Pronunciation Difficulties in Second Language Acquisition among High School Students

Abstract

Pronunciation in the acquisition English as a second language constitute a major challenge among L2 learners, especially in articulating some sounds. The aim of the study is to identify and analyse some of the key areas in English pronunciation that persistently constitute major challenges for L2 learners. 100 students in selected secondary schools in Minna were experimented for the study in the areas of articulation of vowel and consonant sounds. The selected sounds were infused in a 12-sentence composition and administered to one hundred (100) students in five (5) secondary schools: Bosso, Maikunkele, Dutse Kura, Tunga and Chanchaga. The analytical tools of distinctive features, a model of generative phonology was used in analysing the selected data. The study revealed 67.5% and 20.8% correct and incorrect respectively for final consonant sounds; 69.6% and 31.4% correct and incorrect respectively in consonant substitution; 84.5% and 15.5% correct and incorrect respectively in articulation of consonant sounds; 80.8% and 19.2% correct and incorrect respectively in consonant clusters; 63.3% and 36.7% correct and incorrect respectively in epenthesis; 60.6% and 39.4% correct and incorrect respectively in orthographic pronunciation; 57.8% and 32.2% correct and incorrect respectively in monophthongs; 94.4% and 5.6% correct and incorrect respectively in diphthongs;  In addition, the study found that most of the mis-articulated sounds are absent in the mother tongue of the students, hence they were articulated with sounds that have close features. Also, some voiceless sounds were substituted for the voiced counterpart. The study suggests multi-prong approach to remediating the difficulties.