An Examination Of The Oral English Subject Content
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
An Examination Of The Oral English Subject Content
INTRODUCTION
BACKGROUND
Dialect is the true means of communication in human civilisation, and discourse plays an important role as an open medium in many dialect conversations. According to Mgbodile (1999), one of the true characteristics of man is his ability to use dialect to communicate about objects, events, and conditions around him.
Discourse is what distinguishes man from other creatures. Discourse is fundamental to any dialect, and learning English cannot be significantly improved without effective control of discourse sounds, because semantics competence, as suggested by Chukwuma,H and Otagburuagu,E(1997), is primarily built on oracy.
As a result, the authority of English is strongly related with the dominance of the spoken form of it. A typical child responds to the noises used by his elders to communicate with him from a young age.
In his desire to teach and have his requirements recognised and met, the child begins to mimic the sounds that he has received notification from his elder people. His strong desire to communicate with adults, as well as his consistent listening and mimicry of the dialect, making it possible for him to learn his native language or first dialect.
According to Ogbuehi (2003), every average child acquires the sound framework and discourse examples of his primary language on a regular basis by impersonating sounds from adults.
However, learning how to speak a second or remote dialect typically entails a few rigours and difficulties because the student must absorb the sound frameworks and prosodic highlights of the second dialect against the student’s already immovably merged first dialect in the brain.
The issue is that some dialects are tonal and syllable-coordinated, whereas others are push planned, and many discourse sounds have distinct acoustic qualities.
The alteration in accordance with these distinctions may cause a stutter, and the student may produce sounds that are incomprehensible to other users of the same dialect.
According to Onuyouruba (1990), learning how to speak a new dialect is psychologically demanding because the learner is already comfortable with the oral English frames of his native dialect.
Mackey (1965) agrees that a guy who has only used one dialect since childhood has propensities and thoughts that are inextricably linked to his proclivity for dialect, and that dialect is a part of his experience. He assumes that when learning a moment dialect, the pupil must adjust his discourse propensities to match those of the objective dialect.
According to Otagburuagu and Okorji (2002), dialects have their own unique oral English and phonemic highlights that students must master and use in order to communicate effectively with local speakers and other dialect users. Many pupils of a particular dialect are unable to make this change efficiently.
They compare the spoken English highlights of the secondary or target dialect to those of their primary language. In other words, they allow the discourse propensities of their native language or first dialect to interfere with the discourse propensities of the target dialect. According to Akindele and Adegbite (1999), this phenomenon is known as oral English blockage in dialect.
Oral English Obstruction refers to a semantic event in which two distinct dialects overlap and the phonetic arrangement of one dialect is shifted into the other in the process of delivering the second or target dialect.
According to Baldeh (1990), impedance is a big deterrent in the teaching of the English dialect, and it poses an enormous challenge to the acquisition of a second language because it can obstruct common comprehension and comprehensibility, influencing execution in the target dialect.
This has resulted in the development of a distinct English dialect in Nigeria known as “Nigerian English”. Mgbodile (1999) believes that main language blockage is a significant concern for second-language English students.
The Nigerian child should be taught to recognise and provide four revised articulation, emphasis, and inflection in the target dialect, which in Nigeria is English. Teaching proper articulation, stress, and sound to Nigerian children might be difficult because the country is multilingual.
William (1990) observes that teaching English to students who have different first languages other than English is confusing and difficult, especially when the learning environment is multilingual. This problem is exacerbated by the fact that for some students, English is not only their second language, but also their third or fourth.
Educating students on proper elocution, stress, and pitch can be challenging. For example, Student “A” may struggle with recognising /l/from/r/ sounds, while Student “B” may struggle with articulating words like “live” and “leave,” resulting in unexpected pronunciation. Understudy “C” may have difficulty resisting the urge to incorporate a vowel sound within a consonant group.
Numerous Nigerians’ English communication can be used to determine their region of origin. This is because different discourse groups have varying oral English and impedance concerns.
According to Ogbuehi (2003), there are now multiple “Shibboleths (discourse signs) for distinguishing individuals from various ranges of Nigeria.”
Need help with a related project topic or New topic? Send Us Your Topic