ABSTRACT
This study is a contrastive analysis of
segmental phonemes and phonotactics of Igbo and Yoruba. Contrastive analysis is
an important tool which applied linguistics uses to find out the similarities
and differences between the L1 and TL and to predict areas of
difficulty that the learner will encounter learning the alternate language. The
study was carried out by identifying the segmental phonemes and phonotactics in
both languages. Descriptive method was adopted, relevant data on the phonology
of the two languages were gathered and thereafter analyzed within the framework
of contrastive analysis before making predictions and conclusions. Findings
show several areas that may constitute learning problems for the Igbo learner
of Yoruba and Yoruba learner of Igbo. The absence of these Igbo consonantal
phonemes /p, kw, gw, ø, N, Nw, tS, v, z, F/ in Yoruba will pose learning problems to the Yoruba
learner of Igbo. Therefore, since the Igbo language has a greater number of
consonants than Yoruba, the Igbo learner will have less difficulty in the study
of the consonants. The nasalized vowels of Yoruba and some aspects of the
Yoruba phonotactics will constitute areas of difficulty for the Igbo learner of
Yoruba. The absence of these nasalized vowels of Yoruba /I), u), E), ), a)/ in Igbo will pose a great learning problem for
the Igbo learner of Yoruba. After the descriptions and comparisons, predictions
were made. These will help the curriculum planners, text book writers and
teachers to solve some of the language learning problems.
TABLE
OF CONTENTS
Title Page
Table of
Contents
Conventions
Used
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Problem
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitations of the Study
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Studies
2.2 Empirical Studies
2.3 Summary
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Area of Study
3.2 Population of the Study
3.3 Sampling Procedure
3.4 Research Instrument
3.5 Administration of Instrument
3.6 Method of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Phonemic Entries
4.1.1 Consonantal Phonemes of Igbo
4.1.2 Consonantal Phonemes of Yoruba
4.1.3 Comparison of consonantal phonemes of Igbo
and Yoruba
4.1.4 Vocalic phonemes of Igbo
4.1.5 Vocalic phonemes of Yoruba
4.1.6 Comparison of vocalic phonemes of Igbo and
Yoruba
4.2 Phonotafacts
4.2.2 Phonotactics of Igbo (Syllable Structures)
4.2.3 Phonotactics of Yoruba
4.2.4 Comparison of the Phonotactics of Igbo and
Yoruba
4.3 Implications of the Similarities and
differences between Igbo and Yoruba sound Patterns
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
Summary of
Findings
Conclusion
Recommendations
References
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Language is the most
important tool for communication and is the most tasking area of human
endeavour. The human language, distinct from other means of communication, has
a special way it organizes the sounds that constitute that language. We also
discuss the linguistic units called phonemes including consonants and vowels
which make up the segmental tier of the language. Every language has its own
way of combining phonemes to form syllables, and every native speaker
unconsciously has some knowledge of the sound patterns of his language, i.e.
every language has its own unique phonetics, phonology, morphology, syntax and
semantics, although analysis may reveal similarities in various aspects of two
or more languages. Sound patterns of a
language are specified and organized in phonology showing the phonotactic
patterns or the distributional patterns of sounds in that language.
Language
being the major form of communication, there may be the need for one to acquire
or learn other languages for effective communication within a new situation.
The National Policy on Education (NPE) 1977, revised in 1981, according to
Awobuluyi in Fafunwa Foundation Internet Journal of Education, states that the
government considers it to be in the interest of national unity that each child
should be encouraged to learn one of the three major languages other than his
own mother tongue. So, a child should learn in addition to his mother tongue
any of the three official indigenous languages. To this effect, the three
official indigenous languages are being taught as alternate languages in
secondary schools and colleges of education. These factors have motivated
applied linguists to get involved in the investigation of the first language
(L1) and the alternate language (AL) in order to understand the learners’
challenges.
Bell
(1981: 181) opines thus: “Applied linguists have been concerned to explain the
nature of language use by learners and in particular, to assign to the
learners’ L1 some degrees of responsibility for that behavior. In essence, the
point at issue is the extent to which the structure of L1 is a cause of the
errors which the learner produces in his attempt to use the target language”.
This means that structures in the L1 interfere with the learners’ ability to
produce structures in the L2. Bell (1981) believes that contrastive analysis
strongly holds the view that the deviant behavior of the L2 learner is
consequent upon the transfer of the habits of L1 into the TL.
The
Igbo language is the native language of the States in the South East of Nigeria
namely: Abia, Imo, Anambra, Enugu, and Ebonyi. There are sparse populations of
Igbo in States like Rivers, Akwa Ibom, Delta and Cross River. However, since
language is said to be inherently variable, there are many varieties of the
Igbo language, but the variety of the Igbo language the researcher would use in
the course of this study is the standard Igbo.
