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Influence Of Teaching Phonology On Spoken English Of Secondary School Students
[A CASE STUDY OF ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE]
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CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATION
Discussion
This research work has no doubt laid great emphasis on the importance of phonology as a cardinal linguistic level of the English language. It has also taken one bold step forward to stress the need for the effective teaching of the subject at schools in the benefit of our young English language learners. We have so far in this noble outing noted the crucial role of phonology in shaping and sharpening learners’ skills by making them vast in the effective use of the English language for communicative purpose.
a. It is through the study of phonology that the students get to learn the accurate pronunciation of sounds, the proper application of the stress and intonational patterns, all of which eventually combine to make them effective users of English language.
b. Secondly, a student’s competence in the phonetic level of English language earns him a great respect among his peers as it distinguishes him as a unique figure among them.
c. Teaching of phonology should not be all-comers affairs since it requires special skills, experience and expertise. This is so because leaving the subject in the hands of mediocrities would be countered productive to the lofty goals of giving our children the best education in life.
d. Also, all teachers should be properly trained. Apart from the basic training which qualified teachers for the job, there is still a pressing need for them to update their knowledge through constant training and retraining by way of seminars, workshops, conferences and a host of other in-service trainings. The assumption of the respondents in this regard is that the worst thing that can happen to any child in school is to give him or her a teacher whose knowledge does not go beyond his (teacher’s) nose.
e. Moreover, quality education is a collective responsibility. The gains of quality education are for all. Hence the need for all hands to be on deck to ensure that nothing but best education is given to our children. So, Parents, teachers, governments, communities, agencies and even the children themselves are all stakeholders and therefore ought to join hands to move forward.
Conclusion
Going by the data as gathered and collated in this exercise, it is my candid conclusion that:
a. There is no significant relationship between teachers’ qualifications and effective teaching of phonology in the senior secondary schools.
b. Also, there is a significant relationship between the teaching of phonology and the spoken English of the senior secondary school students.
c. Significantly, the out-come of the investigation shows that there is a significant relationship between teachers’ qualifications and the effective teaching of phonology. This by conclusion makes it mandatory for English language teachers to have both the requisite training and skill necessary for effective teaching of the subject. In other words, only those trained and skillful teachers should be allowed to teach phonology in our school.
d. Also, since there is a significant relationship between the teaching of phonology and the spoken English secondary school students. That is to say that the teaching of phonology in the senior secondary schools has helped students so much in sharpening their spoken English skill. This further implies that the subject should not only be sustained but also strengthened in order to get the desired learning outcome. This can be achieved if those barriers to the realization of this lofty objective are removed.
Recommendations
Based on the finding of this exercise, the following recommendations are hereby made.
a. The emphasis on the study of phonology at schools should be sustained. In doing so, efforts should be made to strengthen its teaching in the schools by removing all the barriers to effective teaching of it. This calls for a collaborative action to maximize its benefits in the shortest possible time.
b. Education ministries at all levels of government should put adequate machinery in place to ensure the organization of workshops, seminars and such other manpower development strategies for language teachers as one sure way of capacity building especially for phonology teachers.
c. Also, phonology teachers should be adequate motivated to make them more functional. This could be done through adequate remunerations, incentives and other benefit such as salary increment, leave and other bonuses, allowances, promotions, sponsorship to any academic adventures of interest as well as recruiting more language teachers in order to reduce workloads.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThis project explores the influence of teaching phonology on spoken English of secondary school students in Ilorin East Local Government Area, Kwara State. To ascertain this, the project takes a look at the concept of language, functions of language as well as language skills. English phonemes; vowel and consonant sounds are also examined. Based on the foregoing, thus, efforts are directed at analysing the data collected with the research methodology used in obtaining the data. Therefore ... Continue reading---
APPENDIX A - [ Total Page(s): 1 ]APPENDIX UNIVERSITY OF ILORIN ILORIN, NIGERIA. RESEARCH QUESTIONNAIRE ON INFLUENCE OF TEACHING PHONOLOGY ON SPOKEN ENGLISH OF SECONDARY SCHOOL STUDENTS Dear Respondent, This questionnaire is designed to assist in measuring the influence of teaching phonology on spoke English of secondary school students. Your response will be highly appreciated. Thanks for your anticipated co-operation.Yours faithfully, SECTION A (PERSONAL DATA)Instruction: fill in the blanks. Sex: ------------------------------ ... Continue reading---
LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLESTable 1: Percentage distribution of the respondents’ view on the significant relationship between teaching of phonology and the academic performance of the senior secondary school students. Table 2: Percentage distribution of the respondents’ view on the significant relationship between teachers’ qualifications and effective teaching of phonology in the senior secondary schools. Table 3: Percentage distribution of the respondents†... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle page Certification Dedication Acknowledgments Table of contents List of Tables Abstract CHAPTER ONE: INTRODUCTIONBackground to the Study Statement of the Problems Purpose of the Study Research Questions Scope of the Study Operational Definitions of Terms Significance of the Study CHAPTER TWO: REVIEW OF RELATED LITERATUREThe Concept of Language, Functions of Language and Language Skills English Vowel Phonemes English Consonant Phoneme ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]It is in the light of the above argument that this study set out to ascertain the validity or otherwise of the claims. It is entitled ‘Influence of Teaching Phonology on Spoken English of Secondary School. Students in Ilorin East L.G.A. Kwara State’.Purpose of the Study The aim of this research was to examine how the teaching of phonology in the secondary schools has benefited the students by sharpening their skills in spoken English. Specifically, the study is to: i. ex ... Continue reading---
CHAPTER TWO - [ Total Page(s): 8 ]CHAPTER TWOREVIEW OF RELATED LITERATURE In this chapter, some learned authorities; especially those centering on language and the related field were appraised. The related literature reviewed included:i. The concept of language, functions of language and language skills.ii. English Vowel Phonemes.iii. English Consonant phonemes.iv. Stress in English language. v. Intonation of English language.vi. Language Competence and Performance.vii. Appraisal of lit ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE RESEARCH METHODOLOGYResearch Type This research is aimed at correlating two variables viz: the teaching of phonology and the spoken English of senior secondary school students. The two variables are intended to extract the relationship between teaching phonology and the spoken English of senior secondary school students. It is also designed to highlight the problems associated with the teaching of phonology in senior secondary schools. Population, Sample and Sampling Techniqu ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 3 ]Research Question 3: Is there any significant relationship between the teaching of phonology and the spoken English of the senior secondary school students?Table 3 above shows at a glance, the significant relationship between the teaching of phonology and the spoken English of students in the senior secondary schools in Ilorin East L.G.A, Kwara State. 58.3% of the respondents agreed that knowledge of phonology was capable of facilitating the use of English among the senior secondary schoo ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCES Akande, G.B. (2002). Studies in Speech Work/Oral English. Osogbo: Prominent Prints.Alabi, T.A. (2009). “Developing Effective Speaking Skill in Englishâ€. In Alabi, V.A. and Babatunde,S.T. (Eds) (2009). The Use of English in Higher Education. (pp. 25-42). Ilorin: University Press.Alabi, T.A. (2012). Phonology of English. An Unpublished Lecture note, Department of English, University of Ilorin.Animasaun, K. and Ibileye, G. (2000). Distinction in English Language and Communica ... Continue reading---
