DOCTORAL THESIS Pronunciation intelligibility of Nigerian speakers of English Idowu, Fiyinfolu Award date: 2019 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 04. Oct. 2021 PRONUNCIATION INTELLIGIBILITY OF NIGERIAN SPEAKERS OF ENGLISH By FIYINFOLU OLUBUNMI IDOWU, BA, MA A Thesis Submitted in partial fulfilment of the requirements for the degree of PhD in English Language and Linguistics Department of Media, Culture & Language University of Roehampton 2018 Abstract Traditionally, English language pronunciation teaching was typically based on native-speaker norms usually RP British English or General American in most cases. In other words, people studied English intending to interact with native speakers and attaining this “native-like” accent was the goal. However, in the light of the expansion of English as a global language such assumptions are in urgent need of reconsideration and re-evaluation, especially as the situation nowadays is shifting to a scenario where English is increasingly being used for communication world-wide between speakers of other languages (De Souza, 1999; Jenkins, 2000; 2007;2010; 2015). A growing body of research shows that there are now more linguistic exchanges between non- native speakers (NNS- NNS) of English than between non-native speakers and native speakers (NNS- NS) (Beneke, 1991; Mc Arthur, 2002; Crystal, 2003; 2012a; Kirkpatrick, 2006; 2007; Deterding, 2006; 2012; 2014). English is spoken all over the world, and it has become a lingua franca, a real international language and, as a result, intelligibility and successful communication are more important goals for learners than native-like accuracy. It is against this background that this study seeks to assess the pronunciation intelligibility of Nigerian speakers of English to different speakers of English interacting in international settings. The study examines the phonological intelligibility of Nigerian speakers of English. Specifically, it investigates the extent to which segmental features of pronunciation (such as consonants, vowels, consonant clusters) in the speech of Nigerian Speakers of English affect their intelligibility to speakers from different contexts. 100 evaluators, (international listeners made up of non-Nigerian speakers) transcribed six speech samples from six audio podcasts in which Nigerian speakers delivered speeches. The transcription of the different speech samples served to assess intelligibility at pronunciation level (specifically segmental features). Results revealed that using vowel realisations distinct from the central vowels [ʌ], [ɜ:], and [ə] and [ɪ] caused intelligibility problems for international listeners. Apart from the quality of vowels mentioned, I also found that the length of vowels contributed to intelligibility breakdown. The non- ii realisation of consonant such as the glottal fricative [h], the velar plosive [k], and dark (velarized) [l], or [ɫ] contributed substantially to the occurrence of intelligibility breakdown. The results also indicate that using consonant realisations distinct from the voiceless palato-alveolar affricate /tʃ/; voiced palato-alveolar fricative /ʒ/; and voiced alveolar fricative /z/ contributed to the presence of intelligibility problems. However, using consonant different from the dental fricatives /θ/, /ð/, velar nasal [ŋ], and postvocalic /l/ “substitution” such as L vocalisation did not hamper intelligibility. In addition, a further consideration was made to include Nigerian listeners given the important role English plays as a language of wider communication among Nigerians of different ethnic groups who themselves have different language backgrounds. It was essential to examine the intelligibility between Nigerians in cross-cultural communication. Thus, the same speech samples of Nigerian speakers presented to the international listeners were presented to 50 Nigerians (with Hausa L1 and Yoruba L1 backgrounds) to transcribe. Results revealed that alternatives to the central vowels [ʌ], [ɜ:], and [ə] were not a problem for Nigerian listeners except in few cases which could be attributed to unfamiliar lexis and context. The length of vowels and non-realisation of consonants did not hamper intelligibility. The findings also indicated that the difference in consonant realisations did not contribute to the occurrence of intelligibility problems except for the use of alveolar tap [ɾ] for plosive [t]. The findings of the study have significant pedagogical implications for the teaching of English pronunciation in Nigerian schools. Specifically, it will help raise awareness among teachers of the critical problems hindering intelligible pronunciation by Nigerian speakers of English which will be the primary focus in teaching and learning. In addition, it will inform teachers of the segmental features that are not important for international intelligibility so that Nigerian teachers can pay less attention to these features and devote lots of classroom time on only features that matter for intelligibility. iii Table of Contents ABSTRACT.................................................................................................................................. ii LIST OF FIGURES ..................................................................................................................... x LIST OF TABLES ...................................................................................................................... xi DEDICATION ............................................................................................................................ xiii ACKNOWLEDGEMENTS ...................................................................................................... xiv LIST OF ABBREVIATIONS .................................................................................................. xvii LIST OF SYMBOLS ................................................................................................................ xix CHAPTER ONE THESIS INTRODUCTION .......................................................................... 1 1.1 Setting the Scene ....................................................................................................... 1 1.2 Changing Patterns, Changing Realities in the Use of English ............................ 5 1.3 The Need for the Research .................................................................................... 10 1.4 The Objectives of the Study and Research Questions ....................................... 12 1.5 Native and non-Native Distinction .......................................................................... 13 1.6 Potential Significance of the Study ........................................................................ 15 1.7 Outline of Thesis ....................................................................................................... 16 CHAPTER TWO THE GLOBAL SPREAD OF ENGLISH ................................................. 18 2.0 Introduction ................................................................................................................ 18 2.1. Some factors that led to the spread of English .................................................... 19 2.1.1 The Expansion of the British Empire ................................................................... 19 2.1.2 The Industrial Revolution and Rise of the United States as Super Power.......... 24 2.1.3 Globalization and the rise of English as world’s lingua franca ............................ 25 iv 2.2 English: a truly global/international language ...................................................... 29 2.3 Theoretical Paradigms of the Global Spread of English .................................... 33 2.3.1 The World Englishes (WE) Paradigm ................................................................. 34 2.3.2 English as a Lingua Franca (ELF) Paradigm ...................................................... 52 2.4 Chapter Summary .................................................................................................... 56 CHAPTER THREE NIGERIAN LINGUISTIC CONTEXT .................................................. 57 3.0 Introduction ................................................................................................................ 57 3.1 The Linguistic Situation in Nigeria ......................................................................... 58 3.1.1 Nigeria: A Brief Profile ......................................................................................... 58 3.1.2 Nigeria: The Indigenous Languages ................................................................... 59 3.2. The Phonology of Yoruba ...................................................................................... 64 3.2.1 The Vowel System