Born in 1968, obtained B.A. Hausa in 1997, PGDE in 2005, M.A. Hausa in 2013, and PhD Applied Comparative Linguistics in 2021 respectively. Research interest: Phonetics and Phonology, as well as Second Language learning. Phone: +234 803 378 0095 Address: Adeyemi Federal University of Education, Ondo, Nigeria
Journal of the Association of Phonetics and Phonologists in Nigeria (JAPPIN), 2022
Abstract
This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of... more Abstract This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of the 12 Hausa vowels produced by Yorùbá native speakers when learning Hausa pronunciation. The objective of the study is to identify the errors committed in the pronunciation of disyllabic Hausa words among Yorùbá native speakers. Phonemic distinction between Hausa and Yorùbá seems to cause learning difficulties for Yorùbá learners of Hausa as a second language. The study centred on the standard Hausa vowels that are often substituted in the first and second syllables in Yorùbá speakers’ pronunciation of disyllabic Hausa words. This is a production task. Forty-eight (48) participants who were at least 18 years and were in NCE 3 at Adeyemi College of Education, Ondo were sampled purposively. Each participant was asked to read aloud the already prepared stimuli in carrier phrases. The data were collected in an audio-tape and were played back, listened to, transcribed and then analysed based on themes and percentages. The identified errors were categorised and explained in line with Corder’s (1967) ‘Error Analysis Model’, and Flege & Bohn’s (2020) Revised Speech Learning Model. The results showed that in the first syllable, the following substitutions took place: /ɑ/ → [ɑ:] and [o:]; /u/ → [o:] and [u:]; /ɑi/ → [e:]. In the second syllable, the following substitutions were observed: /i/ → [i:], [e:], and [ɑ:]; /ɑ/ → [ɑ:]; /u/ → [ɑ:], [o:], and [u:]; /ɑi/ → [i], [e:], and [ɑ]; as well as /ɑu/ → [o:]. One of the implications of such substitutions is mispronunciation.
Malaysian Journal of Social Sciences and Humanities (MJSSH), 2021
Globalization can be viewed from economic, cultural and socio-political perspectives including in... more Globalization can be viewed from economic, cultural and socio-political perspectives including information and communication technology (ICT). In view of this, it is seen as the increasing empowerment of western cultural values including language, philosophy and world view. In many African countries Nigeria inclusive, English language which is the language of colonization is gradually becoming a global language due to its influence and subsequent adoption as the official language by many African nations which are largely multi-cultural and multilingual under the British colony. This trend has not only relegated the status of Nigerian Indigenous languages to the background but has also threatened their existence in Nigeria which accommodates over 500 native languages. If this trend is left unchecked, the ill-wind of globalization will gradually sweep the native languages including the so-called major ones (Hausa, Igbo and Yoruba) out of existence particularly in Nigeria. This paper d...
Linguists are of the belief that, no two languages are phonologically identical. As such, every l... more Linguists are of the belief that, no two languages are phonologically identical. As such, every language has a set and definite number of speech sounds peculiar to it for communication as well as other phonological processes. But in spite of such a difference between Hausa and English languages, do we have to conclude that these two languages do not share some phonological features (vowels) in common? This and many other more are some of the questions this paper focuses on with the view to finding their answers for optimum benefit of those wishing to embark on a research.
Malaysian Journal of Social Sciences and Humanities (MJSSH), 2021
Globalization can be viewed from economic, cultural and socio-political perspectives including in... more Globalization can be viewed from economic, cultural and socio-political perspectives including information and communication technology (ICT). In view of this, it is seen as the increasing empowerment of western cultural values including language, philosophy and world view. In many African countries Nigeria inclusive, English language which is the language of colonization is gradually becoming a global language due to its influence and subsequent adoption as the official language by many African nations which are largely multi-cultural and multilingual under the British colony. This trend has not only relegated the status of Nigerian Indigenous languages to the background but has also threatened their existence in Nigeria which accommodates over 500 native languages. If this trend is left unchecked, the ill-wind of globalization will gradually sweep the native languages including the so-called major ones (Hausa, Igbo and Yoruba) out of existence particularly in Nigeria. This paper d...
REiLA : Journal of Research and Innovation in Language
The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ... more The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dic...
Pronunciation in second language learning is sometimes challenging, especially the vowels. Vowels... more Pronunciation in second language learning is sometimes challenging, especially the vowels. Vowels such as [i] and [a] are found both in Hausa and Yorùbá but [i:] and [a:] are peculiar to Hausa alone. While Hausa has short and long vowels, Yorùbá has only oral and nasal vowels in their vowel inventories. Such phonemic differences constitute learning challenges, especially for the Yorùbá native speakers. This is a cross-sectional study design using mixed methods to examines the production of high front vowels: [i], and [i:], as well as low: [a], and [a:] Hausa vowels by the Yorùbá speakers to identify which group perform better between group 1 (Yorùbá native speakers who learned Hausa in the secondary school before going to the college of education), and group 2 (Yorùbá native speakers who learned Hausa informally before going to the college of education). The study also seeks to find out vowel substitutions that occur in the pronunciation tasks using 80 participants from ...
