Home / EDUCATION PROJECT TOPICS AND MATERIALS / INFLUENCE OF TEACHING PHONOLOGY ON SPOKEN ENGLISH OF SECONDARY SCHOOL STUDENTS IN ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE

INFLUENCE OF TEACHING PHONOLOGY ON SPOKEN ENGLISH OF SECONDARY SCHOOL STUDENTS IN ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE

INFLUENCE OF TEACHING PHONOLOGY ON SPOKEN ENGLISH OF SECONDARY SCHOOL STUDENTS IN ILORIN EAST LOCAL GOVERNMENT AREA, KWARA STATE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

English language has no doubt come to stay as Nigeria’s Lingua Franca (Jolayemi, 2007). As a Lingua Franca, English obviously is the formal or official language of the country. This status accounts for the high premium Nigeria places on it. Being a foreign language, the skills in it have to be learnt rather than acquired. Since the language is needed for the proper functioning of the country, the Federal Republic of Nigeria has severally demonstrated its commitment towards the promotion and development of the language in the country. Hence, the government adopts a multi-dimensional approaches or strategies.

An integral part of these strategies aimed at ensuring the growth of English language in Nigeria is its inclusion in the schools’ curriculum, as a subject of study. Of particular interest to a curriculum planner is the speaking skill; a knowledge which enables the learners to speak the language in the same way the native speakers do. The aspect of English which caters for this interest is referred to as Phonetics and Phonology.

According to Akande (2002), Phonetics is defined as the study and description of the physical properties of human speech sounds. It is sub-divided into Articulatory Phonetics, Auditory Phonetics and Acoustic Phonetics.

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