The Study of Mada Phonemes and Areas of Interference in the Learning of English as a Second Language for Competence and Performance | Chapter 1 | Current Research in Language, Literature and Education Vol.4

 Learning and speaking English as a second language in Nigeria (especially among Mada students) is no exception to this general norm. English is spoken in a variety of dialects all around the world. These two languages (Mada and English) belong to two separate linguistic groups, each with its own phonemic potential in terms of monophthongs, diphthongs (vowels), consonants and consonant clusters, and segmentation. Mada originally belonged to the Benue Congo linguistic sub-group, which is a branch of the larger Niger-Congo African language family, whereas English belongs to the Indo-European language family. This assumes Mada's presence. Students studying and speaking English as a second language are likely to encounter various difficulties that obstruct fluency and articulation. This research on Mada phonemes and locations of interference in the learning of English as a second language was inspired by this. Some monophthongs are problematic for many Mada students studying English as a second language, according to the study's findings. Consonant clusters have also been highlighted as a source of frustration for Mada students studying English as a second language. Phoneme alteration, subtraction, separation, replacement, and transposition faults caused problems in the relevant phonemes. As a result, indigenous language language committees should work with state governments to enhance indigenous language orthography. The goal of this research was to compare phonemes to vowels, consonants, and consonant clusters in Mada and English languages, respectively. The study also looked at areas where the two languages collided. The study also attempted to determine the English phonemes or sounds that impede Mada students' learning of English as a second language and vice versa. It also attempted to find phonemes or sounds in English that are not represented in Mada orthography, as well as vice versa.

Author(s) Details:

Aria John Saleh,
Department of English, Nasarawa State College of Education, Akwanga, Nasarawa State, Nigeria.


Mallo Gowon Vincent,
Department of French, Nasarawa State College of Education, Akwanga, Nasarawa State, Nigeria.

Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6152