REiLA : Journal of Research and Innovation in Language
The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ... more The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dic...
Linguists are of the belief that, no two languages are phonologically identical. As such, every l... more Linguists are of the belief that, no two languages are phonologically identical. As such, every language has a set and definite number of speech sounds peculiar to it for communication as well as other phonological processes. But in spite of such a difference between Hausa and English languages, do we have to conclude that these two languages do not share some phonological features (vowels) in common? This and many other more are some of the questions this paper focuses on with the view to finding their answers for optimum benefit of those wishing to embark on a research.
Journal of the Association of Phonetics and Phonologists in Nigeria (JAPPIN), 2022
Abstract
This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of... more Abstract This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of the 12 Hausa vowels produced by Yorùbá native speakers when learning Hausa pronunciation. The objective of the study is to identify the errors committed in the pronunciation of disyllabic Hausa words among Yorùbá native speakers. Phonemic distinction between Hausa and Yorùbá seems to cause learning difficulties for Yorùbá learners of Hausa as a second language. The study centred on the standard Hausa vowels that are often substituted in the first and second syllables in Yorùbá speakers’ pronunciation of disyllabic Hausa words. This is a production task. Forty-eight (48) participants who were at least 18 years and were in NCE 3 at Adeyemi College of Education, Ondo were sampled purposively. Each participant was asked to read aloud the already prepared stimuli in carrier phrases. The data were collected in an audio-tape and were played back, listened to, transcribed and then analysed based on themes and percentages. The identified errors were categorised and explained in line with Corder’s (1967) ‘Error Analysis Model’, and Flege & Bohn’s (2020) Revised Speech Learning Model. The results showed that in the first syllable, the following substitutions took place: /ɑ/ → [ɑ:] and [o:]; /u/ → [o:] and [u:]; /ɑi/ → [e:]. In the second syllable, the following substitutions were observed: /i/ → [i:], [e:], and [ɑ:]; /ɑ/ → [ɑ:]; /u/ → [ɑ:], [o:], and [u:]; /ɑi/ → [i], [e:], and [ɑ]; as well as /ɑu/ → [o:]. One of the implications of such substitutions is mispronunciation.
Malaysian Journal of Social Sciences and Humanities (MJSSH), 2021
Globalization can be viewed from economic, cultural and socio-political perspectives including in... more Globalization can be viewed from economic, cultural and socio-political perspectives including information and communication technology (ICT). In view of this, it is seen as the increasing empowerment of western cultural values including language, philosophy and world view. In many African countries Nigeria inclusive, English language which is the language of colonization is gradually becoming a global language due to its influence and subsequent adoption as the official language by many African nations which are largely multi-cultural and multilingual under the British colony. This trend has not only relegated the status of Nigerian Indigenous languages to the background but has also threatened their existence in Nigeria which accommodates over 500 native languages. If this trend is left unchecked, the ill-wind of globalization will gradually sweep the native languages including the so-called major ones (Hausa, Igbo and Yoruba) out of existence particularly in Nigeria. This paper d...
Linguists are of the belief that, no two languages are phonologically identical. As such, every l... more Linguists are of the belief that, no two languages are phonologically identical. As such, every language has a set and definite number of speech sounds peculiar to it for communication as well as other phonological processes. But in spite of such a difference between Hausa and English languages, do we have to conclude that these two languages do not share some phonological features (vowels) in common? This and many other more are some of the questions this paper focuses on with the view to finding their answers for optimum benefit of those wishing to embark on a research.
Malaysian Journal of Social Sciences and Humanities (MJSSH), 2021
Globalization can be viewed from economic, cultural and socio-political perspectives including in... more Globalization can be viewed from economic, cultural and socio-political perspectives including information and communication technology (ICT). In view of this, it is seen as the increasing empowerment of western cultural values including language, philosophy and world view. In many African countries Nigeria inclusive, English language which is the language of colonization is gradually becoming a global language due to its influence and subsequent adoption as the official language by many African nations which are largely multi-cultural and multilingual under the British colony. This trend has not only relegated the status of Nigerian Indigenous languages to the background but has also threatened their existence in Nigeria which accommodates over 500 native languages. If this trend is left unchecked, the ill-wind of globalization will gradually sweep the native languages including the so-called major ones (Hausa, Igbo and Yoruba) out of existence particularly in Nigeria. This paper d...
REiLA : Journal of Research and Innovation in Language
The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ... more The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dic...