On
the other hand, Yoruba is characterized by many dialectical differences, but
the standard Yoruba which is spoken in most parts of the North West Yoruba
would be used. The differences between the language families and the issues of
standardization between Igbo and Yoruba are likely to bring about disparities
between them in various levels of linguistic description. One of such levels
where marked differences could be expected is in the area of phonology with
particular reference to segmental phonemes and phonotactics, which are going to
be the concern in this research.
1.2 Statement of the Problem
Languages
of the world have their phonological peculiarities. Igbo and Yoruba being among
the three largest languages in Nigeria also have their peculiarities. Languages
are ordered into a common language family based on phonology, morphology and
syntax. Moreover, the phonology of one language differs from that of the other.
Katamba (1989:79) says, no two languages have exactly the same inventory of
phonemes which are realized by the same sets of allophones; no two languages
have exactly the same phonological rules regulating the deployment of the
sounds. Hence, any Igbo learner of the Yoruba language is bound to encounter
some difficulties in learning the language and vice versa since the two
languages are different. This is as a result of the phonological differences
between the L1 and the TL. Thus, the inherent sound system of the L1 may pose
problem in learning the L2. The segmental phonemes and phonotactics of the Igbo
language differ from those of Yoruba. The contrasts of the two languages, Igbo
and Yoruba, are an impediment to a learner whose L1 is Igbo learning Yoruba as
TL and vice versa especially those learning Igbo or Yoruba as TL and as
compulsory subjects in primary or secondary school.
1.3 Purpose of the Study
The
three indigenous languages that are studied in secondary schools as alternate
languages in Nigeria are Igbo, Hausa and Yoruba. This study aims at carrying
out a contrastive analysis of the segmental phonemes and phonotactic features
of both Igbo and Yoruba in order to identify the similarities, differences, and
predictable problems an Igbo learner of Yoruba or Yoruba learner of Igbo will
encounter in the learning of the TL. This will enable us to identify the
pedagogic problems which an Igbo speaker will encounter in learning Yoruba and
vice versa.
Having predicted those areas of differences
and difficulties, the language teacher would then concentrate on these areas.
In this study, we shall highlight the similarities and the differences in
consonantal and vocalic phonemes of Igbo and Yoruba as well as the phonotactics
and also investigate the extent to which the identified similarities would
facilitate the learning of either Igbo or Yoruba as TL.
Finally,
the pedagogical effects of the differences on the Igbo language and the Yoruba
language learners would be x –rayed. The researcher will try as much as
possible to suggest ways of tackling such problems.
1.4 Research Questions
This study will seek to answer the
following questions:
1.
What are the consonantal and vocalic phonemes
as well as the phonotactics of Igbo and Yoruba?
2.
What
similarities and differences are there between Igbo and Yoruba segmental
phonemes and phonotactics?
3.
What
problem does a native speaker of Igbo encounter when pronouncing Yoruba
phonemes?
4.
What
problem does a native speaker of Yoruba encounter when pronouncing Igbo
phonemes?
5.
What
are the pedagogical effects of the sound differences on the learning of the
Yoruba language by the Igbo native speaker and vice versa?
1.5 Significance of the Study
For
one to learn a particular language, such a person must learn to pronounce
accurately sounds and words in the new linguistic system. Therefore, a
contrastive study like this will enable the teacher to know the similarities
and differences between any two languages under study, to know the influence
exerted by the native language on the TL. This influence may cause interference
which might come from the L1.
In
order to overcome the difficulties involved in learning the TL, this research
seeks to expose the different ways in which the phonemes of the two languages
are organized into phonotactics. The findings from this study will help
curriculum designers and textbook writers to come up with quality instructional
materials and textbooks for learners of the Igbo and Yoruba languages in
Nigeria. The phonological data gathered in this study would add to the existing
knowledge to make immense contribution to the effective teaching and learning
of the two languages. The language teacher is empowered in his teaching having
been exposed to the areas of concentration. He would emphasize the correct form
of pronunciation through organized drill and repetition.
This
work will equally serve as a reference tool and inspire other scholars to
further conduct studies on segmental phonemes and phonotactics of other
languages.
1.6 Scope of the Study
There
are several dialects or varieties of the Igbo and Yoruba languages. In this
study we hope to use only the standard varieties of the two languages for
contrastive analysis. This study is expected to investigate the segmental
phonemes and phonotactic features of the Igbo and Yoruba languages and do a contrastive analysis of the segmental
(consonantal and vocalic sound systems) and their phonotactics / distributional
patterns (syllable structure) of the Igbo and Yoruba languages.
The
aim is to highlight similarities and differences between the two languages
which will empower us to make predictions of the learner problems.
1.7 Limitations
of the Study
The
researcher was faced with one problem or the other in carrying out this
research work. The researcher encountered the problem of getting enough and
adequate or relevant literature on the Yoruba language. Besides, not much work was
accessible to the researcher on the area of contrastive analysis of the Igbo
language and the Yoruba language. Again, inadequate knowledge of the Yoruba
language posed a big problem for the researcher.
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