs, or to be over-optimistic either. To make the teaching and learning of English diphthongs more effective, we should shift our focus. Instead of treating English diphthongs in written form only as in WAEC and NECO, we should teach English diphthongs verbally and the test of oral also has to be verbal not in written form. The target of English diphthongs teaching should be to help learners to correct pronunciation and to build a perceptual space that resembles that of a native speaker.
5.3. Recommendations
It is desirable to expand on this research in future studies in two ways.
Increase the types of participants, and second, to include a production test as a comparison. The target participants of the present study are Hausa native speakers of English. Few studies of the same kind have been identified in these area of L2 English diphthongs acquisition.
To provide insights into the effect of universal settings of English diphthongs correlates and the effects of transfer of native diphthongs from different L1systems, learners from a wide range of language backgrounds should be involved.
Future studies should include learners from an L1 with a similar diphthongs system to English, learners from an L1 with different diphthongs correlates. Another way to expand the population of the experiment is to include learners from different proficiency levels. It is hypothesized that beginning learners and advanced learners will both differ in their use of the English diphthongs perception.
REFERENCES
Abdu, A. (2008). An Introduction to Phonology and Morphology. Lagos:
Super printing press.
Abdul, D. (2008). Understanding oral English. Kano: Super Printed Press
Limited.
Abubakar, A.A (2017) some Arabic lexical borrowings in Hausa, A phonological
Analysis. Submitted to department of linguistics and foreign languages,
Faculty of Art and Islamic Studies Kano: Bayero University.
Amina, (2017) the Impact of Mother Tongue on JSS Students Performance in
English Language Examination: A Case Study of Dala and Municipal
Local Education Areas. Submitted to Department of Linguistics
And Foreign Languages, Faculty of Art and Islamic Studies,
Kano: Bayero University.
Aliyu, J.S. (2006). Upgrading English Achievements. Kaduna: Tamaza
Publishing.
Beverley, C. and Inger, M.M. (2008). Practical Phonetics and Phonology.
New York: Routledge pubilishers, 2008.
B. A SALIM, (1981) Hausa Diphthongs: A journals submitted to department
Of linguistics and foreign languages.
Cystal, D (1992). A dictionary of linguistics phonetics. Basil Blackwell.
Cowan & Schuh, R (1976) Spoken Hausa.
Demola, J. (2010). Phonology of English. Lagos: National Open University
Of Nigeria 2010.
Don, C.Utulu (2014) Monophthongization and Vowel Lengthening Processes
In Educated Urhoro English: A Moric Account. Delta State University,
Abraka, Nigeria.
Gimson, A.C. (1980). An introduction to the pronunciation of English. 3rd
Edition, London: Edward Arnold.
Hodge, C. T (1989) an Outline of Hausa Grammer. Supplement to Language,
vol. 23, no 4.
Jenkins, J. (2008). The Phonology of English as an International Language.Oxford: Oxford University Press, 2008.
Ladefoged, P. (2013). A Course in Phonetics. Oxford: Blackwell, 2013.
Ladefoged P. (1982) A Course in Phonetics Harcourt Brace Jovanovich, Inc.
Newman, P & Salim, B.A (1981) Hausa Diphthongs Lingua 55-101-121.
Peter, R. (2009). English Phonetics and Phonology A Practical Course.
Cambridge: University press.
Sani, M.A.Z. (2009). Siffofin Daidaitacciyar Hausa. Kano: Benchmark
Pubilishers Ltd, 2009.
Sani, M.A.Z. (2013) Maraka Yanki A Tsarin Sautin Hausa. Zaria: Ahmadu
Bello University Press, 2013.
Sam, O. (2009). Oral English for Schools and Colleges. Onitsha: African
First publishers limited.
Schuh, R (1989) Long Vowel and Diphthongs in Miya and Hausa. Current
Approaches to African Linguistics. 5:
Tanja, S. (2005). A Study of Monopththongisation of /aj/____/a: / in Rural Eastern
Kentucky and West Virginia Appalanchian Regions. A journal writing.
Ummalkhair, (1994) Monophthongization and Lexical Phonology: A case study
Of /ai/_____,[oo] and /au/_____,[oo] alteration in Hausa.
William, B.M. (2009). Linguistics an Introduction. Glasgow: Bell and Bain
Limited.