Pronunciation in second language learning is sometimes challenging, especially the vowels. Vowels... more Pronunciation in second language learning is sometimes challenging, especially the vowels. Vowels such as [i] and [a] are found both in Hausa and Yorùbá but [i:] and [a:] are peculiar to Hausa alone. While Hausa has short and long vowels, Yorùbá has only oral and nasal vowels in their vowel inventories. Such phonemic differences constitute learning challenges, especially for the Yorùbá native speakers. This is a cross-sectional study design using mixed methods to examines the production of high front vowels: [i], and [i:], as well as low: [a], and [a:] Hausa vowels by the Yorùbá speakers to identify which group perform better between group 1 (Yorùbá native speakers who learned Hausa in the secondary school before going to the college of education), and group 2 (Yorùbá native speakers who learned Hausa informally before going to the college of education). The study also seeks to find out vowel substitutions that occur in the pronunciation tasks using 80 participants from ...
REiLA : Journal of Research and Innovation in Language
The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ... more The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dic...
Linguists are of the belief that, no two languages are phonologically identical. As such, every l... more Linguists are of the belief that, no two languages are phonologically identical. As such, every language has a set and definite number of speech sounds peculiar to it for communication as well as other phonological processes. But in spite of such a difference between Hausa and English languages, do we have to conclude that these two languages do not share some phonological features (vowels) in common? This and many other more are some of the questions this paper focuses on with the view to finding their answers for optimum benefit of those wishing to embark on a research.
Ibrahim Narambaɗa Tubali in Honour of his Excellency, General Ibrahim Badamasi Babangida (Rtd) GCFR, Former President, Federal Republic of Nigeria, 2023
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This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of the 12 Hausa vowels produced by Yorùbá native speakers when learning Hausa pronunciation. The objective of the study is to identify the errors committed in the pronunciation of disyllabic Hausa words among Yorùbá native speakers. Phonemic distinction between Hausa and Yorùbá seems to cause learning difficulties for Yorùbá learners of Hausa as a second language. The study centred on the standard Hausa vowels that are often substituted in the first and second syllables in Yorùbá speakers’ pronunciation of disyllabic Hausa words. This is a production task. Forty-eight (48) participants who were at least 18 years and were in NCE 3 at Adeyemi College of Education, Ondo were sampled purposively. Each participant was asked to read aloud the already prepared stimuli in carrier phrases. The data were collected in an audio-tape and were played back, listened to, transcribed and then analysed based on themes and percentages. The identified errors were categorised and explained in line with Corder’s (1967) ‘Error Analysis Model’, and Flege & Bohn’s (2020) Revised Speech Learning Model. The results showed that in the first syllable, the following substitutions took place: /ɑ/ → [ɑ:] and [o:]; /u/ → [o:] and [u:]; /ɑi/ → [e:]. In the second syllable, the following substitutions were observed: /i/ → [i:], [e:], and [ɑ:]; /ɑ/ → [ɑ:]; /u/ → [ɑ:], [o:], and [u:]; /ɑi/ → [i], [e:], and [ɑ]; as well as /ɑu/ → [o:]. One of the implications of such substitutions is mispronunciation.
Keywords: Pronunciation, Error, Detection, Yorùbá, Substitution.
This paper investigates three monophthongs, [i, a, u], and 2 diphthongs, [ai au], out of the 12 Hausa vowels produced by Yorùbá native speakers when learning Hausa pronunciation. The objective of the study is to identify the errors committed in the pronunciation of disyllabic Hausa words among Yorùbá native speakers. Phonemic distinction between Hausa and Yorùbá seems to cause learning difficulties for Yorùbá learners of Hausa as a second language. The study centred on the standard Hausa vowels that are often substituted in the first and second syllables in Yorùbá speakers’ pronunciation of disyllabic Hausa words. This is a production task. Forty-eight (48) participants who were at least 18 years and were in NCE 3 at Adeyemi College of Education, Ondo were sampled purposively. Each participant was asked to read aloud the already prepared stimuli in carrier phrases. The data were collected in an audio-tape and were played back, listened to, transcribed and then analysed based on themes and percentages. The identified errors were categorised and explained in line with Corder’s (1967) ‘Error Analysis Model’, and Flege & Bohn’s (2020) Revised Speech Learning Model. The results showed that in the first syllable, the following substitutions took place: /ɑ/ → [ɑ:] and [o:]; /u/ → [o:] and [u:]; /ɑi/ → [e:]. In the second syllable, the following substitutions were observed: /i/ → [i:], [e:], and [ɑ:]; /ɑ/ → [ɑ:]; /u/ → [ɑ:], [o:], and [u:]; /ɑi/ → [i], [e:], and [ɑ]; as well as /ɑu/ → [o:]. One of the implications of such substitutions is mispronunciation.
Keywords: Pronunciation, Error, Detection, Yorùbá, Substitution.