CHAPTER ONE

GENERAL INTRODUCTION

Recognizing the fact that language is the heart of all curricular and the words are the content, thus the way to access every curriculum. If students cannot access the words, they cannot access the contents.  It is also important to acknowledge that we gain majority of our knowledge through what we read, but how can students read if they cannot pronounce the words?  It is also important that students are confident readers. Reading with good intonation, fluency and expression. Students are not taught pronunciation because they will someday be English teachers or further English studies, but because accurate pronunciation enhances comprehension and contributes to effectual verbal communication. Derwing and Munro, (2015) emphasize that poor pronunciation can lead to breakdown in communication and limit language acquisition.

Pronunciation difficulties in the English language by students is an over flowing consequence of negligence from the past which is clearly seen in the output the students produce,which is a proof of long years of accumulated negligence on pronunciation at the basic level like forms one and two. Fontem, (2012: 136)  says that ‘teachers are the contributing factors to language degradation in Cameroon’.  Pronunciation cannot be over emphasized in the learning of a language because it is one of the indicting factors that prove the comprehension of a language and its importance in communication. Fluency in pronunciation gives boldness to speak out anytime. Pandya Disha et al, (2018) abstract says, “Even if their grammar is perfect, learners who have bad pronunciation feel lonely, may have employment difficulties, they avoid speaking in English, have limited opportunities for further study.” They add that, “Everybody judges people by the way they communicate, and so learners with poor pronunciation can be judged as uneducated, lack of knowledge in pronunciation or incompetent”. So, learners should acquire the knowledge on pronunciation. This paper analyses the importance of pronunciation, and reasons for difficulties in pronunciation and possibly solution using the forms one and two of CCAST Bambili as the case study. Pronunciation comprises of pronunciation of individual sounds, word stress, sentence stress, rhythm and intonation.

1.2 Background to the Study

Vivian Bongka, (2010), highlights some aspects on the history of the English Laguage. The English language originated in the region known today as Great Britain. The first known people to inhabit the British Isles were the Celts. However, the Angles, Saxons, and Jutes are credited with being the first people to speak the English language around 650 C.E. English is classified as part of the Germanic language family. Although a Germanic language, English is written with the Latin alphabet because of the religious impact of Christianity in the 5th-century England. Many other cultures and languages have influenced English throughout the language’s history. Loanwords, or, words taken from one language and used in another language, are abundant in English. Words like alligator, alpaca, burrito, and coyote are Spanish loanwords used in present-day English. Words like baguette, ballet, café, and fiancé are French loanwords used in present-day English. The first known version of English is Old English, followed by Middle English in the 12th-century, Early Modern English in the 16th-century, and eventually, Late Modern English, which is the version of English spoken today.

The significant role of pronunciation in language learning and communication as documented in various scholarly works include; effective communication. The research by Derwing and Munro, (2005), emphasize the relationship between pronunciation and listener’s comprehension, highlighting the impact of pronunciation on overall communicative success and the perception of language proficiency. Also, good pronunciation enhances listening comprehension. Derwing and Munro, (2009), emphasize the critical role of pronunciation in listener’s comprehension.

Moreover, accurate pronunciation contributes to overall language proficiency. Celce-Murcia, et al, (2010), discusses that pronunciation plays a crucial role in language learning and communication, contributing significantly to overall language fluency.

Furthermore, students are not taught pronunciation because they will further English at the university. Rather, when they learn good pronunciation, it will help them in their professions in the future. Levis, (2018), explains that pronunciation influences social interaction and professional communication. Clear and accurate pronunciation is essential for effective communication and can have a significant impact on social and professional interaction.

From personal experience and observations, students who foster English language in the university have great difficulties in subjects like phonetics because of poor pronunciation. This difficulty in articulation has been a problem from the junior level which we grew in. Poor pronunciation can be handled at junior level first and subject like phonetics are better introduced at the junior level as it was the case with sound and word building in the primary schools. Geoffrey Broughton, et al, (1980), acknowledge that English is by far the most widely spoken language in over 4000 to 5000 languages. So it is important that pronunciation be effectively handled because, English cuts across all occupations and subject in countries like Cameroon which uses English as one of the official languages.  Language is in its best form when it can be used to communicate (verbally), once it is not well pronounced it distorts the meaning or the sense in which it is been spoken.

In addition, Vivian Bongka T, (2010), confirms the fact that most children in the Cameroon context are introduced to their mother tongue, Pidgin English or French from childhood. Even those exposed to English from childhood are not taught standard British pronunciation by their parents. This is seen in children’s pronunciations, in which we get the interference of either Pidgin, French or Mother tongue. That is why pronunciation lessons at the junior classes should be effectively taught so that it can train their tongue to get accustomed to English pronunciation patterns.  Sam Goldstein, et al, (2011), in discussing the Nativist Theory says, language is learnt better at the younger age. Many language Theories emphasize on this and bring the picture of a Yong plant that is controlled to grow in a particular direction. Kyle A. Litchfield talks about the Nativist Theory, which indicates that learning a language is particularly biological which means it involves speech organs of a person which also needs to be trained or directed like the young plant.

J.Ball, (1989), writes that phoneticians have been successful in developing instruments that directly or indirectly measure many aspects of speech other than the articulation of individual sounds. The measurement of the movement of the articulators within the oral cavity has however proven to be difficult. Certain places of articulation, for example, the bilabial, labio-dental, and interdental can be seen by an observer. This is most difficult with second language learners. Giving more reasons why pronunciation check should be done from the junior level so as to encourage its learning.

1.3 Statement of the Problem

Investigating possible reasons for poor pronunciation in English by forms one and two students and propose remedies to its consequences.

1.4 Research Objectives

This long essay has as objectives:

  1) To examine some reasons for poor pronunciation in school, especially to forms one and two students;

2) To make teachers and students see the importance of teaching andlearning pronunciation;

3) To make students become confident to participate in reading and talking in class and not to shy away because of poor pronunciation;

4) To encourage the adding of Phonetics to the study of pronunciation in secondary school which will help in learning how to produce and pronounce sounds and words;

1.5 Research Questions

This study will be guided by the following research questions:

 1) What are the reasons for poor pronunciation in English language by students of forms one and two?

2)  How can the problem of poor English pronunciation be solved at the level of the school?

3) What are some challenges children face because of poor pronunciation especially in class?

4)  How can effective learning of phonetics help in the learning of pronunciation?