Yule, G. (1996). The Study of Language, Cambridge University Press. Second
Edition.
APPENDIX A
RESEARCHER-CONSTRUCTED TEST
I.d number: Sex: male: ( ) Female ( )
Faculty: Department:
Please read the following sentences paying attention to the words in italics.
Sentences that contain words with diphthong /ei/
Please wait for me.
He opened the gate.
He does the work daily without fail.
I saw him outside the main entrance.
Today is Wednesday.
Sentences that contain words with diphthong /ai/
Don’t fight please.
The birds fly every morning.
The cloth is dry.
She hold her hands tight.
He has given the right answer.
Sentences that contain words with diphthong /ɔi/
The boy is a student.
He gave her a toy.
She boiled the water.
I have some coins in my pocket.
He was anointed as a king.
Sentences that contains words with diphthong /əʊ/
I will go to school.
You have to be social.
He has slaughtered the goat.
The car is too slow.
He was taken to a local hospital.
Sentences that contains words with diphthong /aʊ/
I doubt about the answer.
You don’t have to proud.
She has a cow.
There are clouds in the sky.
Don’t click the mouse please.
Sentences that contains words with diphthong /iə/
I’m here.
Abdul is my dear friend.
The school is near to the market.
She looked at him in fear.
He is a mere friend.
Sentences that contains words with diphthong /ʊə/
I need one sachet of pure water.
There is no cure for HIV.
He was invited to tour the plantation.
You have to ensure that nobody is there.
She can’t be endure being apart from her husband.
Sentences that contains words with diphthong /eə/
Can we have some fresh air?
Life isn’t always fair.
You don’t have to stare at her.
It’s very rare for him to be absent.
Can I have my own share?
APPENDIX B
LIST OF THE WORDS USED FOR THE TEST
words with diphthong /ei/ British transcription American transcription
Wait /weɪt/ /weɪt/
Gate /geɪt/ /geɪt/
Fail /fӑl/ /feɪl/
Main /mӑn/ /meɪn/
Today /tʊ’deɪ/ /tə’deɪ/
words diphthong /ai/
Fight /faɪt/ /fʌɪt/
Fly /flῑ/ /flaɪ/
Dry dɹaɪ/ /dɹaɪ/
Tight /taɪt/ /tῑt/
Right /ɹaɪt/ /ɹaɪt/
words with diphthong /ɔi/
Boy /bϽɪ/ /bϽːə/
Toy /tϽɪ/ /tϽɪ/
Boiled /bϽɪld/ /bϽɪld/
Coin /kϽɪn/ /kϽɪn/
Anointed /ə.’nϽɪn.tɪd/ /ə.,nϽɪn.tɪd/
words with diphthong /əʊ/
Go /gəʊ/ /goʊ/
Social /səʊʃǀ/ /səʊʃǀ/
Goat /gəʊt/ /goːt/
Slow /sləʊ/ /sloʊ/
Local /ləʊkl/ /loʊkl/
words with diphthong /aʊ/
Doubt /daʊt/ /dʌʊt/
Proud /pɹaʊd/ /pɹaʊd/
Cow /kaʊ/ /kaʊ/
Clouds /klaʊd/ /klaʊd/
Mouse /maʊs/ /maʊs/
words with diphthong /iə/
Here /hɪə(ɹ)/ /hiːɹ/
Dear /diəɹ/ /dɪɹ/
Near /nɪə(ɹ)/ /nɪsɹ/
Fear /fɪə/ /fɪɹ/
Mere /mɪə/ /mɪᶕ/
words with diphthong /ʊə/
Pure /pjʊə/ /pjʊᶕ/
Cure /kjʊə(ɹ)/ /kjʊɹ/,
Tour /tʊə(ɹ)/ /tϽː(ɹ)/
Ensure /ɪn’,ʃʊə/ /ɪn’ʃϽː/
Endure /in’djʊə(ɹ)/ /in’d(j)ʊɹ/
words with diphthong /eə/
Air /εə/ /εəɹ/
Fair /fεə(ɹ)/ /fεᶕ/
Stare /stεəɹ/ /stεə(ɹ)/
Rare /ɹεə/ /ɹεəɹ/
Share /ʃεə/ /ʃsεᶕ/
No comments:
Post a Comment